University Officers of Administration
To call any of the listed offices from outside the local calling area, dial (541) 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 Edwards, special counsel to the president
(4788)
David R. Hubin, executive assistant president (3036)
Carol Rydbom, executive secretary to the president
(3039)
Becky Couch-Goodling, executive assistant (3038)
Kathleen Wagner, executive assistant (3037)
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)
Thomas R. Dyke, vice provost for research (3081)
George J. Sheridan Jr., vice provost for international
programs (5851)
Joe A. Stone, dean, College of Arts and Sciences
(3902)
Robert Z. Melnick, dean, School of Architecture
and Allied Arts (3631)
Dale Morse, dean, Charles H. Lundquist College of
Business (3300)
Martin J. Kaufman, dean, College of Education
(3405)
Timothy W. Gleason, dean, School of Journalism
and Communication (3739)
Rennard Strickland, dean, School of Law (3836)
Anne Dhu McLucas, dean, School of Music (5661)
Marian Friestad, dean, Graduate School (2805)
George W. Shipman, university librarian, University
of Oregon Library System (3056)
Frances Dyke (2007), director, Office of Resource
Management
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, assistant vice provost (3013)
Lawrence H. Smith, director, Career Center (3235)
Susan Lesyk, director, Center for Academic
Learning Services (3226)
Curtis D. Lind (1228) and Ronald E. Trebon (1227),
codirectors, Continuation Center
Robert H. Rhen, head, Department of Military
Science (3102)
Margaret J. Hallock, director, Labor Education and
Research Center (2784)
David Robertson, director, Museum of Art (3027)
C. Melvin Aikens, director, Museum of Natural
History (3024)
James R. Buch, associate vice president for student
academic affairs (1278)
Anne L. Leavitt, associate vice provost for student
academic services (1129)
Joe Wade, director, Office of Academic Advising
and Student Services (3211)
Martha Pitts, director, Office of Admissions (1289)
Thomas Mills, director, Office of International
Education and Exchange (3206)
Director, Office of Multicultural Affairs (2989)
Herbert R. Chereck, university registrar, Office of
the Registrar (2937)
Jane DeGidio, director, Office of Student Retention
Programs (1144)
Edmond Vignoul, director, Office of Student
Financial Aid (3205)
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 president for institutional
affairs (2820)
George E. Hecht, director, Campus Operations
(2270)
Bill Moos, director, Department of Intercollegiate
Athletics (5464)
Charles Miller, director, Erb Memorial Union (3705)
Sherri C. McDowell, director, Office of Business
Affairs (3165)
Linda L. King, director, Office of Human Resources
(3159)
Stan Reeves, director, Office of Public Safety (5444)
Weston H. Morrill, dean, Office of Student Life
(3216)
Michael Eyster, director, Office of University
Housing (4277)
Christopher C. Ramey, director and architect,
Office of University Planning (5562)
Karla S. Rice, director, Physical Education and
Recreation Services (4105)
Weston H. Morrill, director, University Counseling
Center (3227)
Gerald J. Fleischli, MD., director, University Health
Center (4447)
Office of the Vice President for Public
Affairs and Development
Duncan L. McDonald, Vice President
103 Johnson Hall (5555)
Kathryn Owen, associate vice president, Office of
Development (2054)
Janet Fratella, assistant director (5559)
Greg Stripp, director, personnel
and resource management (5551)
Paul Bjornstad, general manager, KWAX-FM (4238)
Tom Hager, director, Office of Communications
(3131)
Kirk Bailey, director, Office of Legislative Relations
(5022)
Matthew W. Dyste, director, Office of Merchandise
Marketing and Licensing (6037)
George Beltran, director, Office of University
Publications (5396)
Guy Maynard, editor, Oregon Quarterly (5047)
Dan Rodriguez, executive director, University
of Oregon Alumni Association (5656)
Office of the Vice Provost for Research
Thomas R. Dyke, Vice Provost
207 Johnson Hall (3081)
Maggie Morris, assistant vice provost for research
and graduate education (3028)
Paula K. Burkhart, assistant vice provost for research
and faculty development (3188)
Gary Chaffins, director, Research Services and
Administration (2395)
Juliana Kyrk, human subjects compliance coordina-
tor (3106)
Stephen W. Durrant, director, Center for Asian
and Pacific Studies (5088)
Donald B. Corner, director, Center for Housing
Innovation (3614)
Sandra L. Morgen, director, Center for the Study
of Women in Society (5013)
Hill M. Walker, director, Center on Human Devel-
opment (3591)
David W. Etherington, director, Computational
Intelligence Research Laboratory (0472)
Douglas R. Toomey, director, Computational
Science Institute (4154)
John H. Baldwin, director, Institute for a Sustainable
Environment (0675)
Linda F. Ettinger, director, Institute for Community
Arts Studies (3639)
John M. Orbell, director, Institute of Cognitive and
Decision Sciences (4941)
James R. Terborg, director, Institute of Industrial
Relations (5141)
Tom H. Stevens, director, Institute of Molecular
Biology (5151)
William Roberts, director: Institute of
Neuroscience (4961)
Davison E. Soper, director, Institute of Theoretical
Science (5162)
Jeffrey R. Sprague and Hill M. Walker, codirectors,
Institute on Violence and Destructive Behavior
(3592)
Henriette Heiny, director, International Institute
for Sport and Human Performance (4114)
David C. Johnson, director, Materials Science
Institute (4612)
J. Michael Holcomb, director, New Media Center
(1457)
Michael G. Raymer, director, Oregon Center for
Optics (4785)
Steven Shankman, director, Oregon Humanities
Center (3934)
Lynda P. Shapiro, director, Oregon Institute
of Marine Biology (888-2581)
Patricia A. Gwartney, director, Oregon Survey
Research Laboratory (0824)
John S. Reynolds, director, Solar Energy Center
(3656)
)998-99 UNIVERSITY of OREGON
Undergraduate and Graduate Bulletin
2Bulletin Expiration
and Requirements Policies
The University ofOregon Undergraduate and
Graduate Bulletin lists requirements for all
degrees offered by the university.
Each undergraduate and graduate bulletin goes
into effect at the beginning of fall term the
academic year ofissue. 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.
© 1998 University of Oregon P0798E1
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
requirements must be submitted in writing to
the Graduate School prior to graduation.
Sixth Series
University of Oregon Bulletin
Number 29
July 1998
(USPS 363-910)
Issued quarterly each year: July, September,
October, and March.
Published by the Oregon University System at
the University of Oregon, Eugene OR 97403.
Periodicals postage paid at Eugene OR 97401.
Copies of this publication are available 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 the Erb Memorial Union.
The 1999-2000 UO Undergraduate and Graduate
Bulletin will be published in July 1999. The 1998-
99 UO School oj Law Bulletin will be published in
September 1998. 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 1998-99 UO
Graduate Admission Bulletin, will be published in
October 1998. The 1999 UO Summer Session Bul-
letin, fourth in the series, will be published in
March 1999. 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 1998-99 UO Undergraduate and Graduate
Bulletin is available on the World Wide Web:
http://darkwing.uoregon.edu/-uopubs/bulletin/
The following people in the Office of University Publications contributed to the production of this bulletin:
George Beltran, Nan Coppock-Bland, 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
3Welcome to the
UNIVERSITYof OREGON
Learning and Research·1t
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
active researchers. In turn, by shar-
ing 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
tha.t learning should be a lifel~mg
actlV1ty.
UO students select their courses
from departments and programs in
the College of Arts and Sciences and
from six professional schools and
colleges. Some 780 full-time and
390 part-time faculty members and
close to 1,200 graduate teaching and
research assistants serve as mentors
colleagues, and friends to the 17,200
undergraduate and graduate students
currently enrolled at the university.
AlthOUgh most students are from
Oregon, about 40 percent are from
other states and 10 percent from
other countries. The mix of back-
grpunds gives students a chance to
know people they might n~tmeet
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
campus learning community. In the
past year, faculty members and
students engaged in active research
programs have brought the univer-
sitymore than $54.7 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. Eight UO
professors belong to the prestigious
American Academy of Arts and Sci-
ences' and four faculty members are
current members of the National
Academy of Sciences.
The Campus
The university's 280-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
Museums, is noted for its collections
of Oriental and Northwest art. The
two-million-volume UO 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 P;ol,
Esslinger Hall's gymnasiums and
courts, the Harry Jerome Weight
Center, Gerlinger Annex's gymnasi-
ums 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 Monday through
Friday by ConDUCKtours. Tours
may be arranged by calling (541)
346-3014. ConDUCKtours also dis-
tributes campus maps and a variety
of pamphlets describing university
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
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.
Uni~ersityprograms that are designed
specifically to serve the public include
the Continuation Center, which
sponsors credit and noncredit activi-
ties throughout the state, and the
UO's classical-music radio station
KWAX-FM, an affiliate of the Public
Radio International Classical 24. In
1993 KWAX was one of the ten most
listened-to public radio stations in
the country. KWAX programs are
rebroadcast on translators in several
coastal and central Oregon commu-
nities. The stations and translators
reach more than 35,000 listeners
every week.
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 University of
Oregon Portland Center.
In addition to attracting major
research funding to Oregon, the
university is one of Lane County's
largest employers, with an annual
payroll of about $134 million to
about 8,000 faculty, staff, and
student employees.
Accreditation
The University of Oregon was
elected to membership in the Asso-
ciation of American Universities in
1969. The university has full accredi-
tation from the Northwest Associa-
tion of Schools and Colleges and the
WesterIj)nterstate Commission for
Higher Education. Individual pro-
grams 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
Council for Exceptional Children
Foundation for Interior Design
Education Research
National Architectural Accrediting
Board
National Association of School
Psychologists
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
1998-99 Academic Calendar 11
Entering the University 12
Admissions 12
Registration and Academic Policies 16
Group Requirements 17
Multicultural Requirement 20
Tuition and Fees 25
Student Financial Aid 26
Employment Services 31
Student Housing 32
Academic and Career Planning 34
Graduate School 37
Advanced Degrees 37
General Information 38
General Requirements and Policies 39
Graduate Tuition, Fees, and Financial Aid 41
Master's Degrees 42
Doctoral Degrees 44
LIBERAL ARTS AND SCIENCES
College of Arts and Sciences 47
Anthropology 47
Asian Studies 52
Australian Studies 54
Biology 55
Canadian Studies 61
Chemistry 61
Classics 66
Greek
Latin
Comparative Literature 69
Computer and Information Science 72
Creative Writing 78
East Asian Languages and Literatures 79
Chinese
Japanese
Korean
Economics 83
English 87
Expository Writing
Environmental Studies 93
Ethnic Studies 97
European Studies 98
Exercise and Movement Science 99
Folklore 101
General Science 102
Geography 104
Geological Sciences 107
Germanic Languages and Literatures 112
German
Scandinavian
Danish
Finnish
Norwegian
Swedish
History 116
Honors College 121
Humanities 123
Independent Study
International Studies 124
Latin American Studies 128
Linguistics 129
Indonesian
Thai
Vietnamese
Mathematics 133
Mathematics and Computer Science 138
Medieval Studies 139
Neuroscience 140
Pacific Island Studies 'i.tl
Peace Studies 141
Philosophy 142
Physics 144
Astronomy
Political Science 148
Psychology 153
Religious Studies 157
Romance Languages 158
French
Italian
Spanish
Russian 165
Russian and East European Studies Center
168
Scandinavian Studies 169
Sociology 169
Southeast Asian Studies 173
Statistics 174
Theater Arts 174
Women's Studies 177
Academic Affairs and Preparatory
Programs 179
Academic Affairs 179
Academic Learning Services 179
Air Force ROTC 179
Army ROTC 180
Labor Education and Research Center 180
Library 181
Military Science 181
Overseas Study 182
Physical Activity and Recreation Services 183
Preparatory Programs 185
Engineering, Preparatory 185
Health Sciences, Preparatory 186
Law, Preparatory 190
Master of Business Administration
Preparatory 191 '
Social Work, Preparatory 191
Teacher Education, Preparatory 191
PROFESSIONAL SCHOOLS
School of Architecture
and Allied Arts 193
Architecture 195
Art History 201
Arts and Administration 205
Fine and Ar:plied Arts 207
Historic Preservation 212
Interior Architecture 214
Landscape Architecture 217
Planning, Public Policy and Management 221
Charles H. Lundquist College
of Business 229
Undergraduate School of Business 231
Graduate School of Management 234
Accounting 237
Decision Sciences 238
Finance 239
Management 241
Marketing 242
Business Environment
College of Education 245
Undergraduate Studies 249
Educational Studies
Applied Behavioral and Communication
Sciences 252
Communication Disorders and Sciences
Counseling Psychology
Educational Leadership, Technology,
and Administration 255
Special Education and Community
Resources 259
School Psychology
Special Education Developmental Disabilities
Special Education Early Intervention
Special Education Exceptional Leamer
School of Journalism and
Communication 265
School of Law 273
School of Music 279
Dance 279
Music 284
Jazz Studies
Music Education
Performance Studies
RESOURCES AND STUDENT SERVICES
Campus and Community Resources 300
CAPITAL Center 300
Computing 300
Continuation Center 301
International Education and Exchange 302
Library 304
Museums 306
Condon Museum of Geology
Museum of Art
Museum of Natural History
Oregon State Museum of Anthropology
Portland Center 307
Research Institutes and Centers 307
Center for Asian and Pacific Studies 307
Center for Housing Innovation 307
Center for the Study of Women in Society 308
Computational Intelligence Research
Laboratory 308
Computational Science Institute 308
Institute for a Sustainable Environment 309
Institute of Cognitive and Decision
Sciences 309
Institute of Industrial Relations 309
Institute of Molecular Biology 310
Institute of Neuroscience 310
Institute of Theoretical Science 310
International Institute for Sport and Human
Performance 310
Materials Science Institute 311
Oregon Center for Optics 311
Oregon Humanities Center 311
Oregon Institute of Marine Biology 312
Oregon Survey Research Laboratory 312
Solar Energy Center 312
Honors and Awards 313
Services for Students 317
Academic Advising and Student Services 317
Affirmative Action and Equal
Opportunity 318
Associated Students of the University
of Oregon 318
Bookstore 321
Career Center 321
Child and Family Services 321
Counseling and Testing 322
Erb Memorial Union 322
Health Services 323
Intercollegiate Athletics 323
Physical Activity and Recreation Services 324
Public Safety 324
Special Services 324
Student Alumni Association 326
Student Life 326
Student Retention Programs 327
REFERENCES
Enrollment Statistics 328
Faculty Index 330
Subject Index 336
Campus Map 342
Living in Eugene 344
5
6Degrees, Majors, Minors,
and Certificates
Colleges and Schools
A&AA School of Architecture and Allied Arts
BUS Charles H. Lundquist College of Business
CAS College of Arts and Sciences
ED College of Education
GRAD Graduate School
J&C School ofJoumalism and Communication
LAW School of Law
MUS School of Music
UNDERGRADUATE MAJORS
Accounting (BUS) B.A., B.S.
Anthropology (CAS) B.A., B.S.
Architecture (A&AA) B.Arch.
Art history (A&AA) B.A.
Asian studies (CAS) B.A.
Biochemistry (CAS) B.A., B.S.
Biology (CAS) B.A., B.S.
Business administration (BUS) B.A., B.S.
Ceramics (A&AA) 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.
Ethnic studies (CAS) B.A., B.S.
Exercise and movement science (CAS) B.A., B.S.
Fibers (A&AA) BTA.
Fine and applied arts (A&AA) 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.
Interior architecture (A&AA) B.I.Arch.
International studies (CAS) B.A.
Italian (CAS) B.A.
Japanese (CAS) B.A.
Jazz studies (MUS) B.Mus.
Journalism (J&C) B.A., B.s.
Journalism: advertising (J&C) B.A., B.s.
Journalism: communication studies (J&C) B.A., B.s.
Journalism: electronic media (J&C) B.A., B.S.
Journalism: magazine (J&C) B.A., B.S.
Journalism: news-editorial (J&C) B.A., B.S.
Journalism: public relations (J&C) B.A., B.S.
Landscape architecture (A&AA) B.L.A.
Latin (CAS) B.A.
Linguistics (CAS) B.A.
Mathematics (CAS) B.A., B.S.
Mathematics and computer science (CAS)
B.A., B.S.
Metalsmithing and jewelry (A&AA) 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 (A&AA) B.F.A.
Philosophy (CAS) B.A., B.S.
Physics (CAS) B.A., B.s.
Planning, public policy and management
(A&AA) B.A., B.s.
Political science (CAS) B.A., B.S.
Printmaking (A&AA) 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 (A&AA) B.F.A.
Sociology (CAS) B.A., B.S.
Spanish (CAS) B.A.
Theater arts (CAS) B.A., B.S.
Visual design (A&AA) B.F.A.
Women's studies (CAS) B.A., B.S.
UNDERGRADUATE MINORS
Anthropology (CAS)
Architecture (A&AA)
Art history (A&AA)
Biology (CAS)
Business administration (BUS)
Chemistry (CAS)
Chinese (CAS)
Communication studies (J&C)
Community arts (A&AA)
Computer and information science (CAS)
Dance (MUS)
East Asian studies (CAS)
Economics (CAS)
English (CAS)
Environmental studies (CAS)
Ethnic studies (CAS)
Fine and applied arts (A&AA)
French (CAS)
Geography (CAS)
Geological sciences (CAS)
German (CAS)
German area studies (CAS)
Greek (CAS)
Historic preservation (A&AA)
History (CAS)
Interior architecture (A&AA)
International studies (CAS) inactive
Italian (CAS)
Japanese (CAS)
Latin (CAS)
Linguistics (CAS)
Mathematics (CAS)
Medieval studies (CAS)
Music (MUS)
Music education: elementary education (MUS)
Peace studies (CAS)
Philosophy (CAS)
Physics (CAS)
Planning, public policy and management
(A&AA)
Political science (CAS)
Psychology (CAS)
Religious studies (CAS)
Russian (CAS)
Scandinavian (CAS)
Sociology (CAS) inactive
Southeast Asian studies (CAS)
Spanish (CAS)
Special education (ED)
Theater arts (CAS)
Women's studies (CAS)
GRADUATE MAJORS
Accounting (BUS) Ph.D.
Anthropology (CAS) M.A., M.S., Ph.D.
Applied information management.
See Interdisciplinary studies: individualized
program
Architecture (A&AA) M.Arch.
Art history (A&AA) M.A., Ph.D.
Arts management (A&AA) M.A., M.S.
Asian studies (CAS) M.A., M.S.
Biology (CAS) M.A., M.S., Ph.D.
Ceramics (A&AA) M.F.A.
Chemistry (CAS) M.A., M.S., Ph.D.
Classics (CAS) M.A.
Communication and society (J&C) Ph.D.
Communication disorders and sciences (ED)
M.A., M.S., M.Ed., D.Ed., Ph.D.
Community and regional planning (A&AA)
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 (BUS) M.A., M.S.
Decision sciences: business statistics (BUS)
M.A., M.S., Ph.D.
Decision sciences: production and operations
management (BUS) 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.A.,
M.S., M.Ed., D.Ed., Ph.D.
English (CAS) M.A., Ph.D.
Environmental sciences, studies, and policy
(CAS) Ph.D.
Environmental studies (CAS) M.A., M.S.
Exercise and movement science (CAS)
M.S., Ph.D.
Fibers (A&AA) M.F.A.
Finance (BUS) M.A., M.S., Ph.D.
Fine and applied arts (A&AA) M.F.A.
Folklore. See Interdisciplinary studies: individual-
ized program
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 (A&AA) M.S.
History (CAS) M.A., Ph.D.
Human resources and industrial relations (BUS)
M.H.R.I.R. inactive
Interdisciplinary studies: individualized program
(GRAD) M.A., M.S. (e.g., applied information
management, folklore)
International studies (CAS) M.A.
Interior architecture (A&AA) M.I.Arch.
Italian (CAS) M.A.
Jazz studies (MUS) M.Mus.
Journalism (J&C) M.A., M.S.
Journalism: advertising (J&C) M.A., M.S.
Journalism: electronic media (J&C) M.A., M.S.
Journalism: magazine (J&C) M.A., M.S.
Journalism: news-editorial (J&C) M.A., M.S.
Journalism: public relations (J&C) M.A., M.S.
Landscape architecture (A&AA) M.L.A.
Law (LAW) J.D.
Linguistics (CAS) M.A., Ph.D.
Management (BUS) M.A., M.S., Ph.D.
Management: general business (BUS) M.B.A.
Marketing (BUS) M.A., M.S., Ph.D.
Mathematics (CAS) M.A., M.S., Ph.D.
Metalsmithing and jewelry (A&AA) 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 (A&AA) 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 (A&AA) M.F.A.
Psychology (CAS) M.A., M.S., Ph.D.
Public affairs (A&AA) 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 (A&AA) 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., Ph.D.
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., Ph.D.
7
Special education: rehabilitation (ED)
D.Ed., Ph.D.
Teaching (ED) M.A. (French, German,
Latin, Russian, Spanish)
Theater arts (CAS) M.A., M.S., M.F.A., Ph.D.
Visual design (A&AA) M.F.A.
CERTIFICATES
Early childhood (ED) graduate
Early intervention-early childhood special
education (ED) graduate
Elementary (ED) graduate
English speakers other languages-bilingual (ED)
graduate
English speakers other languages (ED) graduate
Ethnic studies (CAS) undergraduate
European studies (CAS) undergraduate
Folklore (CAS) undergraduate
Foreign language (French, German, Japanese,
Latin, Russian, or Spanish) (ED) graduate
Handicapped learner (ED) graduate
Music education (ED) graduate
Reading education teaching (ED) graduate
Russian and East European studies (CAS)
undergraduate, graduate
School administrator principal (ED) graduate
School psychology (ED) graduate
School superintendent (ED) graduate
Severely handicapped learner (ED) graduate
Speech impaired graduate (ED)
Women's studies (CAS) graduate
MAJORS, MINORS, OPTIONS
University of Oregon undergraduate students
must complete an academic major to graduate;
they may also complete additional majors,
minors, 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
degree and certificate programs. Graduate
students, like undergraduates, may pursue
options within their major disciplines.
8Reader's Guide to theBulleUn
ORGANIZATION
The University of Oregon's largest
academic units are its colleges and
professional schools. Each consists
of smaller units called departments
or programs. The academic year is
divided into three terms (fall, winter,
spring) and one summer session.
WHERE TO FIND IT
This bulletin has three sections. The
first contains information about the
academic calendar, admission,
registration, tuition and fees, finan-
cial aid, employment, housing, and
academic and career planning. Next
is the curriculum section, which
describes all the university's aca-
demic programs in detail: faculty
members, degree and nondegree
programs, and course listings. This
section is organized by colleges and
schools, beginning with the Gradu-
ate School. Next comes the College
of Arts and Sciences, its depart-
ments and programs arranged
alphabetically. The six professional
schools and colleges follow in
alphabetical order. The last section
covers campus and community
resources, honors and awards, 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.
DEFINITIONS
The academic terms defined below
are used throughout this bulletin.
Certificate. A formal document that
recognizes academic achievement in
a specific discipline. It can be earned
only as an adjunct to an under-
graduate or graduate degree
program.
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,
offered 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 divi-
sion, and 300-499 are upper divi-
sion. Courses numbered 500 and
above are graduate or professional.
1 credit. Represents approximately
three hours of the student's time
each week for one term. This
frequently means one hour in the
lecture hall or laboratory in addition
to two hours spent in outside prepa-
ration. The number of lecture, reci-
tation, laboratory, or other periods
required each week for any course is
in the schedule of classes published
each term.
Curriculum. An organized program
of study arranged to provide inte-
grated 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.
Endorsement. An affirmation
of teaching competency by the
Teacher Standards and Practices
Commission.
Generic courses. Courses num-
bered 196-199, 399-410, 503-510,
601-610, and 704-710-forwhich
credit is variable and which may be
repeated for credit. Instructor's per-
mission is often required.
Grade point average (GPA). The
GPA is determined by dividing total
points for all letter grades-A, B, C,
D, F-by total credits.
Grading option. Unless specified
otherwise, nonmajors may take
courses either graded (A, B, C, D, F)
or passino pass (PIN). The Schedule
of Classes identifies courses for
which majors are limited to a
particular grading option.
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 multi-
disciplinary. A course of study from
two or more academic disciplines.
Licensure. An affirmation of
teaching competency by the
Teacher Standards and Practices
Commission.
Major. A primary undergraduate
or graduate field of specialized
study.
Minor. A secondary undergraduate
field of specialized study.
Multicultural course. A course that
counts toward partial fulfillment of
bachelor's degree requirements in
one of three categories: American
cultures; identity, pluralism, and
tolerance; international cultures
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.
Prerequisite. A course or other
educational requirement that must
be completed prior to another
course or before proceeding to more
advanced study.
Reading and conference. A par-
ticular selection of material to be
read by an individual student and
discussed in conference with a
faculty member.
Repeatable for credit. Only course
numbers designated R may be
repeated for credit. Except for
generic, studio, or performance
courses, the circumstances under
which a course may be repeated for
credit are usually restricted.
Residence credit. Academic work
completed while the student is for-
mally admitted and officially regis-
tered at the University of Oregon.
Semester. One-half the academic
year (sixteen weeks) applicable only
to the UO School of Law.
1 semester credit. Indicates one
semester credit, which equals one
and one-half quarter or term credits.
Seminar. A small group of students
studying a subject under a faculty
member. Although practices vary,
students may do original research
and exchange results through
informal lectures, reports, and
discussions
Sequence. Two or three closely
related courses that must be taken
in specified order.
Subject code. An abbreviation used
with a course number to indicate an
academic subject area. See list of
subject codes in this section of the
bulletin.
Term. Approximately one-third of
the academic year (eleven weeks),
either fall, winter, or spring.
To waive. To set aside without
credit certain requirements for a
degree or major.
9COURSES ARTF Art: Fibers rARC Interior Architecture
Abbreviations ARTM Art: Metalsmithing and Jewelry INDO Indonesian
The following abbreviations are used in course ARTP Art: Painting INTL International Studies
descriptions. ARTR Art: Printmaking 1ST Interdisciplinary Studies
Coreq: corequisite ARTS Art: Sculpture ITAL Italian
H: honors college AR1V Art: Visual Design J Journalism
PIN: passIno pass ARTX Art: Multidisciplinary JPN Japanese
Prereq: prerequisite ASIA Asian Studies KRN Korean
R: repeatable for credit ASTR Astronomy LA Landscape Architecture
Sample Course Listings BA Business Administration LAT Latin
The following examples are from Interior Archi- BE Business Environment LAW Law
tecture (IARC): BI Biology LERC Labor Education and Research Center
288 [fARC sophomore-level course number] Creative CDS Communication Disorders and LIB Library
Problems in Interior Architecture [course title] (6) Sciences LING Linguistics[course credits] PIN only. [grading option] The plan- CH Chemistry MATH Mathematicsning processes by which interior spaces and forms
are studied and executed. [course description] Prereq: CHN Chinese MGMT Management
ARCH 182. [prerequisite] CIS Computer and Information Science MIL Military Science
ARCH [other-department subject code] 424/524 CLAS Classics MKTG Marketing[senior/graduate course numbers] Advanced Design- COLT Comparative Literature MUE Music EducationDevelopment Media [title] (3R) [credits; repeatable for
credit] CPSY Counseling Psychology MUJ Jazz Studies
471/571,472/572 [fARC senior/graduate course num- CRWR Creative Writing MUP Music Performance
bers] Materials of Interior Design I,ll [title] (3,3) DAN Professional Dance MUS Music[credits per course] Thersroperties, manufacture, and DANC Introductory Dance NORW Norwegianapplication of materia s used in construction and
interior design; field trips to supply sources. [descrip- DANE Danish OACT Overseas Studies: American Council of
tion] Undergraduate prereq: ARCH 181, 182. [prereq- DSC Decision Sciences Teachers of Russian [Russia]
uisite] Open to nonmajors with instructor's consent. EALL East Asian Languages and Literatures OAGU Overseas Studies: Tokyo, Aoyama[enrollment limitation]
EC Economics Gakuin University [Japan]688 [fARC graduate-only course number] Advanced
EDST Educational Studies OAVI Overseas Studies: Avignon, NICSAInterior Design [course title] (1-12R) [credit range;
Program [France]repeatable for credit] PIN only. [grading option] Studio- EDUC Education
based investigation of special aspects of interior de- ELTA Educational Leadership, Technology, OBEI Overseas Studies: Beijing, Centralsign. [description] Prereq: Option I or graduate stand-
and Administration Institute for Nationalities [China]ing in interior architecture and instructor's consent.
Exercise and Movement Science OBER Overseas Studies: Bergen, University[prerequisites] EMS
of Bergen [Norway]
Subject Codes ENG English OBRT Overseas Studies: London [England]
The following subject codes are used at the ENVS Environmental Studies OBWU Overseas Studies: Baden-Wiirttemberg,
University of Oregon, other Oregon University ES Ethnic Studies Universities in Baden-Wiirttemberg
System intitutions, and Oregon community col- EURO European Studies [Germany]
leges. They appear in all University of Oregon FINL Finance OCHA Overseas Studies: Prague, Charles
bulletins and in class schedules. FINN Finnish University [Czech Republic]
AAA Architecture and Allied Arts FLR Folklore OCOL Cologne, NICSA Program [Germany]
AAAP Architecture and Allied Arts: FR French OCUR Overseas Studies: Curtin UniversityHistoric Preservation
GEOG Geography [Australia]AAD Arts and Administration
GEOL Geological Sciences oms Overseas Studies: Copenhagen,ACTG Accounting Denmark's International Study
ALS Academic Learning Services GER German Program
ANTH Anthropology GRK Greek OHAN Overseas Studies: Hanoi, Hanoi
ARCH Architecture HC Honors College University [Vietnam]
ARH Art History HDEV Human Development OHUJ Overseas Studies: Jerusalem, Hebrew
ART Fine and Applied Arts HIST History University ofJerusalem [Israel]
HUM Humanities OJAU Overseas Studies: Szeged, JozsephARTC Art: Ceramics Attila University [Hungary]
10
OJSB Overseas Studies: Tokyo, CIEE Japan PEAE Physical Education Aerobics 700-799
Summer Business and Society PEAQ Physical Education Aquatics Except in the School of Music, professional or
Program PEl Physical Education Individual technical courses that apply toward professional
OKEI Overseas Studies: Tokyo, Keio Activities degrees but not toward advanced academic
University [Japan] PEIA Physical Education Intercollegiate degrees such as the M.A., M.S., or Ph.D. Both
OKKU Overseas Studies: Khon Kaen, Khon Athletics 600 and 700 numbers in the School of Music
Kaen University [Thailand] PEMA Physical Education Martial Arts indicate graduate courses only.
OLAT Overseas Studies: La Trobe University PEOL Physical Education Outdoor Generic Courses[Australia] Pursuits-Land Certain numbers are reserved for generic courses
OLON Overseas Studies: London, NICSA PEOW Physical Education Outdoor that may be repeated for credit (R) under theProgram [England] Pursuits-Water same number. Credit is assigned according to the
OLYO Overseas Studies: Lyon, Universities PEPE Physical Education Professional work load in a particular course. Credit rangesin Lyon (I,I1,III and Catholic Faculties) Experience indicate minimum and maximum credits avail-[France] able in a single course. Departments determine
OMAL Overseas Studies: Malang, Institut PERS Physical Education Racquet Sports their own credit ranges. Except in the School of
Keguran Dan Ilmu Pendidikan PERU Physical Education Running Law, courses numbered 503, 601, and 603 are
[Indonesia] PETS Physical Education Team Sports offered passino pass only.
OMEI Overseas Studies: Tokyo, Meiji PEW Physical Education Weight Training 196 Field Studies: [Topic]
University [Japan] PEY Physical Education Yoga Training 198 Workshop: [Topic] or Laboratory
OPAV Overseas Studies: Pavia, University of PHIL Philosophy Projects: [Topic] or Colloquium:
Pavia [Italy] PHYS Physics [Topic]
OPER Overseas Studies: Perugia, Italian PPPM Planning, Public Policy and 199 Special Studies: [Topic]
University for Foreigners Management 399 Special Studies: [Topic]
OPOI Overseas Studies: Poitiers, University PS Political Science 401 Research: [Topic]of Poitiers Universities in Lyon
[France] PSY Psychology 402 Supervised College Teaching
OQUE Overseas Studies: Queretaro, Summer REES Russian and East European Studies 403 Thesis
Study in Mexico REL Religious Studies 404 Internship: [Topic]
oQUI Overseas Studies: Quito, Catholic RL Romance Languages 405 Reading and Conference: [Topic]
University of Ecuador RUSS Russian 406 Field Studies: [Topic] or Special
OROM Overseas Studies: Rome, Summer SCAN Scandinavian Problems: [Topic]
Architecture Studio [Italy] SOC Sociology 407/507 Seminar: [Topic]OSEV Overseas Studies: Seville, Study in SPAN Spanish
Spain 408/508 Workshop: [Topic] or LaboratorySPDD Special Education-Developmental Projects: [Topic] or Colloquium: [Topic]OSIE Overseas Studies: NICSA Program Disabilities
[Italy] SPED Special Education-Exceptional 409 Practicum: [Topic] or Supervised
OSIP Overseas Studies: Baden- Learner Tutoring
Wiirttemberg, Spring Intensive SPEI Special Education-Early Intervention 410/510 Experimental Course: [Topic]Program [Germany]
SPSY School Psychology 503 ThesisOSTP Overseas Studies: Russia 601 Research: [Topic]SWED SwedishOSVL Overseas Studies: Seville, University of 602 Supervised College Teaching
Seville [Spain] TA Theater Arts
OTAM Overseas Studies: Tampere, University THAI Thai
603 Dissertation
ofTampere [Finland] VIET Vietnamese 604 Internship: [Topic]
OUAB Overseas Studies: Aberdeen, WR Expository Writing 605 Reading and Conference: [Topic]
University of Aberdeen [Scotland] WST Women's Studies 606 Field Studies: [Topic] or Special
OUAC Overseas Studies: Cholula, Course Numbering System
Problems: [Topic]
Universidad de las Americas [Mexico] 607 Seminar: [Topic]
OUEA Overseas Studies: Norwich, University Except at the 500- and 600-levels, courses in 608 Workshop: [Topic] or Special Topics:
of East Anglia [England] University of Oregon bulletins are numbered in [Topic] or Colloquium: [Topic]
accordance with the course-numbering plan ofOUPP Overseas Studies: Uppsala, University
the schools in the Oregon University System. 609 Practicum: [Topic] or Supervised
ofUppsala [Sweden] Institutions vary in their treatment of 500- and Tutoring or Terminal ProjectOWAR Overseas Studies: Warsaw, Central 600-level courses. 610 Experimental Course: [Topic]Institute of Planning and Statistics
[Poland] 1-99 704 Internship: [Topic]
OWAS Overseas Studies: Tokyo, Waseda Remedial, terminal, semiprofessional, or non- 705 Reading and Conference: [Topic]
University [Japan] credit courses that do not apply toward degree 706 Field Studies: [Topic] or Special
OXAF Overseas Experimental Program: requirements Problems: [Topic]
Africa 100-299 707 Seminar: [Topic]
OXAO Overseas Experimental Program: Asia Lower-division (freshman- and sophomore- 708 Workshop: [Topic] or Special Topics:
and Oceania level) courses [Topic] or Colloquium: [Topic]
OXEU Overseas Experimental Program: 300-499 709 Practicum: [Topic] or Supervised
Europe Upper-divisionGunior- and senior-level) courses Tutoring or Terminal Project
OXLA Overseas Experimental Program: Latin 500-599 710 Experimental Course: [Topic]
American Courses that offer graduate-level work in classes
OXME Overseas Experimental Program: that include undergraduate students
Middle East 600-699
OYON Overseas Studies: Seoul, Yonsei Courses for graduate students only
University [Korea]
11
]998-99 Academic Calendar
Fall Term 1998 Classes begin 1998 June
Reenrollment applications due for March 29 5 M T W T F 5September 1998 1 2 3 4 5priority registration Last day to drop courses without 5 M T W T F 5 6 7 8 9 10 11 12April 23 recorded "W" 1 2 3 4 5 13 14 15 16 17 18 19
Week of Welcome AprilS 6 7 8 9 10 11 12 20 21 22 23 24 25 26
13 14 15 16 17 18 19 27 28 29 30(new student orientation) Last day to register or add courses 20 21 22 23 24 25 26
September 23-25 April 7 27 28 29 30 July
S M T W T F 5Advance Registration Memorial Day holiday October 1 2 3Returning students: May 18 to May 31 5 M T W T F 5 4 5 6 7 8 9 10
June 30 Spring-term final examinations 1 2 3 11 12 13 14 15 16 17
4 5 6 7 8 9 10 18 19 20 21 22 23 24New students: July 1-31 June 7-11 11 12 13 14 15 16 17 25 26 27 28 29 30 31
Registration by telephone Commencement Day 18 19 20 21 22 23 24 August25 26 27 28 29 30 31August 3 to October 7 June 12 5 M T W T F 5
Classes begin Summer Session 1999
November 1 2 3 4 5 6 7
September 28 5 M T W T F 5 8 9 10 11 12 13 14
Registration by telephone 1 2 3 4 5 6 7 15 16 17 18 19 20 21Last day to drop courses without May 3 to September 3 8 9 10 11 12 13 14 22 23 24 25 26 27 28
recorded "W" 15 16 17 18 19 20 21 29 30 31
October 5 Classes begin 22 23 24 25 26 27 28
-SeptemberJune 21 29 30Last day to register or add courses 5 M T W T F 5
October 7 Independence Day holiday December 1 2 3 4
July 5 5 M T W T F 5 5 6 7 8 9 10 11Thanksgiving vacation
Eight-week session ends 1 2 3 4 5 12 13 14 15 16 17 18November 26-29 6 7 8 9 10 11 12 19 20 21 22 23 24 25
Fall-term final examinations August 13 13 14 15 16 17 18 19 26 27 28 29 30
Summer-session graduation 20 21 22 23 24 25 26December 7-11 27 28 29 30 31 October
convocation 5 M T W T F 5Winter vacation August 14 1999 1 2December 12, 1998, to January 3, 1999 3 4 5 6 7 8 9Eleven-week session ends
January 10 11 12 13 14 15 16Winter Term 1999 September 3 17 18 19 20 21 22 235 M T W T F 5 24 25 26 27 28 29 30Reenrollment applications due for Labor Day holiday 1 2 31
priority registration September 6 3 4 5 6 7 8 9
October 22,1998 10 11 12 13 14 15 16 November
Fall Term 1999 17 18 19 20 21 22 23 5 M T W T F 5Registration by telephone
Advance registration 24 25 26 27 28 29 30 1 2 3 4 5 6November 16, 1998, to January 13, 1999 31 7 8 9 10 11 12 13
Classes begin May 17 to June 30 February 14 15 16 17 18 19 20
Registration by telephone 21 22 23 24 25 26 27January 4 5 M T W T F 5 28 29 30
Last day to drop courses without August 2 to October 6 1 2 3 4 5 6
Reenrollment applications due for 7 8 9 10 11 12 13 Decemberrecorded "W" 14 15 16 17 18 19 20 5 M T W T F 5
January 11 priority registration 21 22 23 24 25 26 27 1 2 3 4
Last day to register or add courses April 23 28 5 6 7 8 9 10 11
Week of Welcome 12 13 14 15 16 17 18January 13 March 19 20 21 22 23 24 25
Martin Luther King Jr. Day holiday (new student orientation) S M T W T F 5 26 27 28 29 30 31September 22-24 1 2 3 4 5 6January 18
Classes begin 7 8 9 10 11 12 13 2000Winter-term final examinations 14 15 16 17 18 19 20
March 15-19 September 27 21 22 23 24 25 26 27 January
Last day to drop courses without 28 29 30 31Spring vacation 5 M T W T F 5recorded "W" April 1March 20-28 October 4 5 M T W T F S 2 3 4 5 6 7 8
Spring Term 1999 Last day to register or add courses 1 2 3 9 10 11 12 13 14 154 5 6 7 8 9 10 16 17 18 19 20 21 22
Reenrollment applications due for October 6 11 12 13 14 15 16 17 23 24 25 26 27 28 29
priority registration Thanksgiving vacation 18 19 20 21 22 23 24 30 31
January 29 November 25-26 25 26 27 28 29 30 February
Registration by telephone Fall-term final examinations May 5 M T W T F 5
5 M T W T F 5 1 2 3 4 5February 22 to April 7 December 6-10 6 7 8 9 10 11 121Winter vacation 2 3 4 5 6 7 8 13 14 15 16 17 18 19
December 11,1999, to January 2, 9 10 11 12 13 14 15 20 21 22 23 24 25 26
16 17 18 19 20 21 22 27 28 292000 23 24 25 26 27 28 29
30 31
12
Entering the University
Application Deadline
for Winter 1999 Enrollment
ADMISSIONS
Martha Pitts, Director
240 Oregon Hall
(541) 346-3201
(541) 346-5815 fax
http://darkwing.uoregon.edu/-aclrnit/
Admission requirements apply to all students seeking to enroll at the
University of Oregon. Undergraduate international students are admitted fall
term only.
APPLICATION DEADLINES
Student
Classification
All classifications except
international undergraduates October 15, 1998
Reenrollment or reregistration October 26, 1998
for Spring 1999 Enrollment
All classifications except
international undergraduates January 20, 1999
Reenrollment or reregistration February 1,1999
for Summer 1999 Enrollment
Freshman April 15, 1999
Transfer April 15, 1999
Postbaccalaureate nongraduate or graduate April 15, 1999
Graduate April 15, 1999
Reenrollment or reregistration April 26, 1999
for Fall 1999 Enrollment
Architecture December 15, 1998
Freshman February 1, 1999
International undergraduate April 15, 1999
Transfer May 15,1999
Postbaccalaureate nongraduate or graduate May 15, 1999
Reenrollment or reregistration April 26, 1999
Graduate July 7, 1999
Late applications are considered; qualified late applicants are admitted if
space is available.
The following majors require a separate application in addition to the
university application and have strictly enforced deadlines for admission.
Students who plan to enter the university as majors in architecture, fine and
applied arts, interior architecture, landscape architecture, or music-or who
hope to enroll in the Clark Honors College-should be aware of the special
admission requirements and application deadlines. These deadlines are
given below. Details are in the departmental sections of this bulletin.
Fall Term 1999 Application Deadline
Architecture January 15, 1999
Interior Architecture January 15,1999
Landscape Architecture February 1, 1999
Fine and Applied Arts March 1, 1999
Clark Honors College
Early notification November 1,1998
Standard February 1, 1999
Music majors audition for placement and take a musicianship examination
scheduled on several dates throughout the spring.
FRESHMAN
ADMISSION
Freshman Application
Procedures
Freshman applicants must submit
the following to the Office of
Admissions:
1. A completed application for
admission and a nonrefundable
$50 application fee
2. At the time of applicati~n, a tran-
script showing at least six semes-
ters of the applicant's high school
record
3. The results of either the Scholastic
Assessment Test I (SAT I) or the
American College Test (ACT)
4. A final transcript of the applicant's
high school record certifying
graduation
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
following:
English-four years. All four years
should include preparatory compo-
sition 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
preparatory mathematics such as
geometry, advanced algebra, trigo-
nometry, analytical geometry, calcu-
lus, finite mathematics, advanced
applications, probability and statis-
tics, 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 pat-
tern of mathematics courses or the
number of years of mathematics
taken, the mathematics 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 laboratory
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 recommended).
Second language-two years.
Two years of study in one language.
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. Applicants must have a 3.00 high
school grade point average (GPA)
or better in all high school sub-
jects taken toward graduation.
Applicants whose GPA is lower
than 3.00 may be considered for
admission based on a combina-
tion of high school GPA and
SAT I or ACT scores that predict
success at the university
Fulfilling the minimum admission
requirements does not guarantee
admission to the University of
Oregon.
Students who have not graduated from high
school may be considered for admission on the
basis of the Test of General Educational Develop-
ment (GED). Students who have graduated from
a nonstandard or unaccredited high school or
were home schooled must complete either the
SAT I or 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
Admissions for more details.
Computing Admission
Grade Point Averages
A numerical point value is assigned to graded
work as follows: A=4 points per credit, B=3 points
per credit, C=2 points per credit, D=1 point per
credit, F or N=O points. The grade point average
(GPA) equals the total points divided by total
credits for which grades are received.
Admission Exceptions
Oregon University System policy permits the
university to admit a limited number of freshmen
who do not meet the minimum requirements. A
request for admission as an exception is reviewed
by the admissions committee. For information
about this option, write or visit the Office of
Admissions.
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
college-level study. A minimum grade point
average of 2.25 (2.50 for nonresidents) is required.
Students 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.
Transfer students who graduated from high
school spring 1997 or after must meet the fresh-
man second-language requirement. Two terms of
college study in a second language satisfies the
requirement. Meeting these minimum standards
does not guarantee admission. Priority consider-
ation is given to students who have earned an
associate of arts degree from an Oregon commu-
nity 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.
Transfer of Credit
The amount of credit transferred depends upon
the nature of the applicant's college work, which
is evaluated according to the academic require-
ments of the University of Oregon. Records from
institutions fully accredited by appropriate accred-
iting associations are evaluated before admission
is granted. Up to 108 credits from accredited
community or junior colleges may be applied to
the bachelor's degree.
Usually, no advanced standing is granted at
entrance for work done in nonaccredited schools.
Such credit may be transferred or validated 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
university attended (an official transcript is one
sent directly to the Office of Admissions by the
college or university attended)
Admissions 13
Transfer students may submit their applications
up to one year before they plan to enroll at the
UO. Applications and official transcripts should
be received by the university by the deadlines
listed above to allow time for a complete evalua-
tion of the transferred credits.
Premajor Status
The departments listed below admit new students
only as premajors. The premajor student is
eligible to take advantage of the department's
advising services and, in most cases, complete
lower-division course work required for the
major. Each of these departments then screens
enrolled premajor students who have completed
some university study and decides if they will be
advanced to major status. Professional schools
and departments with premajor admission
requirements are the Lundquist College of Busi-
ness; School ofJournalism and Communication;
College of Education; international studies;
planning, public policy and management; and
psychology.
In the College of Arts and Sciences, the Depart-
ment 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.
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.
English Proficiency. Proficiency in the English
language is vital to the academic success of inter-
national students. Students whose native lan-
guage is not English must supply results of the
Test of English as a Foreign Language (TOEFL) as
part of the application process. A score of at least
500 is required to be considered for undergradu-
ate or graduate admission. The TOEFL is given
worldwide. For more information write to
TOEFL, PO Box 899, Princeton NJ 08540, USA.
If 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. If the score on the
English-proficiency test indicates that additional
training is necessary, the student must enroll in
special English classes. For more information
about the Academic English for International
Students (AEIS) program, write to the AEIS Ad-
viser, Office of International Education and Ex-
change, 5209 University of Oregon 97403-5209,
USA. See also the American English Institute
section of this bulletin.
14 Entering the University
International Application
Procedure
International applicants must submit the follow-
ing to the Office of Admissions:
1. A completed application for admission and a
nonrefundable $50 application fee
2. Official transcripts of all schoolwork taken
beyond 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
students with disabilities.
Adult Learners. Inquire at the Office of
Academic Advising and Student Services, 164
Oregon Hall; telephone (541) 346-3211, or the
Office of Admissions, 240 Oregon Hall;
telephone (541) 346-3201. See also the Academic
Advising and Student Services section of this .
bulletin.
Ethnic Minority Students. InqUire at the Office
of Multicultural Affairs, 470 Oregon Hall, tele-
phone (541) 346-3479; or the Office of Admis-
sions, 240 Oregon Hall, telephone (541)
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 (541) 346-3211; or
the Office of Admissions, 240 Oregon Hall, tele-
phone (541) 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
requirements and application deadlines for
graduate admission. For this reason, inquiries
concerning graduate admission should be sent
directly to the department or school of interest.
POSTBACCALAUREATE
ADMISSION
Students who have earned a bachelor's degree
and want to earn a second undergraduate degree,
or to 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
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. Nonresident students are assessed instruc-
tion fees that approximate the full cost ofinstruction.
The current rules and amendments used in determin-
ing residency seek to ensure that only bona fide Oregon
residents are assessed the resident fee. Those rules-
Oregon Administrative Rules Chapter 580, Division
10-Board ofHigher Education-appear below.
Only duly authorized admissions officers have au-
thority to apply and interpret these rules and proce-
dures. No other indication or determination ofresi-
dency by any other institutional office, department,
program, or staffrepresents the official institutional
determination ofresidency.
Summary of Key Considerations
in Determining Classification as
a Resident:
(l) Establishment ofa domicile in Oregon for a period
of12 months or more prior to the beginning ofthe
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
ofOregon living quarters, permanent Oregon employ-
ment, payment ofOregon income taxes).
OREGON BOARD OF HIGHER
EDUCATION ADMINISTRATIVE
RULES
These are the residency rules of the Board ofHigher
Education.
Residence Classification
Definitions 580-010-0029 For the purpose ofrules
580-010-0030 through 580-010-0045, the following
words and phrases mean:
(1) "Domicile" denotes a person's true,[lXed, and
permanent home and place ofhabitation. It is the place
where a person intends to remain and to which the
person expects to return 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
assistance in cash or in-kind ofan amount equal to or
greater than that which would qualify him or her to
be claimed as an exemption for federal income tax
purposes by another person except his or her spouse
for the current calendar year and for the calendar
year immediately prior to the year in which applica-
tion is made.
(3) A "dependent" is a person who is not financially
independent.
Determination of Residence
580-010-0030
(l) For purposes ofadmission and instruction fee
assessment, OUS institutions shall classify a student
as an Oregon resident or nonresident. In determining
resident or nonresident classification, the primary
issue is one ofintent. If a person is in Oregon prima-
rily for the purpose ofobtaining an education, 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 afinancially independent
person who, immediately prior to the term for which
Oregon resident classification is requested:
(a) Has established and maintained a domicile in
Oregon ofnot less than 12 consecutive months; and
(b) Is primarily engaged in activities other than those
ofbeing a college student. (i) A student may be con-
sidered primarily engaged in educational activities
regardless ofthe number ofhours for which the stu-
dent is enrolled. However, a student who is enrolled
for more than eight hours per semester or quarter
shall be presumed to be in Oregon primarily for 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
student proves, in fact, establishment ofa bona fide
domicile 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
Oregon residency requirements of these rules.
(4) The criteria for determining Oregon resident
classification shall also be used to determine 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.
Residency Consideration Factors
580-010-0031
(l) The following factors, although not necessarily
conclusive or exclusive, have probative value in sup-
port ofa claim for Oregon resident classification:
(a) Be primarily engaged in activities other than
those ofa student and reside in Oregon for 12 con-
secutive 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 ofpersons legally responsible
for the student;
(d) Acceptance ofan offer of permanent employment
in Oregon; and
(e) Ownership by the person ofhis or her living
quarters in Oregon.
(2) The following factors, standing alone, do not
constitute sufficient 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 of living quarters;
(d) Admission to a licensed practicing profession in
Oregon;
(e) Automobile registration;
(j) Public records (e.g., 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
ofOregon income or other Oregon taxes; or
(i) Domicile in Oregon ofthe student's spouse.
(3) Reliance upon non-Oregon resources for financial
support is an inference ofresidency in another state.
(4) The resident classification ofa dependent person
shall be that ofhis or her parents or legal 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.
Evidence of Financial Dependency
580-010-0033
(1) In determining whether a student is financially
dependent, and whether his or her parent or legal
custodian has maintained a bona fide domicile in
Oregon for one year, a student must provide:
(a) Legal proofofcustodianship;
(b) Evidence ofestablished domicile ofparent or legal
custodian; and
(c) The identification of the student as a dependent on
the federal income tax return of the parents or legal
custodian.
Additional documentation to substantiate dependency
during the current 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-
ingfinancial assistance from another state or state
agency for educational purposes.
Residence Classification of Armed
Forces Personnel 580-010-0035
(1) For purposes ofthis rule, armed services means
officers and enlisted personnel ofthe United States
Army, Navy, Air Force, Marine Corps, and Coast
Guard.
(2) Notwithstanding OAR 580-010-0030, members
ofthe armed services and their spouses and depen-
dent 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 ofthe crew ofa ship that has an Oregon port of
shore establishment as its home port or permanent
station, shall be considered residents for purposes of
the instruction fee.
(3) An Oregon resident entering the armed services
retains Oregon residence classification until it is
voluntarily 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
service 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
resident.
(6) The dependent child and spouse ofa person who is
a resident under Section (2) of this rule shall be con-
sidered an Oregon resident. "Dependent child" in-
cludes 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 24 years ofage, unmarried, enrolled in a
full-time course ofstudy in an institution ofhigher
learning, and dependent on the member for over
one-halfofhislher support.
Residence Classification of Aliens
580-010-0040
(1) An alien holding an immigrant visa or an A, E,
G, H, I, K, L, N, R, NATO, TC, TN, or TD visa, or
granted refugee or political asylum, Family Unity or
Voluntary Departure in Lieu ofFamily Unity status
or otherwise admitted for permanent residence in the
United States, is eligible to be considered an Oregon
resident ifOAR 580-010-0030 is otherwise satisfied.
The date ofreceipt ofthe immigrant visa, the date of
approval ofpolitical asylum or refugee status, or the
date ofapproval of lawful permanent residence,
whichever is earlier, shall be the date upon which the
12 months and other residency requirements under
OAR 580-010-0030 shall begin to accrue.
(2) Notwithstanding any other rule, an alien possess-
ing a nonimmigrant or temporary (i.e., B. C, D, F,],
or M) visa cannot be classified as a resident.
Changes in Residence
Classification 580-010-0041
(1) Ifan Oregon resident student enrolls in an insti-
tution outside ofOregon and later seeks to re-enroll
in an OUS institution, the residence classification of
that student shall be reexamined and determined on
the same basis as for any other person.
(2) A person whose nonresident legal custodian estab-
lishes a permanent Oregon residence as defined in
OAR 580-010-0030 during a term when the depen-
dent is enrolled at an OUS institution may register as
a resident at the beginning ofthe next term.
(3) Once established, classification as a resident
continues as long as the student remains in continu-
ous academic 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 OUS institution is bound by any determina-
tion ofresidency except by duly authorized officials
under procedures prescribed by these rules including
timely submittal ofthe notarized affidavit.
Review of Residence Classification
Decisions by IRC 580-010-0045
(1) An interinstitutional residency committee (IRC) is
established, consisting ofthe officers determining
student residence classification at OUS institutions
and a member ofthe Chancellor's staffappointed by
the Chancellor. The member ofthe Chancellor's staff
shall serve as chairperson. A majority ofthe members
ofthe Committee shall constitute a quorum. A majority
ofa quorum may make decisions.
(2) Residence cases ofunusual complexity, especially
where there may be conflict ofrules, may be referred
Admissions 15
by an institution residence classification officer 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
aggrieved person may supply written statements to
the IRC for {its] consideration in reviewing the case
and may also make an oral presentation to the IRe.
The decision of the IRC shall be final unless appealed.
(4) A person dissatisfied with the IRC decision may,
within ten (10) days ofthe date ofthe mailing or other
service ofthe IRC decision, appeal the IRC decision to
the Vice Chancellor for Academic Affairs or designee.
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 ofthe exception authorization.
Residents under WICHE
580-010-0047
A certification officer, designated by the Board, shall
determine the residence classification ofany person
seeking certification as an Oregon resident pursuant
to the terms of the WICHE Compact. Any person dis-
satisfied with the decision ofthe certification officer
may appeal to the IRe. The decision ofthe IRC shall
be final unless further appeal is made to the Vice
Chancellor for Academic Affairs pursuant to OAR
580-010-0045(4).
Contact Gary Christensen, WICHE Certification
Officer, PO Box 3175, Eugene OR 97403-0175;
telephone (541) 346-5725.
Residency Classification
Procedures
To be considered for classification as a resident,
certain procedures and materials must be submitted
to the institutional residency officer in a complete and
timely manner.
(1) Obtain and complete the Residence Information
Affidavit, which is available from the institutional
residency officer.
(2) Consult with the residency officer on the provision
ofall the required supportive documents and materials.
(3) Submit the Czffidavit and all other required mate-
rials and documents by the last day to register for the
term in which resident status is sought. The deadline
for uo summer session is the first day ofclasses.
Residency Classification Appeals
Any person may appeal an institutional residency
classification decision within ten (10) days ofthe date
ofmailing or other notification of the decision. The
appeal may be made to the State System's Interinsti-
tutional 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 for Academic Affairs in writing within ten
(10) 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, 1217 University of Oregon, Eugene OR
97403-1217; telephone (541) 346-3201; toll free
(800) 232-3825. Send E-mail to <1waddell@oregon.
uoregon.edu>.
16 Entering the University
REGISTRATION AND
ACADEMIC POLICIES
Herbert R. Chereck, University Registrar
220 Oregon Hall
(541) 346-3243
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
semester calendar).
The summer session supplements the work of the
fall, winter, and spring terms; a 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, and international
students, who are admitted fall term only. The
university's new student orientation, Week of
Welcome, is held in September for freshmen and
transfer students who enter fall term. All new
students are urged to attend. See the Academic
Calendar for 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 UO
Schedule ofClasses, which may be purchased for 25\1
at the UO Bookstore and the Erb Memorial Union
main desk store.
This publication, the 1998-99 University ofOregon
Undergraduate and Graduate Bulletin, is a state-
ment of university rules, regulations, and calen-
dars that go into effect at the opening of fall term
1998. 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-
tinuouslyenrolled. 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 Degrees, Majors,
Minors, and Certificates section of this bulletin.
For details about graduate degrees, see the
Graduate School section.
Details on major classification and procedures for
change appear in the current UO Schedule ofClasses.
GRADING SYSTEMS
The university has two grading systems. When
regulations permit, a student may elect to be
evaluated for a course with a letter grade or
passino pass (PIN). Letter-graded work is desig-
nated A, B, C, D, or F. Passino pass work is desig-
nated P or N. An asterisk after the P or N indi-
cates that the course is offered PIN only. See
Bachelor's Degree Requirements for regulations
on graded credits.
Each department, school, or special program
establishes regulations on passino pass courses
for its majors. Before exercising the PIN option,
students should confer with advisers.
Students must choose their grading option at the
time of registration and are permitted to change it
only within the period allowed. See the academic
calendar in the 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.
PassINo 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
undergraduate course work, C+ or worse for
graduate course work). This bulletin and the UO
Schedule ofClasses designate courses that are
offered only passino pass. Passing credits are also
awarded for advanced placement and CLEP work
and for work taken at another collegiate institu-
tion if the director of admissions cannot equate
the quality of the work to the UO grading system.
Marks
AU (audit). A student-initiated mark. Audit
enrollments are recorded on the student's
academic record, but no credit is earned by audit.
Audited classes do not satisfy degree require-
ments, nor do they count toward the Graduate
School's continuous 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 earlier date as the instructor, dean, or
department head specifies. Applicants for
graduation should see special limitations under
Application for a Degree. 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.
Students may withdraw from a course by using
telephone registration. See the UO Schedule of
Classes for deadlines.
X (no grade or incorrect grading option
reported). A registrar-initiated mark. The
instructor either did not report a grade or
reported a grade that was inconsistent with
the student's grading option.
Y (no basis for grade). An instructor-initiated
mark. There is no basis for evaluating the
student's performance.
Grade 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.
The 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, I, 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 conferred since
summer 1995 must satisfij the general university
requirements that went into effect fall 1993 or later.
See Bulletin Expiration and Requirements Policies for
more information.
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
required for the bachelor of arts, bachelor of
science, bachelor of education, and bachelor of
music. 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
required for the bachelor of interior architecture,
and a total of 231 credits are required for the
bachelor of architecture.
Concurrent Degrees
Concurrent degrees are awarded under the fol-
lowing conditions:
1. The second degree is offered by a different
school or college
2. The student completes the departmental
requirements for each major
3. The student completes the general education
requirements for each degree
Registration and Academic Policies 17
4. The student completes a minimum of 36 cred-
its beyond those required for the degree that
has the highest credit requirement
5. The student completes an additional 36 credits
in residence at the university after satisfying
the residence requirement for the first degree
6. The student submits two Applications for De-
gree and pays the $25 fee for each application
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.
A student may be awarded a bachelor's degree
with more than one major by completing the
general university degree requirements for the
designated majors and degree and all require-
ments 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 12 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
required credits, or 171 of the 231 required cred-
its, 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.
ua 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 UO Schedule
ofClasses 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.
Written English.
Two courses (WR 121 and either WR 122 or 123
or equivalents) passed with grades of C- or better
are required for all undergraduate degrees. For
placement, prerequisites, or exemption, 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 Degrees, Majors,
Minors, and Certificates section of this bulletin.
Bachelor of Arts (B.A.) Requirements
The B.A. degree requires proficiency in a second
language. The second-language requirement may
be met in one of the following ways:
1. Completion of at least the third term, second
year of a second-language course taught in the
language, with a grade of C- or P or better
2. Satisfactory completion of an examination
administered by the appropriate language
department, showing language proficiency
equivalent to that attained at the end of two
years of college study. Scores on the second-
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
English: providing high school or college tran-
scripts to the Office of Admissions as evidence
of formal training in the native language and
satisfactory completion of WR 121 and either
WR 122 or 123
Bachelor of Science (B.S.) Requirements
The B.S. degree requires proficiency in math-
ematics or computer and information science 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 completed 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
HCl71H, 172H, 173HorMATH111
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 or425
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. Satifactory completion of MATH 111 (or a
mathematics course for which MATH 111 is a
prerequisite) and MATH 211, 212, 213
Group Requirements
To promote educational breadth, all bachelor's
degree candidates are required to complete work
in each of three groups representing comprehen-
sive fields of knowledge: arts and letters, social
science, 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.
Substituting a Minor or Second Major. Some
minors or second majors may used to satisfy part
of one group requirement. Students should
consult their advisers for more information.
Group Requirements
These requirements apply to all bachelor's degree
candidates.
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 used to
fulfill the total 48-credit requirement.
Courses used to fulfill the foreign-language
requirement for the bachelor of arts degree may
not also be used to fulfill the arts and letters
group requirement. Courses used to demonstrate
proficiency in mathematics or in computer and
information science or in a combination of the two
for the bachelor of science degree may not also be
used to fulfill the science group 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
different subject codes. Two groups must each
include at least two courses with the same subject
code. No more than three courses with the same
subject code may be used to fulfill the totaI
36-credit requirement.
GroupI: 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 tIl,III
207 History of Indian Art
208 History of Chinese Art
209 History of Japanese Art
314,315 History of Western Architecture tIl
322 Art of Ancient Greece
323 Art of Ancient Rome
348 Rome in Age of Bernini
349 History of Prints
35119th-Century Art
352 20th-Century Art
358 History of Design
359 History of Photography
360 American Art
381 Nomadic Art of Eurasia
382 Art of the Silk Route
394,395,396 Japanese Art I,Il,III
397 Japanese Buddhist Art
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
18 Entering the University
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 The World of Epic
202 The World of Drama
203 The World of Poetry
204 The World of Fiction
206 The World of Autobiography
301 Approaches to Comparative Literature
360 Gender and Identity in 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
East Asian Languages and Literatures:
Japanese (JPN)
201,202,203 Second-Year Japanese
301,302,303 Third-Year Japanese
305, 306 Introduction to Japanese Literature
East Asian Languages and Literatures:
Korean (KRN)
KRN 201, 202, 203 Second-Year Korean
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 (AAA)
180, 181 Introduction to Visual Inquiry I,II
Germanic Languages and Literatures:
Danish (DANE)
201,202,203 Second-Year Danish
Germanic Languages and Literatures:
German (GER)
201, 202, 203 Second-Year German
204,205 Intensive Second-Year German
221 Postwar Germany: Nation Divided
222 Voices of Dissent in Germany
223 Germany: A Multicultural Society
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
355 German Cinema: History, Theory, Practice
360, 361, 362 Introduction to German Literature
366, 367, 368 Themes in German Literature
Germanic Languages and Literatures:
Norwegian (NORW)
201,202,203 Second-Year Norwegian
301, 302, 303 Third-Year Norwegian
Germanic Languages and Literatures:
Scandinavian (SCAN)
250 Scandinavian Fantasies
315 Cinematic Traditions in Scandinavia
325 Constructions versus Constrictions of Identity
340 Emergence of Nordic Cultures and Society
341 Revisions of the Scandinavian Dream
351 Periods in Scandinavian Literature
352 Topics in Scandinavian Literature
353 Scandinavian Women Writers
354 Genres in Scandinavian Literature
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,II,III
300 Themes in the Humanities
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
Linguistics: Vietnamese (VIET)
201, 202, 203 Second-Year Vietnamese
Music (MUS)
125 Basic Music
207, 208 Introduction to Music and Its Literature
267,268,269 Survey of Music History
270 History of the Blues
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 (MUJ)
350 History of Jazz
Philosophy (PHIL)
101 Philosophical Problems
102 Ethics
103 Critical Reasoning
170 Love and Sex
211 Existentialism
213 Eastern Philosophy
216 Philosophy and Cultural DiverSity
310 History of Philosophy: Ancient and Medieval
311 History of Philosophy: Modern
312 History of Philosophy: 19th Century
322 Philosophy of the Arts
340 Environmental Philosophy
Religious Studies (REL)
111 Introduction to the Study of the Bible
Romance Languages: French (FR)
150 Cultural Legacies of France
201, 202, 203 Second-Year French
301 Reading French
303 Writing French
317 French Survey: Medieval and Renaissance
318 French Survey: Baroque and Enlightenment
319 French Survey: 19th and 20th Centuries
330 French Poetry
331 French Theater
333 French Narrative
361 Francophone Literature and Culture
362 French Film
Romance Languages: Italian (lTAL)
150 Cultural Legacies of Italy
201,202,203 Second-Year Italian
301 Reading Italian
303 Writing Italian
317 Italian Survey: Medieval and Renaissance
318 Italian Survey: Baroque and Enlightenment
319 Italian Survey: 19th and 20th Centuries
341 Dante in Translation
342 Italian Literature in Translation
362 Classic Italian Film
363 Contemporary Italian Film
Romance Languages: Spanish (SPAN)
150 Cultural Legacies of Spain
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
Registration and Academic Policies 19
333 Introduction to Spanish Narrative
Russian (RUSS)
201,202,203 Second-Year Russian
204, 205, 206 Introduction to Russian Literature
240 Russian Culture
241 Great Russian Writers
301 Readings in Russian Literature
316,317,318 Third-Year Russian
350 Russian Cinema
351 Russian Film and Literature
Russian and East European Studies (REES)
345 Balkan Cultures
Theater Arts (TA)
271 Introduction to Theater Arts
367,368,369 History of the Theater LIl,III
Women's Studies (WST)
351,352 Women's Literature, Art, and Society
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
314 Women and Culture I: Politics, Production,
and Power
315 Women and Culture IT: 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
344 Oregon Native Americans
Business Administration (BA)
101 Introduction to Business
Economics (EC)
101 Contemporary Economic Issues
201 Introduction to Economic Analysis:
Microeconomics
202 Introduction to Economic Analysis:
Macroeconomics
330 Urban and Regional Economic Problems
333 Resource and Environmental Economic Issues
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
393 Historical Foundation of Economics
Educational Studies (EDST)
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, 102 Introduction to Ethnic Studies
252, 253 Introduction to the Asian American
Experience
254, 255 Introduction to the Chicano and Latino
Experience
256, 257 Introduction to the Native American
Experience
Geography (GEOG)
103 Cultural Geography
104 Geography and Environment
201 World Regional Geography
202 Geography of Europe
204 Geography of Post-Soviet States
205 Geography of Pacific Asia
206 Geography of Oregon
207 Geography of the United States
209 Geography of the Middle East and North
Africa
341 Population and Environment
342 Geography of the World Economy
343 Society, Culture, and Place
History (HIST)
101, 102, 103 Western Civilization
120,121 World History to 1700
122, 123 World History since 1700
201, 202, 203 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 Modern Europe
308,309 History of Women in the United States LIT
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 Precolonial Africa
326 Colonial and Postcolonial Africa
331,332,333 England
353,354 American Foreign Relations since 1933
359 Religious Life in the United States
380, 381, 382 Latin America
387 Early China
International Studies (INTL)
240 Perspectives on International Development
250 Value Systems in Cross-Cultural Perspective
251 Cooperation, Conflict, and Global Resources
350 International Leadership
Journalism Ol
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)
101 Introduction to Language
225 Writing Systems
290 Introduction to Linguistics
295 Language, Culture, and Society
311 Languages of the World
396 Language and Cognition
Philosophy (PHIL)
215 Philosophy and Feminism
307, 308 Social and Political Philosophy
339 Introduction to Philosophy of Science
344 Introduction to Philosophy of Law
Planning, Public Policy and Management
(PPPM)
201 Introduction to Planning, Public Policy and
Management
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
275 Legal Process
280 Introduction to Political Psychology
301 Art and the State
321 Introduction to Political Economy
326 United States Foreign Policy I
331 Social Justice
344 Public Policy and Citizen Action
347 Political Power, Influence, and Control
349 Mass Media and American Politics
386 United States Social Movements and Political
Change
Psychology (PSY)
202 Mind and Society
330 Thinking
375 Development
380 Psychology of Gender
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, Gass, and Ethnic Groups
346 Work and Occupations
355 Sociology of Women
380 Introduction: Deviance, Control, and Crime
20 Entering the University
Women's Studies (WST)
101 Introduction to Women's Studies
301, 302 History and Development of Feminist
Theory
321 Feminist Perspectives: Identity, Race, Culture
341 Women, Work, and Class
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
363 Nutritional Anthropology
367 Human Adaptation
Biology (BI)
105 Explorations in General Biology I: Cells
106 Explorations in General Biology IT: Organisms
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 Introduction to Animal Behavior
211 General Biology I: Cells
212 General Biology II: Organisms
213 General Biology III: Populations
261 Foundations I: Genetics and Evolution
262 Foundations II: Molecular Genetics
263 Foundations III: Biochemical Basis of Life
264 Foundations N: Biological Interactions
307 Forest Biology
308 Freshwater Biology
357 Marine Biology
Chemistry (CH)
101, 102 Science and Society
111 Introduction to Chemical Principles
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: Natural
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
303 Geology of National Parks
304 The Fossil Record
306 Volcanoes and Earthquakes
307 Oceanography
308 Geology of Oregon and the Pacific Northwest
310 Earth Resources and the Environment
353 Geologic Hazards
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,ll
243 Introduction to Methods of Probability and
Statistics
251, 252, 253 Calculus I,Il,III
271, 272, Mathematical Structures I,ll
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
201, 202, 203 General Physics
211, 212, 213 General Physics with Calculus
301, 302, 303 Physicists' View of Nature
Physics: Astronomy (ASTR)
121 The Solar System
122 Birth and Death of Stars
123 Galaxies and the Expanding Universe
Psychology (PSY)
201 Mind and Brain
304 Biopsychology
Multicultural Requirement
Bachelor's degree candidates entering the univer-
sity fall 1995 or after, including those with associ-
ate 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 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 historical and comparative perspec-
tives. Five racial or ethnic groups are identified:
African American, 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)
320 Native North Americans
344 Oregon Native Americans
442 Northwest Coast Prehistory
Art History (ARH)
360 American Art
463 Native American Architecture
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 Native American Literature: [Topic]
Ethnic Studies (ES)
101, 102 Introduction to Ethnic Studies
330 Minority Women: Issues and Concerns
Folklore (FLR)
486 African American Folklore
Geography (GEOG)
207 Geography of the United States
History (HIST)
250, 251 African American History
253 African Americans in the West
360 The American City: [Topic]
449 Race and Ethnicity in the American West
455 Colonial American History
470 American Social History: [Topic]
Honors College (He)
307 (H) Race and Ethnicity in the United States
Music (MUS)
264, 265 History of Rock Music I,ll
270 History of the Blues
359 Music of the Americas
450 History of Gospel Music
Music: Jazz Studies (MUJ)
350 History of Jazz
Philosophy (PHIL)
216 Philosophy and Cultural Diversity
450 African American Philosophy
451 Native American Philosophy
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
Registration and Academic Policies 21
Theater Arts (TA)
472 Multicultural Theater: [Topic]
Women's Studies (WST)
321 Feminist Perspectives: Identity, Race, Culture
Category B: Identity, Pluralism, and
Tolerance
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 orienta-
tions' or other groups whose experiences contrib-
ute to cultural pluralism. This category 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 Symbols
322 Euro-American Images of Native North
America
362 Human Biological Variation
368 Scientific Racism: An Anthropological History
418 Anthropology of Religion
421 Anthropology of Gender
429 Jewish Folklore and Ethnology
439 Feminism and Ethnography
443 North American Prehistory
444 Middle American Prehistory
465 Gender Issues in Nutritional Anthropology
468 Race, Culture, and Sociobiology
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
360 Gender and Identity in Literature
438 Latino Poetry of the United States
463 Comparative Feminisms
464 Cross-Cultural Investigations of Gender
473 New World Poetics
477 Nation and Resistance
479 Literature and Testimony
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]
Ethnic Studies (ES)
452 Asian Americans and the Law
454 Chicanos and the Law
Folklore (FLR)
483 Folklore and Mythology of1:he British Isles
Geography (GEOG)
343 Society, Culture, and Place
441 Political Geography
444 Geography of Languages
445 Culture, Ethnicity, and Nationalism
Germanic Languages and Literatures:
German (GER)
222 Voices of Dissent in Germany
223 Germany: A Multicultural Society
351 Constructions ofIdentityin German Culture
354 German Gender Studies
Germanic Languages and Literatures:
Scandinavian (SCAN)
325 Constructions versus Constrictions of
Identity
353 Scandinavian Women Writers
History (HIST)
308,309 History of Women in the United
States !,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
350, 351 American Radicalism
359 Religious Life in the United States
386 India
388 Vietnam and the United States
414 Ancient Rome: [Topic]
454 American Women: [Topic]
469 American Indian History: [Topic]
479 Law in American Society: [Topic]
Honors College (HC)
308 (H) Unequal Relations in the United States
315 (H) Women Writers: [Topic]
412 (H) Gender Studies: [Topic]
International Studies (INTL)
421 Gender and International Development
Journalism (J)
320 Women, Minorities, and Media
Music (MUS)
460 Music and Gender
Philosophy (PHIL)
170 Love and Sex
215 Philosophy and Feminism
Political Science (PS)
348 Women and Politics
434 Feminism and Ecology
435 Feminist Theories of Politics
471 Outsider Jurisprudence
483 Feminist Theory
Psychology (PSY)
380 Psychology of Gender
Romance Languages: Italian (!TAL)
498 Italian Women's Writing
Romance Languages: Spanish (SPAN)
497 Spanish Women Writers
Russian (RUSS)
330 Women in Russian Literature
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
301, 302 History and Development of Feminist
Theory
331 Science, Technology, and Gender
341 Women, Work, and Class
351,352 Women's Literature, Art, and Society
411 Feminist Praxis
421 Sexuality: [Topic]
422 Lesbian and Gay Studies: [Topic]
Category C: International Cultures
The goal is to study world cultures in critical
perspective. Approved courses either treat an
international culture in view of the issues raised in
Categories A and B-namely, race and ethnicity,
pluralism and monoculturalism, and/or prejudice
and tolerance-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
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
430 Balkan Society and Folklore
431 Peoples of East Asia
433 Native Central Americans
434 Native South Americans
436 Cultures of Island Southeast Asia
437 Cultures of Mainline! 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
382 Art of the Silk Route
384, 385, 386 Chinese Art I,II,III
387 Chinese Buddhist Art
389 Art and Politics in 20th-Century China
391, 392 Art of the Pacific Islands I,ll
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)
206 The World of Autobiography
22 Entering the University
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 Language
471 Japanese Cinema
472 Japanese Film and Literature
Economics (EC)
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
204 Geography of Post-Soviet States
205 Geography of Pacific Asia
209 Geography of the Middle East and North
Africa
341 Population and Environment
446 Geography of Religion
465 Environment and Development
475 Advanced Geography of Non-European-
American Regions: [Topic]
Germanic Languages and Literatures:
German (GER)
355 German Cinema: History, Theory, Practice
Germanic Languages and Literatures:
Scandinavian (SCAN)
315 Cinematic Traditions in Scandinavia
340 Emergence of Nordic Cultures and Society
341 Revisions of the Scandinavian Dream
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
312 African Women
325 Precolonial Africa
326 Colonial and Postcolonial Africa
345,346,347 Russia and the Soviet Union
380,381,382 Latin America
385 India
387 Early China
417 Society and Culture in Modern Africa: [Topic]
480 Mexico
481 The Caribbean and Central America
482 Latin America's Indian Peoples
483 Latin America: [Topic]
484 Philippines
485 Southeast Asian History: [Topic]
486 Peasant Uprisings in Southeast Asia: [Topic]
487 China: [Topic]
488 Knowledge and Power in China: [Topic]
489 State and Society Relations in Modern China:
[Topic]
490 Japan: [Topic]
491 Medicine and Society in Premodern Japan
492 Postwar Japan: [Topic]
494 East Asia-Concepts and Issues: [Topic]
495 Issues in Southeast Asian History: [Topic]
496 Chinese Society in the Late Imperial Period:
[Topic]
497 Culture, Modernity, and Revolution in China:
[Topic]
498 Early Japanese Culture and Society: [Topic]
Honors College (He)
415 (H) World Perspectives: [Topic]
International Studies (INTL)
240 Perspectives on International Development
250 Value Systems in Cross-Cultural Perspective
251 Cooperation, Conflict, and Global Resources
350 International Leadership
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 (J)
455 Third World Development Communication
Linguistics (LING)
295 Language, Culture, and Society
311 Languages of the World
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,Il
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: French (FR)
150 Cultural Legacies of France
361 Francophone Literature and Culture
362 French Film
Romance Languages: Italian (ITAL)
150 Cultural Legacies of Italy
Romance Languages: Spanish (SPAN)
150 Cultural Legacies of Spain
318,319 Survey of Spanish American Literature
450 Colonial Latin American Literature: [Topic]
480 19th-Century Spanish American Literature:
[Topic]
490 20th-Century Latin American Literature:
[Topic]
Russian (RUSS)
304,305,306 Doing Business in Russia
350 Russian Cinema
351 Russian Film and Literature
Russian and East European Studies (REES)
345 Balkan Cultures
Sociology (SOC)
303 World Population and Social Structure
450 Sociology of Developing Areas
Theater Arts (TA)
473 Non-Western Theater: [Topic]
Women's Studies (WST)
431 Global Feminisms
432 Postcolonial Women Writers
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
majors in music
5. For music majors, a maximum of 24 credits in
studio instruction, of which not more than 12
may be taken in the student's freshman and
sophomore years, may count toward
requirements for the 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
required for a bachelor's degree
7. Grade changes, removal of incompletes, or
transfer work essential to completion of
Registration and Academic Policies 23
degree requirements must be filed in the
Office of the Registrar by the Friday following
the end of the term of graduation. Any other
changes of grades, including removal of
incompletes, must be filed in the Office of the
Registrar within thirty days after the granting
of a degree or within established deadlines.
See also Marks in this section of the bulletin
8. Undergraduate credits earned through 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 Courses; 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
complete all departmental, school, or college
requirements for the second degree. Of these
requirements, the following must be completed
after the prior degree has been awarded:
1. The student must complete an additional
36 credits in residence as a formally admitted
student if the prior bachelor's degree was
awarded by the University of Oregon, or an
additional 45 credits in residence if the prior
bachelor's degree was awarded by another
institution
2. A minimum cumulative UO GPA of 2.00 is
required 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 proficiency
in a second language. Students whose native
language is not English satisfy this requirement
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 science degree
requires proficiency in mathematics and/or
computer and information science
BACHELOR'S DEGREE WITH
HONORS
Departmental Honors. Departments in the
College of Arts and Sciences that offer a bachelor's
degree with honors include anthropology, biology,
chemistry, classics, comparative literature,
computer and information science, East Asian
languages and literatures (Chinese, Japanese),
economics, English, general science, geography,
geological sciences, Germanic languages and
literatures, history, humanities, international
studies, linguistics, mathematics, philosophy,
physics, political science, psychology, religious
studies, Romance languages (French, Italian,
Spanish), Russian, sociology, and theater arts. De-
partments in most of the professional schools and
colleges award bachelor's degrees with honors.
For specific requirements, 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
University of Oregon and have successfully com-
pleted all other university degree requirements
are eligible for university graduation with honors.
These distinctions are based on students' percen-
tile rankings in their respective graduating classes,
as follows:
Top 10 percent cum laude
Top 5 percent magna cum laude
Top 2 percent summa cum laude
Other Honors. For information about the Dean's
List, Phi Beta Kappa, and other honor societies,
see the Honors and Awards section of this bul-
letin. Fellowship and scholarship information is
in the Student Financial Aid and departmental
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 dis-
qualify them from attendance at the university.
For information and assistance, students 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 non-
admitted. 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 ask the instructor to
record the grade change with the registrar's office
immediately and notify the Office of Academic
Advising and Student Services as soon as the
grade change has been officially recorded. Retro-
active changes to a term's academic standing are
made only if grade changes are recorded by the
last day to register and add classes for the follow-
ing term. If grade changes that affect GPAs and
academic standing are submitted 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
notation is not recorded on the student's academic
transcript.
Academic warning is given as a courtesy to advise
a student of potential academic difficulty.
Academic probation does not depend on the stu-
dent receiving prior notice of academic warning.
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 transcript.
If the student has earned 45 or more cumulative
credits, that student is subject to disqualification at
the end of the first term on probation. Students
who have earned 44 or fewer cumulative 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 action
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 nota-
tion "Academic Disqualification" is recorded on
the student's grade report and academic transcript.
The student may enroll again only if the Scholas-
tic Review Committee allows the student to
continue on probationary status.
Students may apply for reinstatement after
disqualification 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
requirements: the Academic Requirements
Committee and the Scholastic Review Com-
mittee. For information about how to submit a
petition to the Academic Requirements Com-
mittee, inquire at the Office of the Registrar,
220 Oregon Hall; telephone (541) 346-3243.
For information about how to submit a petition
to the Scholastic Review Committee, inquire at
the Office ofAcademic Advising and Student
Services, 164 Oregon Hall; telephone (541)
346-3211
2. For information about removal from academic
probation and academic reinstatement options,
inquire at the Office of Academic Advising and
Student Services
24 Entering the University
REGISTERING FOR CLASSES
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 lists courses offered for the term; it
also describes registration procedures. The book-
let includes important dates, deadlines, and
explanations of academic regulations and finan-
cial aid procedures as well as current figures for
tuition, fees, and other charges. The schedule also
offers abbreviated versions of the Student Con-
duct Code, the Student Records Policy, grievance
procedures, and other policies relevant to a
student's welfare and academic career.
Registration
A registration period takes place before the start
of classes each term; the dates are published in
advance. Students are not officially registered and
not entitled to attend classes until they have
completed the prescribed registration procedures.
Once registered, students are academically and
financially responsible for their course enrollments
until they officially withdraw. Withdrawal after
the term begins results in some financial liability.
Appropriate withdrawal procedures are explained
in the UO Schedule ofClasses.
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
receive information about this program. Space is
limited, and the sign-up deadline is in June.
Reenrollment
Students planning to register any time during an
academic year (except summer session) 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 Tenn ofReenrollment
October 22,1998 winter 1999
January 29,1999 spring 1999
April 23, 1999 summer session 1999
April 23, 1999 fall 1999
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 spring term do not need to
submit this form.
Transcripts
AIl 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
admitted under individual arrangements, and for
summer transient and community education stu-
dents who are not formally admitted. Failure to
file required records can result in the cancellation
of admission, registration, and credits.
Concurrent Enrollment
University of Oregon students paying full-time
tuition may enroll for courses at other universities
in the Oregon University System up to overtime
levels at no additional cost. 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
required for standard undergraduate study. Brief
descriptions of these programs appear below.
Additional information is available from the
Office of Admissions and from the Office of
Academic Advising and Student Services.
Advanced Placement
Students who receive satisfactory grades in
advanced placement examinations administered
by the College Board may, on admission to the
university, be granted credit toward a bachelor's
degree in comparable university courses. The
fields included in the advanced placement pro-
gram are American history, art history, biology,
chemistry, computer and information science,
economics, English language and composition,
English literature and composition, European
history, French, German, government and poli-
tics, Latin, mathematics, music, physics, psychol-
ogy, 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).
Examinations are available, for example, in
American history, principles of economics,
calculus, and biology. Students who have not
completed their sophomore year (fewer than 90
credits) may also take CLEP general examina-
tions in the humanities, sciences, and social
sciences. A score of 500 or better on each general
examination earns 12 credits toward graduation
and may fulfill a part of the group requirements
for the bachelor's degree. Once a student is ad-
mitted to the university, UO accepts as transfer
credit 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
applying for admission may do so through the
Community Education Program. Part-time
students of all ages choose from a variety of
courses. More information about enrollment and
credit is available at the Continuation Center,
333 Oregon Hall; telephone (541) 346-5614.
Credit by Examination
A formally admitted student may challenge
undergraduate 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
faculty member who administers the test and of
the appropriate dean or department head
2. Arrangements for the examination must be com-
pleted at least one month before the examination
date
3. The student is billed an examination 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
recorded 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
toward 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 UO Schedule ofClasses
7. Credit by examination may be earned only in
courses whose content is identified by title in the
University of Oregon bulletin; credit by
examination may not be earned for Field Studies
(196), Workshop, Laboratory Projects, or
Colloquium (198), Special Studies (199); courses
numbered 50-99,200, or 399-410; or for first-year
second languages
8. A student may not receive credit by examination
in courses that
a. substantially duplicate credit already received
or
b. are more elementary than courses in which
credit has been received or status has been es-
tablished
9. A student must be formally admitted and regis-
tered for classes during the term in which the ex-
amination is administered
International Baccalaureate
Students who receive satisfactory grades in interna-
tional baccalaureate examinations may, on
admission to the university, be granted credit in
comparable university courses toward a bachelor's
degree. Credit can be earned inAmerican-history,
art, biology, chemistry, East Asian history,
economics, European history, second languages,
geography, mathematics, physics, psychology, and
social anthropology. A complete list of university
courses satisfied by international baccalaureate ex-
aminations is available from the Office of Admis-
sions.
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 Armed
Services, and in accordance with University of
Oregon and Oregon University System policies
regarding transfer credits. Students may request
evaluation of credits earned through the
Community College of the Air Force, Defense Lan-
guage 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 required for
military education and occupational credits.
Tuition and Fees 25
TUITION AND FEES
Sherri C. McDowell, Director
Office of Business Affairs
First Floor, Oregon Hall
(541) 346-3170
TUITION
Tuition is a basic charge paid by students enrolled
at the University of Oregon. It includes instruc-
tion costs, health service fees, incidental fees,
technology fee, and building fees. Except in the
School of Law, for a full-time student in 1997-98,
the health service fee was $80, the incidental fee
was $147.75, the technology fee was $50, the
Recreation Center bond fee was $15.25, and the
building fee was $25. Each law student paid a
$120 health service fee, a $221.50 incidental fee, a
$75 technology fee, a $23 Recreation Center bond
fee, and a $37.50 building fee. The fees are sub-
ject to change for 1998-99.
Payment of tuition entitles students to many
services including instruction in university
courses; use of the university library system; use
of laboratory and course equipment and certain
materials in connection with courses for which
students are registered, use of various microcom-
puter laboratories, medical attention at the
Student Health Center at reduced rates, and use
of gymnasium equipment 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 1997-98.
Increases proposed for 1998-99 had not been
confirmed at publication.
Tuition Schedule
Change of Program: $10. Required for each course
withdrawal in a student's official program.
Credit by Examination: $40 per course. Assessed
for taking an examination for advanced credit.
The fee applies to each special examination
regardless of the number of credits sought.
Exceptions to Procedures: $10-25. Approved
exceptions to procedural deadlines are subject to
this fee.
Late Registration: $100. A $100 fee is charged for
registration after the eighth day of class.
Parking Permits. A minimal amount of parking
space is available nearresidence halls andon city _
streets. Students usingunlVersity parking lot8-- --
must purchase and display proper parking
permits. One-year student parking permits are
$75 for automobiles and $56.25 for motorcycles.
Student permits are $25 for summer session only.
All parking fees are subject to change.
Parking permits may be purchased from the
Office of Public Safety, 1319 East 15th Avenue.
Parking regulations are enforced at all times.
A city bus system connects the university with
most community areas. For the past seven years,
student fees have bought each student a pass that
allows unlimited free rides.
Reenrollment Fee: $15. Assessed for each
Reenrollment Application (undergraduate) or
Permission to Reregister (graduate).
Replacement of Photo 1.0. Card: $15
Returned Check: $15. Charge billed to the writer
of any check that is returned to the university by
the bank. Exceptions are bank or university errors.
If not paid within thirty days, a returned check
may be subject to a fine of $100-$500.
352
221.50
Each additional credit
beyond 16 192
Graduate assistant
(9-16 credits) 221.50
Special fees, fines, penalties, service charges,
and other additional charges for specific classes,
services, 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
students 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.
Community Education Program
Tuition for Community Education Program
students enrolling for 8 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
Tuition for resident and nonresident law students
is listed in the School of Law bulletin, available
free from the University of Oregon School of Law.
Health services and some incidental fee benefits
are not available to students enrolled in the Com-
munity Education Program.
Tuition is paid by students under the standard
conditions of undergraduate or graduate study,
and it is payable as specified in the UO Schedule of
Classes or other official notices during registration
each term. Special fees are paid under the condi-
tions noted. The university's policies on student
charges and refunds follow the guidelines recom-
mended by the American Council on Education.
Details of the policies are available at the Office
of Business Affairs 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
tuition 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.
507
827
1,147
1,467
1,788
2,109
2,430
2,751
3,072
3,393
3,704
310
$4,033
$3,483
570
934
1,298
1,662
2,026
2,390
2,754
3,118
Nonresident
Nonresident
Undergraduate
Tuition Resident
Full-time registration (one term):
12-18 credits $1,216
Part-time registration:
1 credit 275
2 credits 360
3 credits 445
4 credits 530
5 credits 616
6 credits 702
7 credits , 788
8 credits 874
9 credits 960
10 credits 1,046
11 credits 1,132
Each additional credit
beyond 18 75
Graduate
Tuition Resident
Full-time registration (one term):
9-16 credits $2,050
Part-time registration:
1 credit 417
2 credits 621
3 credits 825
4 credits 1,029
5 credits 1,233
6 credits 1,437
7 credits 1,641
8 credits 1,845
26 Entering the University
STUDENT
FINANCIAL AID
Edmond Vignoul, Director
260 Oregon Hall
(541) 346-3221
(800) 760-6953
http://www-vms.uoregon.edu/-finaidlfa.html
Financial aid in the form of scholarships, grants,
loans, and employment is available at the Univer-
sity of Oregon to eligible students who need
assistance to attend school. The Office of Student
Financial Aid provides counseling and informa-
tion services to students and parents and admin-
isters a comprehensive program of financial
assistance. Financial aid counselors are available
to see students who drop by during office hours:
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, procedures, 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
category or another. For example, students in the
School of Architecture and Allied Arts, the School
of Music, and some of the science departments
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
budgeted amount for meals and housing.
Residence hall room and board for 1997-98 ranged
from $4,646 to $7,143. Cooperative housing costs
were generally less than the minimum residence
hall rate. Sorority and fraternity costs were some-
what 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-months may be purchased
through the UO Student Health Center. Cover-
age 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 1997-98.
Tuition and fee schedules are subject to revision
by the Oregon State Board of Higher Education.
See the Tuition and Fees section of this bulletin.
4,033
2,050
3,483
221
One Term Three Terms
$675
730
$1,800
5,175
$225
365
$ 600
1,725
Meals and Housing
Student commuter
living with parents
Student living on or off
campus
Residence hall charges are higher for fall term
than for winter and spring.
A dependent childcare allowance may be added
to the budget for each child under twelve years of
age who is living with a student and for whom
the student is paying childcare expenses.
Books and Supplies One Term Three Terms
Graduates and
undergraduates
Law (semester)
Miscellaneous
Personal Expenses
Graduates and
undergraduates $555 $1,655
A transportation allowance is added to the budget
of a nonresident student or a participant in the
National Student Exchange.
ELIGIBILITY
APPLYING FOR FINANCIAL AID
Tuition for resident and nonresident law students
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 Aid to estimate a
student's educational costs for the 1998-99
academic year.
Financial aid eligibility for any student is the
difference between the cost of education at the
University of Oregon and the anticipated financial
contribution of the student's family (a 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 educational
costs. When a student's expected contribution is
Undergraduate, graduate, and law students use
the following procedure to apply for financial aid:
1. Complete the Free Application for Federal Stu-
dent Aid (FAFSA) or the Renewal Free Appli-
cation for Federal Student Aid and mail it to
the federal processor. Students may also apply
at the FAFSA web site <http://fafsa.ed.gov/>
2. List the University of Oregon, code number
003223, as a school to receive the application
information
3. Apply for admission to the UO
Deadlines
To be given priority consideration for the Federal
Perkins Loan, Federal Work-Study Program, and
Federal SupplemenfaIEauc:aHonal Op-porhirufY-- -
Grant for all or part of any given academic year,
the application information from the federal pro-
cessor must be received by the Office of Student
Financial Aid on or before March 1 prior to the
academic year for which the student is applying.
To meet this deadline, mail the FAFSA or the
Renewal FAFSA in early February. On-line
applicants should mail the FAFSA signature page,
obtained from the web site, in early February.
12,099
6,150
10,449
663
Three Terms
$3,648
Student
Classification One Term
Undergraduate resident $1,216
Undergraduate
nonresident
Graduate resident
Graduate nonresident
Graduate assistant
Senior Citizens. There is no charge to Oregon
residents 65 years of age and older. Oregon senior
citizens who are neither seeking academic credit
nor working toward a degree are authorized 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 plus Technology Fee.
University employees are permitted to enroll in
university classes with the approval of their
department head. Employees may enroll at the
staff rate for a maximum of 10 credits per term.
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, Office of the
Registrar, 5257 University of Oregon, Eugene OR
97403-5257; telephone (541) 346-3266.
The university reserves the right to withhold
transcripts of students who have unpaid financial
obligations to the institution. Debtors who are
contesting their accounts should contact the
collections department for counseling and
instructions for a written appeal. The collections
department is located in the Office of Business
Mfairs on the first floor of Oregon Hall. The
mailing address is Collections Department, Office
of Business Mfairs, PO Box 3237, University of
Oregon, Eugene OR 97403-0237; telephone (541)
346-3215.
TUITION AND FEE REFUNDS
In the event of complete withdrawal from the
university or a reduction in course load, refunds
may be granted to students in accordance with the
refund schedule on file in the Office of Business
Mfairs, 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
Wilhdrawalhas 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. In case of complete withdrawal, students who
received financial aid are responsible for
repayment of that aid in accordance with the
university's financial aid repayment policy and
schedule. See the UO Schedule ofClasses for
details
For complete withdrawal, obtain withdrawal
forms from the Office of Academic Advising 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
reduction 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
Academic Advising and Student Services.
less than the cost of education, the university
attempts to meet the difference with financial aid.
Assessing Financial Aid Eligibility
The university uses a method prescribed by law
to determine an expected contribution from the
student and family toward the cost of the
student's education. The expected family contri-
bution derived from using the federal formula is
based on income and asset information as well as
certain variables such as family size and number
of family members attending college. This system
ensures that students receive consistent and eq-
uitable treatment. Financial aid counselors review
unique circumstances for individuals.
FINANCIAL AID PACKAGES
After the student's financial aid eligibility has
been established, the student will receive a Noti-
fication of Financial Aid Eligibility. The Office of
Student Financial Aid attempts to meet each
student's financial aid eligibility, which could
include scholarship and grant money, work-
study, and loan eligibility.
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,
insured, or guaranteed under the Guaranteed
Student or Federal Stafford/Ford Loan, Supple-
mental Loan for Students, or Parent Loan for
Undergraduate Students programs for atten-
dance at any institution
2. The student has borrowed in excess of federal
(Title N) loan limits
3. The student 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.
Federal law requires that male students born after
1960 be registered with Selective Service in order
to receive financial aid.
Undergraduates
Federal Pell Grants, State Need Grants, and
university scholarships that are not from an
academic department are considered to be part of
the student's financial aid package, although the
Office of Student Financial Aid does not deter-
mine eligibility for these programs.
The Office of Student Financial Aid determines the
student's eligibility for and the amount of assis-
tance the student may receive from the Federal
Perkins Loan, the Federal Direct Stafford/Ford
Loan, the Federal Supplemental Educational
Opportunity Grant, the Federal Work-Study
programs, and the Oregon University System
Supplemental Fee Waiver, as well as the
university's Technology Fee Work Program.
Financial aid offers are made in accordance with
federal regulations and university policies. Some
awards are tentative if selected for verification
and may be revised after a review of federal
income tax forms.
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,
Federal Direct Stafford/Ford Loan, the Federal
Work-Study programs, and the Oregon Univer-
sity System Supplemental Fee Waiver, as well as
the university's Technology Fee Work Program.
Offers are made in accordance with federal
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 between
March 2 and July 31.
When 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
Financial 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 instructions carefully. Accep-
tance must be returned to the Office of Student
Financial Aid by the date specified on the
document.
An explanation of revision and appeal policies
and procedures is included with the Notification
of Financial Aid Eligibility. A financial aid package
may be revised when a student's eligibility
changes. The student receives a revised notifica-
tion and, if necessary, is advised of any repayment
of aid. The federal regulations covering financial
aid programs, the explanation of the federal
method of determining student and family
contributions, and the university policies and
procedures for offering financial aid are available
in the Office of Student Financial Aid. Students
are welcome to review them 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
(541) 346-3221 or (800) 760-6953.
FINANCIAL AID PROGRAMS
To be eligible for certain financial aid programs
that depend on federal or state funding, the
student must be a citizen of the United States or
in the United States for other than a temporary
purpose and with the intention of becoming a
permanent resident. Under some circumstances,
students who are citizens of the Marshall Islands,
the Federated States of Micronesia, or Palau may
receive some types of financial aid from the fed-
eral programs listed below. This is an eligibility
standard for the Federal Pell Grant, the Federal
Supplemental Educational Opportunity Grant,
the Federal Work-Study Program, the Federal
Perkins Loan, the Federal Direct Stafford/Ford
Loan, the Federal Direct Parent Loan for Under-
graduate Students, the State Need Grant, and the
Student Financial Aid 27
university's Technology Fee Work Program, 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 student
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
admitted to the university in a program leading to
a degree and enrolled in good standing at least
half time (6 credits a term). The federal limitations
on an FSEOG are a minimum of $100 and a
maximum of $4,000 an academic year. The
amount a student receives is determined by
university policy and fund availability.
FSEOG funds are granted to the university by the
federal government to award to eligible students.
State of Oregon Need Grants
Need Grants are awarded to eligible undergradu-
ate Oregon residents who complete the FAFSA,
the Renewal FAFSA, or the on-line FAFSA. Need
Grants for the 1997-98 academic year were $1,104.
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
degree, 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-providecl by-the state-andfederal---
governments, are disbursed by the university.
Oregon University System
Supplemental Fee Waiver
Supplemental fee waivers were provided by the
Oregon State Board of Higher Education to help
offset instructional fees for 1997-98. Limited
funds are available in 1998-99 for Oregon resi-
dents who demonstrate the greatest financial
need. Students whose instructional fees are paid
or waived by other sources are not eligible to
receive the waiver.
Federal Work-Study Program
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 degree
or certificate and enrolled at least half time
(6 credits a term).
The amount a student may earn is determined by
university policy and fund availability. Students
earn an hourly wage based on the kind of work and
their skills and experience. Students may work a
28 Entering the University
maximum of twenty hours a week while school is in
session.
University departments and offices and off-
campus agencies that are nonprofit and perform
services 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.
Technology Fee Work Program
This is a university-sponsored program that
provides part-time jobs on campus. Students
must be eligible for financial aid and enrolled at
least half time. They earn an hourly wage based
on the type of job and their skills and experience.
Students may work a maximum of twenty hours a
week while school is in session. Job openings are
listed with Employment Services in the Career
Center, 244 Hendricks Hall.
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 degree 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 com-
bined total for both undergraduate and graduate
study. The amount a student receives is deter-
mined by university policy and fund availability.
Repayment of a Federal Perkins Loan begins nine
months after the student ceases to be enrolled at
least half time. The minimum repayment is $40 a
month or $120 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 (541) 346-3171.
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
available 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,
deferment, 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 university is responsible for providing,
collecting, and forwarding a signed promissory
note to a contracted servicer. When loans are
due, borrowers repay them directly to the federal
government 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
(up to 44 credits); $3,500 for the second academic
year (45-89 credits); and $5,500 an academic year
for the remaining years of undergraduate study,
up to an aggregate of $23,000. For graduate
students the maximum is $8,500 an academic
year, with a $65,500 combined total for both
undergraduate and graduate study. Not all
students are eligible for the maximums.
Student borrowers must be enrolled in good
standing at least half time and have been accepted
for admission to a program leading to a degree or
certificate. Borrowers are charged a variable
interest rate capped at 8.25 percent. The rate is
adjusted annually on July 1. All Federal Direct
Stafford/Ford Loan borrowers are eligible for this
rate.
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 Federal Direct Stafford/Ford Loan;
however, the student must pay the interest that
accrues during in-school, grace, and authorized
deferment periods. Loan limits for dependent
undergraduate 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
StaffordlFord Loan
Independent students and dependent students
whose parents are unable to borrow under the
Federal Direct Parent Loan for Undergraduate
Students (Federal Direct PLUS) program may be
eligible for additional Federal Direct Unsubsidized
Stafford/Ford Loan money. Students with fewer
than 90 credits may borrow a maximum of $4,000
a year in additional funds above the maximum
Federal Direct Stafford/Ford Loan limits. Students
who have earned 90 credits or more may borrow
a maximum of an additional $5,000 a year; grad-
uate students, $10,000 a year in addition to the
Federal Direct Stafford/Ford Loan. Not all appli-
cants 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)
borrowing cannot exceed the cost of education.
Federal Direct Parent Loan for Under-
graduate Students (Federal Direct PLUS)
This program provides loans to parents of depen-
dent undergraduate students. Parents may bor-
row up to an annual amount that is equal to the
cost of education minus any estimated financial
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 adverse
credit history. A direct loan program servicer, con-
tracted 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, and is capped at
9 percent. Borrowers are charged a 4 percent fee.
Parents interested in participating in the Federal
Direct PLUS program can obtain application
information from the Office of Student Financial
Aid.
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 the last disbursement.
Borrowers have the right to prepay their loans
without penalty. Furthermore, they have the
option 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
annual repayment of at least $600 ($50 a
month) over a period of twelve to thirty years
depending 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 returnisfiled)paidovera-
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
individuals (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
interest does not accrue. For the Federal Direct
Unsubsidized Stafford/Ford or PLUS borrower,
principal repayment may be deferred, but interest
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. Forbearance is granted to
medical or dental interns or residents for limited
periods of time.
Deferments 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 of the loan.
Entrance and Exit Counseling
First-time Federal Direct Stafford/Ford Loan
(subsidized and unsubsidized) borrowers must
receive preloan counseling.
Shortly before graduating from or terminating
emollment 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
expected 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 UO Schedule ofClasses each term.
The policy and examples of how it works are
available for review in the Office of Student
Financial 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,
repayment 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
repay 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 minus
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.
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 transfer
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
assistance from federal and state programs.
SCHOLARSHIPS
Scholarships Awarded by
a Department or School
Undergraduate and graduate students who have
selected a major field of study should consult the
appropriate school or department about possible
scholarships and application procedures and
requirements.
Graduate assistantships and fellowships, which
include an instructional fee waiver and a monthly
salary, are offered to outstanding graduate
students by many departments. The College of
Arts and Sciences annually solicits and screens
applicants for Rhodes, Marshall, and Mellon
graduate fellowships.
Student Financial Aid 29
Scholarships Awarded through the
Office of Student Financial Aid
This group of university scholarships, not at-
tached to a particular department or school,
includes Presidential, Laurel, and general univer-
sity scholarships. All of these scholarships require
academic achievement (merit). Some of them
require financial need. Scholarships administered
by the Office of Student Financial Aid are gov-
erned by the University Scholarship Committee,
whose members are drawn from the faculty and
from the student body. This committee reviews
and formulates policies and evaluates applicants'
academic qualifications.
A single application form is used for all the
scholarships in this group. Application and recom-
mendation forms are available in the Office 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 docu-
ments is February 1 for the following academic
year. Prospective students also must apply for
admission to the University of Oregon by February 1.
The university's policy when awarding financial
assistance is to refrain from discrimination on
the basis of race, sex, religion, disability, age,
national origin, veteran or marital status, or
sexual orientation.
Presidential Scholarship. In 1983 the university
established the Presidential Scholarship Program
to recognize and reward outstanding Oregon
high school graduates. The University Scholar-
ship Committee selects candidates to receive
scholarships in the amount of tuition and fees
plus a $450 book allowance for each of their four
years at the university. Selection is based on aca-
demic achievement and leadership. To retain the
scholarships for four years, recipients are ex-
pected to maintain a high level of academic per-
formance at the university.
National Merit Scholarships
The University of Oregon is the only public
institution in Oregon that sponsors the National
Merit Scholarship program. Several four-year
scholarships, ranging from $500 to $2,000 per
academic year, are <I\\,arded.lnkrested higL _
schoolstudentsShould 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.
National ROTC Merit Scholarships
The Army Reserve Officers' Training Corps (ROTC)
Scholarship Program provides more than 500
four-year scholarships annually to high school
seniors. Additionally, hundreds of three.- and
two-year scholarships are awarded to college stu-
dents. These scholarships include tuition ($5,000-
$12,000), books ($450), and a stipend of $150 per
month during the school year. For more informa-
tion, call the Department of Military Science at
(800) 542-3945. High school students also can
contact their school's counselor.
Target of Opportunity Laurel
Award Scholarship
In 1990 the UO Graduate School created the
Target of Opportunity Laurel Award Scholarship
to help undergraduate students of color further
their education with graduate studies. Covering
30 Entering the University
instructional fees only, these merit-based
scholarships are open to full-time UO under-
graduate and graduate students of color who are
United States citizens or permanent residents.
Undergraduates 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 each year is in late Janu-
ary or early February. For complete eligibility and
selection information, call the Graduate School at
(541) 346-5129 or the Office of Multicultural
Affairs at (541) 346-3479.
Diversity-Building Scholarship
The University of Oregon Diversity-Building
Scholarship recognizes undergraduate and
graduate students who enhance the educational
experience of all students by sharing diverse cul-
tural experiences. These scholarships are an inte-
gral part of the university's effort to meet the
educational-diversity needs of its students, and
they complement other programs in the UO
Campus Diversity Plan.
This tuition-remission scholarship offers awards
ranging from partial to full tuition and fee waiv-
ers. The amount of each award is determined by
the UO Diversity-Building Scholarship Commit-
tee. Scholarships are renewable for up to fifteen
terms for entering freshmen, twelve terms for
transfer and continuing students, and nine terms
for graduate students. Recipients must meet spe-
cific scholarship renewal requirements to retain
their scholarships.
Scholarship Criteria. In order to be considered
for this scholarship, applicants must be a United
States citizen or permanent resident and be
either a currently enrolled UO student in good
academic standing or apply for admission and
meet standard UO admission requirements.
Scholarship recipients are selected competitively
by the UO Diversity-Building Scholarship
Committee. Factors considered in the selection
process include, but are not limited to (1) poten-
tial impact on the educational diversity of UO
students; (2) commitment to diversity through
documented history of community service, lead-
ership or other activities; (3) educational back-
ground -and performance as documented by
official high school and/or college transcripts;
(4) financial aid eligibility as determined by
federal guidelines; and (4) a personal statement
submitted to the scholarship committee with the
application. Preference is given to members of an
ethnic minority, to first generation and/or
nontraditional students as defined by federal
guidelines, and to Oregon residents.
Application. The application postmark deadline
for the Diversity-Building Scholarship is March 1.
For complete eligibility and selection information,
call the Office of Admissions, (541) 346-3201, or
the Office of Multicultural Affairs, (541) 346-
3479.
UO LOAN FUND
The University of Oregon Loan Fund has been
established through donations and bequests for
the purpose of helping University of Oregon
students continue their education. Information
about available funds and questions about
applications should be directed to the Office of
Student Financial Aid. Loans are not disbursed
between terms.
Each year the fund 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 $250 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 total
amount borrowed may not exceed $1,200.
A $25 service charge is assessed as an application
fee. Interest accrues at the rate of 9 percent annu-
ally on the unpaid principal balance. Loans are
repayable 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 at least half time at the University of
Oregon. A late charge of $5 is assessed on each
installment not paid by the due date.
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 to be part of
the general loan fund and are disbursed accord-
ing 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
David Turtledove Memorial Loan 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
Student Services, subject to university regulations.
American Association of University Women
Regular Student Loan Fund. Loans to be issued
to women, subject to university loan rules and
regulations.
Architecture Computer Loan Fund. Loans to
architecture students based on need, for purchas-
ing required computers. Loans up to $4,000 using
the University of Oregon Long-Term Loan's
policies and procedures.
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.
Chemistry Loan Fund. Loans are disbursed upon
recommendation of the head of the Department of
Chemistry with the concurrence of the director of
business affairs.
Class of 1896 Loan Fund. Loan preference is
given to lineal descendants of the Class of 1896.
Loans may also be given to other university stu-
dents. Interest charged is usually 4 percent; trust-
ees are sole judge of loan terms. Loan eligibility
in accordance with univ:ersity_loan_poliq':~ _
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.
Douglas and Myrtle Cassman 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
English and disbursed in accordance with univer-
sity 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
international students in accordance with univer-
sity loan policy.
Fred and Elva Cuthbert Fund. Loans may 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, and
the maximum loan is $200. Loans are due within
one year from the date of issue and are interest
free if paid within four months after the date of
issue. After the first four-month period, the in-
terest rate is 3 percent. Loans must be approved
by the dean of the School of Architecture and Al-
lied Arts.
Gamma Alpha Chi Fund. Short- or long-term
loans to women majoring in journalism. The
approval 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
Financial Aid, and loans are issued in accordance
with university loan policy.
Harold and Mildred Bechtel Fund. Long- or
short-term loans to upper-division and graduate
students.
Indian Student Loan Fund. Maximum loan is
$50 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 eco-
nomics at Harvard University or the University of
California.
Jennie B. Harris Scholarship Loan Fund.
Long- or short-term loans to regularly enrolled
women students. Interest earnings are to be used
for scholarships.
J. J. Walton Memorial Fund. Loans to be issued
to law students in accordance with standard loan
policy.
Law School Computer Loan Fund. Loans for
law students based on need, for purchasing re-
quired computers. Loans up to $2,000 using the
standard University of Oregon Long-Term
Loan's policies and procedures.
Leroy Kerns Loan Fund. Loans to students in
the School of Architecture and Allied Arts. Ap-
plications require approval by the dean of the
school. 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-
interest 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.
MaryE. 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
specialize in internal medicine. Loans issued in
accordance with university loan policy.
Miscellaneous Emergency. Loans not to exceed
one year; interest at the same rate as charged on
long-term student loans.
Oregon Journal Fund. Long-term loans for students
who have a GPA of at least 2.50 in the School of
Journalism and Communication. Borrowers must
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 student 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 progress-
ing 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
majoring 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 following year. Interest
rate is 6 percent.
Ray Ellickson Memorial Fund. Loans, limited
to graduate or undergraduate physics students,
are approved by the head of the Department of
Physics. Loans are for small amounts, $25 to $50,
for short periods; university loan regulations
apply.
Study Abroad Loan Fund. Loans to students in
the study abroad programs. Loans of up to
$2,500, repayable within 180 days, are managed
through the Office of International Education and
Exchange.
Susan Campbell Fund. Loans not to exceed
$500 to upper-division students maintaining a
3.00 GPA. Interest at the annual rate of 2 percent.
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 ofloan fund is determined by the
dean of the School of Music.
Employment Services 31
EMPLOYMENT
SERVICES
244 Hendricks Hall
(541) 346-3214
(541) 346-7030 Job Hotline
Employment Services is part of the UO Career
Center. Unless otherwise noted, position listings
for programs described below are available in 244
Hendricks Hall.
A majority of UO students are employed in
part-time work. Employment Services provides
information to students who seek part-time
employment on campus or in the community.
Interested students should visit this office upon
arrival at the university and after determining
class schedules. University students enjoy a well-
deserved reputation with Eugene-Springfield
employers as reliable, dependable, hard-working,
and intelligent employees.
Part-time Job Clipboards and Binders. Open-
ings in the community are usually available in the
areas of office work, childcare, and general labor.
Some jobs are continuing; others are limited to
specific projects. Students can also call the Job
Hotline to hear part-time, temporary, and sea-
sonal job listings twenty-four hours a day.
Federal Work-Study Program and Technology
Fee Work Program. These programs are limited
to students who have applied for financial aid and
have been awarded either federal work-study or
the university's technology fee work-study. Jobs
are listed by type and by department.
LEarn Program. The program's part-time, on-
campus employment opportunities are open to
all students. Participation does not depend on
financial need. Positions are also listed in
academic departments.
Summer Employment. The Career Center has a
variety of resources available to students looking
for summer jobs. The Campus Interview Program
provides opportunities for students to interview
for paid internships or summer work at camps,
national parks, businesses, and other summer
32 Entering the University
positions. Students should attend an orientation
to learn how to schedule these interviews. Other
openings for summer are posted in the summer
job binders and on the Job Hotline.
Listed below are other sources of on-campus em-
ployment 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 115B, Knight Library.
Physical Plant. Students who want custodial or
grounds maintenance work should watch for
postings at 244 Hendricks Hall.
Residence Hall. Food service and resident assis-
tant positions are available. Residence hall
students are given priority for these positions.
Students interested in part-time food service
positions should consult residence hall food
supervisors upon arrival on campus.
The resident assistant positions provide room
and board in exchange for residence hall counsel-
ing and administrative responsibilities. Appoint-
ments are generally made by the end of April for
the following school year. Interested students
should apply directly to University Housing,
Walton Hall.
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
Michael Eyster, Director
Office of University Housing
Walton Hall
(541) 346-4277
University Housing 1220 University of Oregon,
Eugene OR 97403-1220
University of Oregon students may choose living
arrangements from a variety of accommodations
provided by the university and the community,
including those that can be adapted for students
with disabilities. Students living in the residence
halls and other university-owned housing are
expected to adhere to regulations established by
the Office of University Housing and the univer-
sity Code of Student Conduct. The university
expects students to conduct themselves with
respect for the comfort and property of others
and to pay financial obligations.
Adapted facilities are available for students who
identify a need for accommodation on their
applications.
The information that follows describes university-
owned housing and procedures for making reser-
vations. One section is devoted to private rentals.
RESIDENCE HALLS
The university maintains seven residence hall
complexes, which house approximately 3,250
students. The five complexes located on campus
are Bean, Carson, Earl, Hamilton, and Walton.
The University Inn and Riley Hall are five blocks
west of the campus. Most halls house freshmen
and upper-division students together .Double-
occupancy rooms are available in all halls. A
limited number of single rooms are available.
Some living areas in the University Inn are segre-
gated by sex. Most halls are coeducational and
have floors reserved alternately for men and
women. Special-interest halls house students
interested in intensive academic pursuit, creative
arts, honors (by invitation only) outdoor pursuits,
music, cross-cultural programs, health and
fitness, and substance-free living. A graduate
student hall and cyberhall are also available.
Residence Hall Facilities and
Services
Residence halls provide nineteen meals a week
except during vacations. Most common areas
contain color televisions, table tennis, and vend-
ing machines. Basketball courts, a sand volleyball
court, and tennis courts provide more recreational
options. Coin-operated washers, dryers, and
ironing boards are in each hall. A limited amount
of locked storage space for luggage is available.
Rooms are furnished with local telephone service,
basic cable television connection, access to the
UO computer network, carpeting, draperies, desk
lamps, study chairs, and wastebaskets. A limited
number of refrigerators are available for an extra
charge. Reduced-rate evening and weekend
long-distance telephone service is available from
residence hall rooms through the university tele-
phone system. Furnishings may vary for leased
facilities.
Residence Hall Costs
These charges are payable at the beginning of the
term. Payments become delinquent after ten
calendar days. Beginning ten days after the
university billing statement due date, interest
accrues on unpaid balances.
Residence hall rates for 1998-99 are listed below.
The rates include an annual $24 social and educa-
tional fee for programs to be determined by the
residents in each unit. Fall term rates include the
$250 prepayment.
Small Deluxe
Double Single Single Double
Fall $2,295 $2,812 $2,295 $2,754
Winter 1,530 1,874 1,530 1,836
Spring 1,275 1,562 1,275 1,530
Total $5,100 $6,248 $5,100 $6,120
The University Inn, at 1000 Patterson Street,
offers additional services and private baths for the
following rates:
Designed Large Small
Double Single Single Single
Fall $2,754 $3,374 $3,683 $2,754'
Winter 1,836 2,249 2,456 1,836
Spring 1,530 1,874 2,047 1,530
Total $6,120 $7,497 $8,186 $6,120
Reservations and Contracts
Students receive the Housing Preview and applica-
tion after they have applied for admission to the
university. The order in which room assignments
are made is determined by the dates housing
applications are received. Applications received
by March 31 are guaranteed a housing offer. The
residence hall application form must be accom-
panied by a $30 nonrefundable application fee.
Address inquiries to University Housing.
Beginning 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 ques-
tionnaire, residence hall preference, and a $250
room-and-board prepayment. Applicants who
miss the deadline are placed at the enp of the
waiting list and are offered 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
University Housing.
Contracts. Residents are required to sign a con-
tract-the terms and conditions of occupancy-
that explains rights, privileges, and responsibilities
of residence hall occupancy. These terms are based
on consideration for other residents, health and
safety standards, and compliance with established
laws and the university Code of Student Conduct.
Failure to comply with the terms and conditions of
occupancy may lead to eviction.
Rooms are available only to those who agree to
room and meals in a residence hall throughout
the fall-through-spring school year. (See summer
session below.) Students who withdraw or
graduate from the university are released from
their contracts; no additional fees are charged.
Refund Policy. The refund policy is described in
the residence hall contract.
Vacations. There is no food service duringvaca-
tion breaks. Students may remain in their rooms
duringThanksgivingvacation at no charge. Students
who stay on during winter and spring vacations
may be moved to one central unit and are charged
an additional fee.
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.
HOUSING AND APARTMENTS
FOR FAMILIES AND
GRADUATE STUDENTS
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 $250 and $285 a month (sub-
ject to change) and includes water and garbage
service. The apartments have electric heat and ap-
pliances, and the grounds are landscaped and
maintained. University students may ride free on
city buses. An elementary school and shopping
areas are nearby.
Spencer View, the newest complex has 272
apartments located about a half-mile southwest
of campus. Two-bedroom apartments are $445 a
month, and three-bedroom apartments are $545
(subject to change). The energy-efficient apart-
ments are located close to grocery stores,
schools, and parks. Each apartment is wired for
high-speed Ethernet connection to UONet, the
university's computer network. Water, recycling,
and garbage services are provided. Each apart-
ment has a patio or a balcony as well as indi-
vidual, locked storage areas.
A short distance from campus,Agate is a twenty-
.. umt complex of one- and two-bedroom apart-
ments. Rent, starting at $445 a month (subject to
change), includes access to the university's com-
puter network, water, and garbage and recycling
service. Units include stove and refrigerator but
are otherwise unfurnished.
Parking at Agate, Westmoreland, and Spencer
View is limited to one vehicle per household.
On-site day care is available at Spencer View and
Westmoreland.
East Campus Housing
The university also owns more than 100 houses
in a four-block area east of the campus. A lottery,
conducted about six weeks before the beginning
of each term, is used to assign student families to
available units from a limited waiting list main-
tained by Office of University Housing. Pets are
permitted. Rental rates are specific to each unit.
Moon Court, a small one- and two-story housing
community, consists of six two-bedroom, energy-
efficient units. Rent starts at $600 a month and
includes water and garbage and recycling service.
University Housing 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, Family Housing
and Apartments.
Eligibility. To be eligible for family housing,
students 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 children.
No more than two adults may reside in a unit.
Application and Assignment. Applications for
family housing must be accompanied by a $35
application fee. A $75 security deposit and pro-
rated first month's rent are required at the time
of assignment.
AFFILIATED HOUSING
Fraternities and Sororities
Information about fraternities and sororities
affiliated with the university is available from the
Greek Life Office, Suite 7, Erb Memorial Union;
telephone (541) 346-1146.
Fraternities and sororities are more than just a
housing option. They are concerned with the cul-
tural, social, and academic growth of their mem-
bers' 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
provide a comfortable atmosphere at costs com-
parable 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 $3,950. 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
meet members of each of the fraternities and
sororities. Students planning to participate in
rush should call or write the Interfraternity
Council (men) or Panhellenic Council (women)
in Suite 5, Erb Memorial Union; telephone (541)
346-3701 or -3888, or call the Office of Greek
Life at (541) 346-1146. Students who do not
participate in fall rush may join a sorority or
fraternity at other times of the year through
informal rush.
Sororities at the university are Alpha Chi Omega,
Alpha Phi, Chi Omega, Delta Delta Delta, Delta
Gamma, Gamma Phi Beta, Kappa Alpha Theta,
Student Housing 33
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 want to rent off-
campus housing. Listings of houses, duplexes,
apartments, studios, quads, rooms and room-
mates, and cooperatives are posted on bulletin
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
reports, the Roommate Survival Guide, and a
courtesy 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 $1,500,
depending on the number of bedrooms and prox-
imity to campus.
Apartments. Apartments located close to campus
typically have higher rental rates than those in
the outlying areas of Eugene-Springfield. Follow-
ing are average monthly rental rates for area
apartments: one-bedroom, $350-525; two-
bedroom, $450-725; and three-bedroom, $600 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 $300 to
$450 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.duringJhe.summer. ------.
Rooms and Roommates. The most popular style
of off-campus living is shared housing. Some stu-
dents rent large apartments or houses and then
rent out rooms or look for roommates. Many pri-
vate homes offer rooms for rent. Shared housing
costs range from $200 to $400 a month. Apart-
ment 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.
For more information call the office at (541) 346-
3731, stop by the office on the ground floor of the
EMU, or write to Rental Information Office, Erb
Memorial Union, 1228 University of Oregon,
Eugene OR 97403-1228.
34 Entering the University
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 interests, goals,
and aspirations. Translating these goals and inter-
ests into courses, majors, and minors requires
careful planning. For this reason, students are
required to seek the assistance of academic advis-
ers and may not complete their first term's regis-
tration without discussing options with an adviser.
The personal access code needed for registration is
issued by the student's major adviser.
The importance of program planning cannot be
overemphasized. A sound academic program
usually indicates a growing intellectual maturity
and sharpening of focus. A poorly planned pro-
gram 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 with an
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 facllllJ' members, who schedule
time each term especially for advising.
Students who have declared majors are assigned
to faculty advisers in their departments. The
Office of Academic Advising and Student Ser-
vices coordinates advising for students who have
not declared majors (classified as undeclared
premajors) and for 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
anticipate that each credit requires at least
three hours a-week for class meetings or home-
work. A 15-credit course load requires a
student to invest about forty-five hours a week
2. Each term's schedule should be planned to
include the university bachelor's degree
requirements (see the Registration and
Academic Policies section of this bulletin) and
requirements for the major. Major requirements
are listed in this bulletin under the academic
department headings (see Contents or Sub-
ject Index). Students who have not selected a
major should spend some time exploring pos-
sible majors
3. Students should read the course descriptions in
this bulletin and the notes in the UO Schedule of
Classes to learn course pre- or corequisites. Meet-
ing 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 second 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 competence
in a language early
6. Each student should prepare a four-year model
program of courses to be taken at the university
and discuss the program with the assigned
departmental faculty adviser
7. New students might want to explore some
special curricular programs: Discover Oregon,
Freshman Interest Groups, Freshman Semi-
nars' the Clark Honors College, the Honors
Track, and departmental orientation courses.
These courses and programs should be investi-
gated early dUring the first year. Freshman
Seminars are described in the Student Aca-
demic Progress section of this bulletin. Fresh-
man Interest Groups are described in the Aca-
demic 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.
CAREERPLANNING
Career Center
244 Hendricks Hall
http://uocareer.uoregon.edu!
To assist students in career planning, the Career
Center offers job listings; workshops on job-
search strategies, resume writing, and interview
skills; the Campus Interview Program and direc-
tories; and company literature and annual reports
from a number of firms. Orientations to the full
array of services are available weekly and enable
registration and access to scheduling of employ-
ment telephone interviews and to part-time job
and a resume data bank.
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 student's aca-
demic experience at the university provide 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 available 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 environment preferences. A counselor
helps interpret the results.
Special Studies: Career Exploration (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.
Special Problems: Career Decisions (CPSY 406) is
designed for juniors and seniors who want to
finalize their educational direction and determine
their next steps toward a rewarding career.
Gathering Career Information
Students can find information about careers in the
following resources:
The career library has information on more than
40,000 career areas organized for easy exploration.
The Career Center's home page provides links to
career resources and opportunities.
Workshop: College to Career (CPSY 408) discusses
resume writing, interview skill building, informa-
tional interviewing, and job-search strategies.
Workshops and seminars, offered 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 and products
or services, entry-levelreqlIirements;- anatne -----
characteristics sought in applicants. These pre-
sentations 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 conduct informational
interviews with the alumni about prospective
careers. After the initial contact, the alumnus may
choose to mentor the student. A I-credit course,
coordinated by the Career Center, teaches job-
search skills including resume writing, cover-
letter writing, and informational-interviewing
skills. More information is available from the
Career Center's program coordinator.
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
improve skills, provide insights that allow the
translation of theory into practice, and improve
employment potential.
Academic and Career Planning 35
Calendar of Academic and Career Planning
Year in School Academic Planning Career Planning
Freshman
and Sophomore
Years
Freshman:
0-44 credits
Sophomore:
45-89 credits
Junior Year
90-134 credits
Senior Year
135+ credits
Complete writing and at least half of group requirements.
Decide on a major no later than the middle of the
sophomore year; seek assistance as needed from Office
of Academic Advising and Student Services. Some majors
require more than two and one-half years of planned
study.
Consider taking some upper-division (300- and 400-
level) course work during sophomore year.
Review progress report on Duck Web, and print a copy to
use in consultations with advisers.
Review progress report on Duck Web, and print a copy to
use in consultations with advisers.
Consult with department adviser on progress in the
major (fall term).
Plan to take admission tests if expecting to apply to
professional or graduate programs (spring term).
Attend workshops sponsored by the Office of Academic
Advising and Student Services on applying to profes-
sional and graduate programs (fall and spring terms).
Consider other postgraduate options such as Fulbright
grants and Rotary scholarships. Consider earning an
academic minor or another major.
Review progress report on Duck Web, and print a copy to
use in consultations with advisers.
Consult with department adviser on progress in the
major (fall term).
File for graduation during the second week of classes in
the term preceding the term of anticipated graduation.
Attend workshops sponsored by the Office of Academic
Advising and Student Services on applying to profes-
sional and graduate programs (fall and spring terms).
Obtain information about careers through career planning
seminars, workshops, and employer presentations.
Discuss with academic adviser which career skills to
develop. Look up college outcomes of the Career Center's
web site.
Examine career information related to the major by using
career information resources offered by the Career Center.
Talk to family and friends about their professions and how
they entered them.
Use the Career Assessment Program or register for Special
Studies: Career Exploration (CPSY 199
Apply for summer work related to career goals (begin in
December).
Join curricular clubs.
The Career Center's Job Hotline lists part-time and
summer jobs; telephone (541) 346-7030.
Attend a Career Center orientation and register with the
Career Center.
Attend Career Center workshops or register for Workshop:
College to Career (CPSY 408).
Arrange an internship or practicum through major
department, the Career Center's Career Development
Internship Program, or a professional organization.
Interview individuals with jobs in anticipated career areas.
Discuss career options with major adviser and other faculty
members.
Learn job search, resume writing, and interview skills.
Apply for summer work related to career goals.
Begin establishing a file of letters of recommendation to
support application for graduate school (begin in December).
Visit the Graduate School and Career Fair, the Career and
Internship Fair, and the Summer Job and Career Fair.
Enroll in the Mentor Program.
Prepare resume.
Register for Workshop: College to Career (CPSY 408)
(fall or spring term) --- ------- -
Arrange an internship or practicum through major
department, the Career Center's Career Development
Internship Program, or a professional organization.
Check with the Career Center for current job listings and
the campus interview schedule (fall term).
Arrange interviews with organizations scheduled for
Career Center visits.
Design and begin job search.
Visit the Graduate School and Career Fair, the Career and
Internship Fair, and the Summer Job and Career Fair.
Internships and practicums 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 or with coun-
selors at the Career Center.
Student organizations provide opportunities to
develop career-related experiences such as
interpersonal and organizational skills. Two
hundred student organizations on the university
campus serve a variety of interests.
Part-time or summer work or volunteer experi-
ences, which provide information about possible
careers, are another way of testing career decisions.
Information about summer and part-time em-
ployment is available from Employment Services,
part of the Career Center.

37
Graduate School
Marian Friestad, Dean
125 Chapman Hall
(541) 346-5129
Graduate School, 1219 University of
Oregon, Eugene OR 97403-1219
Graduate Council Faculty
Lynne Anderson-Inman, educational
leadership, technology, and
administration
Deborah A Carver, library (ex officio)
Katharine V. Cashman, geological
sciences
Ian H. Duncan, English
Marian Friestad, Graduate School
(ex officio)
Roger Haydock, physics
Linda Kintz, English
Van W. Kolpin, economics
James M. O'Fallon, law (ex officio)
Claire 1. Wachter, music
Janet Wasko, journalism and
communication
Polly Welch, architecture
Philip D. Young, anthropology
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, education,
journalism and communication,
and music. Program offerings are
listed below. The advanced degree
granted is printed next to the degree
program. Where no degree is listed,
the subject is an area of focus within
the college, school, or department.
For information about law degrees,
see the School of Law section of
this bulletin.
Specific program requirements for
the majority of these degrees appear
in the departmental sections of this
bulletin; general requirements of the
Graduate School are stated in this
section.
College of Arts and
Sciences
Anthropology: M.A., M.S., Ph.D.
Archaeology
Cultural anthropology
Linguistic anthropology
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
Inorganic chemistry
Materials science
Molecular biology
Neuroscience
Organic 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 literatures:
M.A., Ph.D.
Chinese literature
Japanese language and pedagogy
Japanese literature
Economics: M.A., M.S., Ph.D.
Advanced macroeconomics
Applied econometrics
Applied game theory
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
Environmental studies: M.A., M.S.
Environmental sciences, studies,
and policy: PhD.
Exercise and movement science:
M.S., Ph.D.
Athletic training
Biomechanics
Motor control
Physiology of exercise
Geography: M.A., M.S., PhD.
Biogeography
Climatology
Cultural and historical geography
Ethnocultural geography
Europe
Former Soviet Union
Geomorphology and soils
Global change
Middle East
North America
Political geography
Quaternary environments
Sub-Saharan Africa
Urban geography
Geological sciences: M.A., M.S., Ph.D.
Fluid mechanics
Hydrology
Mineral deposits
Mineralogy-petrology-
geochemistry
Stratigraphy-sedimentary petrology-
paleontology
Structural geology-geophysics,
tectonics, volcanology
Germanic languages and literatures:
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.
Linguisfics: 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
38 Graduate School
Biophysics
Condensed-matter physics
Elementary-particle physics
Fluid and superfluid mechanics
Political science: M.A., M.S., Ph.D.
Oassical and contemporary political theory
Comparative politics
International relations
Public policy
Research methodology
United States politics
Psychology: M.A., M.S., Ph.D.
Clinical: Ph.D.
Cognitive
Developmental
Neuroscience
Social and personality
Romance languages: M.A., Ph.D.
French: M.A.
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: MA., 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.
Design theory
Landscape history
Landscape planning
Landscape ecology
Planning, public pOlicy and management
Community and regional planning: M.C.R.P.
Public affairs: M.A., M.S.
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.
Human resources and industrial relations:
M.H.R.I.R. (inactive)
Management: M.A., M.S., Ph.D.
Management: general business: M.B.A.
Marketing: M.A., M.S., Ph.D.
College of Education
Communication disorders and sciences: M.A.,
M.S., M.Ed., D.Ed., Ph.D.
Counseling: M.A., M.S., M.Ed.
Community and other agency settings
Employment and vocational
Individual and family
Counseling psychology: D.Ed., Ph.D.
Educational policy and management: M.A., M.S.,
M.Ed., D.Ed., Ph.D.
School psychology: M.A., M.S., M.Ed., Ph.D.
Special education: M.A., M.S., M.Ed., D.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., PhD.
Special education: exceptional learner: M.A.,
M.S., M.Ed., D.Ed., Ph.D.
Talented and gifted
Special education: rehabilitation: D.Ed., PhD.
Interdisciplinary studies: teaching: one subject:
M.A. (no admission 1998-99)
School of Journalism and Communication
Communication and Society: Ph.D.
Journalism: M.A., M.S.
Creative nonfiction
Journalism: advertising: M.A., M.S.
Journalism: electronic media: M.A., M.S.
Journalism: magazine: M.A., M.S.
Journalism: news-editorial: M.A., M.S.
Journalism: public relations: M.A., M.S.
School of Music
Dance: M.A., M.S.
Music
Jazz studies: M.Mus.
Music composition: M.Mus., D.M.A., Ph.D.
Music: conducting: M.Mus.
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.
Graduate School
Interdisciplinary Programs
Interdisciplinary studies: individualized program:
M.A., M.S.
e.g., applied information management and
folklore
GENERAL INFORMAnON
Students wanting to earn a second bachelor's
degree should not apply to the Graduate School.
They should request an application for Postbac-
calaureate Nongraduate Student status from the
Office of Admissions, 1217 University of Oregon,
Eugene OR 97403-1217; telephone (541)
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 enroll-
ing 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 certificates or advanced degrees
are classified as follows:
Graduate postbaccalaureate
Graduate premaster's
Graduate conditional master's
Graduate master's
Graduate postmaster's
Graduate conditional doctoral
Graduate doctoral
Graduate postdoctoral
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
studenthas not-been-granted-urrconditional----
admission 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
acceptance by the new department. Filing a
Change of Major form and any official documents
the new department requires accomplishes this
change.
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.
General Requirements and Policies 39
Application Procedure
Students seeking admission to the Graduate
School must submit an application on an official
university application form. The first copy of the
application form, the fee, and official transcripts
from all colleges or universities from which the
student has received a bachelor's or advanced
degree must be sent to the Office of Admissions.
The remaining copies of the application form and
official transcripts of all college work, both under-
graduate and graduate, must be sent to the
department or professional school of the univer-
sity in which the applicant plans to study.
At the option of the school or department, the
applicant may be asked to furnish additional
materials such as transcripts of test scores (e.g.,
Graduate Record Examinations, Miller Analogies
Test), evidence of foreign-language proficiency,
and letters of reference. The applicant should
ascertain from the school or department what
additional materials, if any, are expected and
send them 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 graduate work, but does not intend
to pursue a specific graduate degree, must submit
the official application form and an official tran-
script from the college or university from which
he or she received either the bachelor's degree or
a subsequent advanced degree to the Graduate
SchooL (University of Oregon graduates do not
need to send an official transcript to the Gradu-
ate SchooL) Graduate postbaccalaureate status is
a nondegree classification. 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 General 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.
Students whosenative 1<ll1gll<ige 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 depart-
ment determines its own specific TOEFL require-
ments (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. If 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. If the score on the English-
proficiency test indicates that additional training
is necessary, the student is required to enroll in
special English classes. For more information
about the Academic English for International
Students (AEIS) and its cost, write to the AEIS
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 university in the United
States 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 must 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 insur-
ance requirements. These requirements may be
met by purchasing the health insurance spon-
sored by the Associated Students of the Univer-
sity of Oregon (ASUO). The ASUO plan may be
purchased during the registration process. Ques-
tions about the minimum requirements should
be directed to the International Student Adviser,
Office of International Education and Exchange,
5209 University of Oregon, Eugene OR 97403-
5209; telephone (541) 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
degrees such as an M.A., M.S., or Ph.D. Both
600- and 700-level courses with the MUP subject
code denote graduate courses that apply toward
advanced academic degrees in the School of
Music.
503,507,508,510,601-610,704-710
Graduate and professional courses that may be
repeated for credit under the same number.
Credit ranges indicate the minimum and maxi-
mum number of credits available for a single
course during a single term. Credit is assigned
according to the workload in a particular course.
Some departments 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 Termirial 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 fall
through spring terms. Registration in excess of
this level, up to a maximum of 18 credits, requires
payment of additional fees for each extra credit.
During summer session graduate students are
limited to a maximum of 12 credits. Minimum
registration is 3 graduate credits a term.
International students should request informa-
tion from the Office of International Education
and Exchange about Immigration and Natural-
ization Service regulations and minimum credit
requirements.
Graduate students working toward an advanced
degree must be enrolled continuously until all
requirements for the degree are completed (see
Continuous Enrollment). Furthermore, those
using 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 examinations or presenting recitals or
terminal projects.
In the term in which a degree is granted, the
student must register for at least 3 graduate
credits. If the student is completing a master's
degree thesis in this final term, registration must
include 1 to 3 credits of Thesis (503). If a doctoral
dissertation is being completed, 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 adviser
for criticismmust.registedor.a-minimum-oL--- ..
3 graduate credits a term; they should register for
thesis or dissertation credits.
Various on- and off-campus agencies and offices
have their own course-load requirements. For
example, some agencies who offer 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
credits required.
Course Enrollment for Faculty
and Staff Members
Faculty and staff members who want to take
graduate courses should refer to the university's
Faculty Handbook or StaffHandbook for informa-
tion about regulations and fees.
Faculty members may not pursue an advanced
degree in the department in which they hold an
40 Graduate School
appointment. To pursue a degree in another
department, they must submit a petition to the
dean of the Graduate School for approval.
Joint-Campus Program
Graduate students at the university may, with
adviser and departmental approval, take gradu-
ate courses at any of the other institutions in the
Oregon University System. 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 stu-
dent in an advanced degree program and regis-
tered 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
professional 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 1. Peting, School of Architecture and Al-
lied Arts, 5249 University of Oregon 97403-5249;
PhD. in exercise and movement science-Louis
R. Osternig, Department of Exercise and Move-
ment 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
Bulletino-Ereditearned in this manner does
not count toward satisfaction of the residence
requirement 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
examination 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 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 Nor 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
student from the Graduate School, thus termi-
nating 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:
postbaccalaureate
premaster's
postmaster's
postdoctoral
nonadmitted Community Education Program
nonadmitted summer session
All earned credits in these classifications are
recorded on the student's transcript.
Up to 15 graduate credits earned under one or
more of the above classifications may later be
counted in a master's degree program if
endorsed by the school or department and
approved by the Graduate School. (This is within
the IS-credit maximum of transfer credit to a:
45-credit master's degree program.) Approved
credits may be used to meet all relevant univer-
sity degree requirements.
I and Y Marks
Graduate students must convert a graduate
course incomplete (1) into a passing grade within
one calendar year of the assignment of the
incomplete.
Students may request more time for the removal
of the incomplete by submitting a petition,
stating the course requirements that were not
initially 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,
adherence 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 disserta-
tion credits are automatically converted when the
thesis or dissertation is completed and accepted
by the Graduate School. Research and terminal
project credits are converted after the instructor
submits a supplementary grade report to the
Office of the Registrar. Incompletes that remain
on the academic record after the degree is
completed may not be removed.
Graduate students are not permitted to convert a
mark of Y (no basis for a grade) unless the Ywas
the result of an administrative error.
Continuous Enrollment
Unless on-leave status has been approved, a stu-
dent enrolled in an advanced degree or graduate
certificate program must attend the university
continuously until all program requirements have
been completed. The student must register for
3 graduate credits each term, excluding summer
sessions, to be continuously enrolled.
On-Leave Status
A graduate student interrupting a study program
for one or more terms, excluding summer session,
must register for on-leave status to ensure a
place upon return. Only graduate students in
good standing are eligible.
The Graduate School must receive the applica-
tion by the last registration day in that term, as
noted in the schedule of classes. On-leave status
is granted for a specified time period that may
not exceed three academic terms, excluding
summer session. Students with on-leave status
are not required to pay fees. However, students
must register and pay fees if they will be using
university facilities or faculty or staff services
during that term.
A master's degree student who attends the
university only during summer sessions must
obtain on-leave status for each ensuing school
year. These summer students must complete all
degree requirements within the seven-year time
limit.
Master's degree candidates, except summer-only
students, may apply for a maximum of three
academic terms of on-leave status during the
course of study for the degree. Doctoral candi-
dates 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 tegistrationin aosenliinifter aavance-
ment to candidacy. See Continuous Enrollment
under Doctoral Degrees.
Permission to Reregister
A graduate student who fails to maintain
continuous enrollment or obtain on-leave status
is required to file a Permission to Reregister
petition 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
procedure is equivalent to a new admission, and
the petitioner may be required to meet depart-
mental admission policies and degree comple-
tion requirements 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
candidate must register for 3 credits for each
term he or she has stopped out. If the
Graduate Tuition, Fees, and Financial Aid 41
accumulated credits total more than 16, the stu-
dent may be required to enroll in more than one
term of increased registration. Doctoral candi-
dates must register for a new year of residency-
three consecutive terms of at least 9 graduate
credits in each term. They must also retake the
comprehensive examinations if completed prior
to stopping out.
Graduate Residency
Each graduate degree at the University of Oregon
has a residency requirement, which must be
completed by every graduate student. The
residency requirement allows graduate students
to concentrate exclusively on course work or
research; to acquire knowledge, skills, and
insights necessary for attaining the degree; and
to find opportunities to work closely with faculty
members and students. Residency provides
significant and tangible advantages to graduate
students because it enhances the quality of the
academic experience. For example, competence
in the field is enhanced by close familiarity with
the university's libraries, computing resources,
specialized collections, and other unique facilities
of the campus; valuable experience is gained
by attending and participating in formal and
informal seminars, colloquia, and discussions
led by specialists who visit campus; fluency in
the specialized language and vocabulary of the
discipline is enhanced by frequent and close
association with faculty members and other
students in the same field; and thesis or disserta-
tion research is facilitated by frequent interaction
with the adviser.
Academic programs in which the majority of
course work is delivered away from the Eugene
campus or by distance-education technology
must obtain prior written approval for waiver of
the residency requirement from the dean of the
Graduate School. Waiver of the residency
requirement is dependent on the program's
plans for satisfying the spirit of the residency
requirement in the absence of full-time study
on the Eugene campus.
Waiver of Regulations
Graduate students may file a petition requesting
exell1.]2tionfromany ac_a_demic re_quirement. 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
Office of the Dean of Student Life and the Office
of the Dean of the School of Law. The following
is a summary of that policy.
Students enrolled in the university generally
have the right to inspect records maintained by
the university that directly affect them. The
university maintains only student records
relevant to the educational or related purposes of
the university and does not release those records
to anyone other than the student except to
university personnel who have legitimate inter-
ests, 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 Decem-
ber 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
1997-98 academic year was as follows:
Credits Resident Nonresident
3 $825 $1,298
4 1,029 1,662
5 1,233 2,026
6 1,437 2,390
7 1,641 2,754
8 1,845 3,118
9-16 2,050 3,483
Each credit over 16 192 352
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
Dissertations, for sale at the Graduate School or
the UO Bookstore, for more information.
Fellow-ships and Financ~alAid
One purpose of scholarship and fellowship
support provided by the UO Graduate School is
to enhance the diversity of the graduate student
population by seeking talented students from
groups historically underrepresented in graduate
education. Broadening the talent pool from
which graduate students are chosen enriches the
educational and scholarly activities of all students
and faculty members and is good academic prac-
tice. By bringing diverse individuals together to
engage in intellectual activities, graduate pro-
grams engender respect for intellect, regardless
of source, and help to build a community whose
members are judged by the quality of their ideas.
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 grcduate 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
sUbjer t to departmental policy but is always
contingent upon making satisfactory progress
toward the degree.
Te_adling Fellowship-s--NearlplLs£hools _
and departments award GTFs. For 1997-98
minimum-level stipends at 0.49 full-time
equivalent (FIE) range from $8,184 to $9,765 for
the academic year. The minimum appointment is
a 0.20 PTE position. GTFs must be enrolled in an
advanced degree program and must register for
and complete a minimum of 9 graduate credits a
term. Audit credits do not count. Tuition is paid
by th e university for up to 16 credits a term. Fail-
ure 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 th:e Graduate School. Individuals scoring below
50 on the TSE or 230 on the SPEAK test 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 aut as
GTFs.
The TSE is available at many Test of English as a
Forl2ign Language (TOEFL) testing sites. If a TSE
42 Graduate School
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 departments
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 be extended thro ugh the
summer, thus increasing the total stipend. In
addition, some departments have federally sup-
ported training grants and consider fellowship
applicants for support through these resources.
Fellowships from Other Sources. Graduate
students are sometimes eligible for fellowship
awards granted by federal agencies and private
foundations. The Graduate Funding Library,
located in the Graduate School, maintains a
database of sources of funding for graduate study
as well as for dissertation and postdoctoral
research. The library also houses several publica-
tions that describe programs that fund graduate
education. This is a self-service library. Tl,e
Graduate Funding Library coordinator is <'Vailable
for consultation by appointment. More informa-
tion is available from the Graduate School.
Postdoctoral Fellowships. The University of
Oregon participates in several postdoctoral
fellowship 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
financial aid depend on financial need, defined
as the difference between the cost of attending
an institution and the amount the student or
family can contribute toward these expenses.
See the Student Financial Aid section of this
bulletin for information about available aid and
application procedures.
International Students. International students
may work on campus during the school year but
should not expect towork 91f campul>.Those
who hold student (F-l) visas are expected to
have sufficient funds for the period of their
studies. Their dependents are not usually allowed
to work. However, if it is necessary for a dep,en-
dent to work, students should write for assistance
to the Office of International Education and
Exchange, 5209 University of Oregon, Eugene
OR 97403-5209, USA.
International students are eligible for the
departmental teaching and research fellowships
described above.
MASTER'S DEGREES
Master's degree candidates must fulfill the
requirements of the Graduate School, which .are
listed below, and the additional requirement~: set
by the school or department in which the degree
is to be awarded, Consult the departmental
sections of this bulletin for these requirements.
To earn a master's degree, students must complete
an integrated program of study through either
a departmental discipline or a program of
interdisciplinary 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
(conditional or unconditional) or approved by
petition. Of the total, 24 must be in University of
Oregon graded courses passed with a grade
point averatge (GPA) of 3.00 or better.
A minimum of 30 credits in the major are required
for a master's degree with a departmental major.
In addition, at least 9 credits in courses num-
bered 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 passino pass.
Second Master's Degree
Students who earned the first master's degree
from the University of Oregon may receive a
second master's degree in another field by taking
at least 30 graduate credits, of which 24 must be
in courses taken for letter grades, after official
admission as a master's degree candidate in the
new major at the university. (This provision does
not apply to a second master's degree in the 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
University ofOregon Undergraduate and Graduate
Bulletin. Schools and departments may require
more than this 30-credit minimum or deny the
request. If the first master's degree is from
another institution, the second master's degree
program must comply with the standard univer-
sity master's degree 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.
Residency and Enrollment
Requirements
For a master's degree, the Graduate School re-
quires that a minimum of 30 credits (applicable
to degree requirements) be taken on the Eugene
campus during at least two terms of study. 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 requirements. 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
degree program must attend the university con-
tinuously, except for summers, until all program
requirements have been completed, unless on-
leave status (maximum of three academic terms)
has been approved. In the term the degree is
received, the graduate student must register for at
least 3 graduate credits. For more information see
Course Registration Requirements and Limits,
Continuous Enrollment, Graduate Residency,
and On-Leave Status under General Require-
ments 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. Total transferred credits 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 may not have been used to satisfy
the requirements for another degree
Transferred credit may not be used to meet the
requirement of 24 credits in University of Oregon
graded graduate courses, nor are they used in
computing the UO cumulative grade point
average.
Distance Education. Credit earned in distance-
education study is considered transferred credit
and no more than 15 graduate credits may be
applied to a student's degree program without
prior written approval of the dean of the Gradu-
ate School. A policy statement on distance
education and graduate degrees is available in
the Graduate School, 125 Chapman HaiL
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
beginning 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-
sionas agraduatestti~
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
student 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 Reserved Graduate Credit. Under-
graduates who have passed graduate-level courses
that have been approved in Option 2 of the Res-
ervation of Graduate Credit process may apply
up to 9 credits toward a master's degree (within
the overaJll5-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-B or better, is eligible for consid-
eration. If approved, these courses can be used
Master's Degrees 43
show a reading knowledge of a second language
equivalent to satisfactory completion of the
second-year college sequence either with the
Graduate Student Foreign Language Test or with
adequate undergraduate course work. As with all
work for the master's degree, language compe-
tence must be demonstrated 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
program 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
include 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
9 credits distributed across at least two areas.
Credit for this project is earn in Terminal
Project (1ST 609); credit for the thesis is earn
in Thesis (1ST 503)
3. At least 39 of the 54 minimum credits for the
degree must be taken after the candidate is
admitted to the IS:IP program
Admission is selective. Acceptance into the
program is based on background qualifications,
the statement of pmpos€, and the appropriat€
ness and availability of courses and advisers at
the university. An applicant who has been denied
admission to a departmental graduate program
at the university must have departmental
permission to use that department 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.
Subsequent changes in the program must be
approved by both the adviser in the area involved
and the IS:IP director. Address inquiries about
the individualized program to Director, Interdis-
ciplinary Studies: Individualized Program,
Graduate School, 1219 University of Oregon,
Eugene OR 97403-1219.
Individualized Program: Applied Information
Management. The interdisciplinary master's
degree focusing on applied information manage-
ment is designed as a professional master's
Research Compliance
See Research Compliance under Doctor of Phi-
losophy in the Doctoral Degrees section of this
bulletin.
to satisfy relevant university master's degree
requirements. A Transfer of Reserved Graduate
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 gradu-
ate postbaccalaureate student, a nonadmitted
graduate student enrolled in the community
education program or in summer session, or a
graduate-certification student may later be
counted toward the master's degree (see Other
Graduate Classifications under General Require-
ments and Policies), pending school or depart-
ment endorsement and Graduate School
approval. This is within the overall is-credit
maximum for transfer credit to a 45-credit
master's degree program. Grades earned must be
A+, A, A-, B+, B, or P.
Summary of Graduate School
Requirements for a Master's Degree
The following outline lists minimum Graduate
School requirements for master's degrees. Specific
departmental requirements must also be met
before the student is awarded an advanced
degree. Credit requirements 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
Distinction between M.A. residence 9 credits
and M.S. Degrees Minimum credits in major 30 credits
Minimum credits in residence 30 credits
Students pursuing an M.A. degree must demon-
strate competence in a second language. The Department requirements specified by school
minimum requirement is the same as that for or department
fulfilling the second-language requirement for *The school or department specifies whether a
the bachelor of arts degree. (See Requirements thesis is mandatory or optional; however, a
for the Bachelor of Arts in the Registration and student writing a thesis must register for at least
Academic Policies section of this bulletin.) The 9 credits of Thesis (503)
student's major department may establish a Interdisciplinary Master's Degree
higher level of proficiency or a different method p
of determining that level. Language competence rograms
must be demonstrated within the overall seven- In addition to specialized graduate work in
year limitation for completion of a master's traditional fields of learning, the university pro-
degree. There is no language requirement for the vides opportunities for integrated interdisciplinary
M.S. and professional advanced degrees unless studies leading to the M.A. or the M.S. degree.
the department so specifies. These programs are planned according to the
individual student's interests and the established
Examinations and Thesis programs of study organized and administered
The student's major school or department may through interdepartmental faculty committees.
require qualifying, comprehensive, or final Graduate students pursuing a program of inter-
examinations or any combination of these. The disciplinary studies may supplement graduate
content and methods of conducting such exami- courses offered by the various departments and
nations are the responsibility of the school or schools with individualized studies by enrolling
department. under the following course numbers.
In some fields, master's degree candidates must Interdisciplinary Studies Courses (1ST)
submit a thesis; in others the thesis is optional. A _503Thesis(1...,16R)P/NonIy _
student who writes-a thesis-must complete-t:he-- 601 Research: [Topic] (1-16R) PIN only
following procedures: 602 Supervised College Teaching (1-5R)
1. Request information from the major school or 605 Reading and Conference: [Topic] (1-16R)
department about the various steps involved
and the standards expected 606 Field Studies: [Topic] (1-16R)
2. Purchase from the Graduate School or the UO 607 Seminar: [Topic] (1-5R)
Bookstore a current copy of the University of 608 Workshop: [Topic] or Colloquium: [Topic]
Oregon Style and Policy Manual for Theses and or Special Topics: [Topic] (1-16R)
Dissertations (only theses meeting the standards 609 Terminal Project (1-16R)
of style and form discussed in that manual are 610 Experimental Course: [Topic] (1-5R)
accepted) A student interested in one of the interdiscipli-
3. Find out at the Graduate School the exact nary programs approved by the Graduate Coun-
number of copies of the thesis to submit cil should direct inquiries to the appropriate
4. Submit three copies of an abstract (iSO-word program. Approved programs are applied infor-
maximum) to the Graduate School mation management, folklore, and individual-
Upon submission of the thesis and the abstract, ized program. Each interdisciplinary program is
the Graduate School assesses a fee for the man- described below.
datory microfilming of the thesis. The requirements for an M.S. degree in inter-
disciplinary studies are the same as those for a
departmental master's degree, except those
requirements relating to primary or secondary
fields. For the M.A. degree, the student must
44 Graduate School
degree to serve the needs of Portland-area resi- Language Requirement The committee includes at least four instructional
dents. Coordinated by the Continuation Center, Individual schools or departments may require faculty members with the rank of assistant pro-
the program combines course work in informa- knowledge of a second language or of other fessor or higher. Three of the members are from
tion management, business management, infor- specialized disciplines, such as computer science the department awarding the degree and one is
mation design, and research methods. For indi- or statistics, as part of a PhD. program. Informa- from outside the department. When appropriate,
viduals who are unable to pursue the degree tion about these requirements is available from some of the home department committee mem-
program, nondegree certificates of completion the school or department. bers may be from another department, with the
are offered in each of the four content areas. The Candidates for the doctor of philosophy degree at approval of the dean of the Graduate School and
applied information management program is de- the University of Oregon are expected to have the home department. The committee should be
scribed in the Campus and Community Re- proficiency in at least one language in addition to proposed to the dean within one month after ad-
sources section of this bulletin under Continua- English if a substantial, relevant body of litera- vancement to candidacy but in no case later than
tion Center. Address inquiries to UO AIM ture in one or more second languages exists in six months before completion of the dissertation.
Program Coordinator, CAPITAL Center, 18640 the candidate's specialized field of dissertation A detailed description of the policy on disserta-
NWWalker Road, Suite 1007, Beaverton OR 97006. research. It is the responsibility of the candidate's tion committees is available in the Graduate
Individualized Program: Folklore. This program adviser or doctoral committee to determine which School, 125 Chapman Hall.
of courses leads to an interdisciplinary master's languages the candidate is expected to know Dissertation Registration. The dissertation
degree focusing on folklore studies. The program before beginning dissertation research. Guide- committee cannot be appointed formally, nor
is described in the Folklore section of this bulle- lines for language proficiency are established by can Dissertation (603) credits be earned, until the
tin. Address inquiries to Sharon R. Sherman, the candidate's home department. candidate is advanced to candidacy.
Director, Folklore Program, 1287 University of Ad' Com 'ttee
VISOry ml Defense of Dissertation. Formal, public defenseOregon, Eugene OR 97403-1287. Th d' 'tt" t db th
e a VISOry comml ee IS appom eye must take place on the campus at a date set by
DOCTORAL DEGREES department and determines the work to be the committee chair and approved by the Gradu-
completed in light of the student's academic ate School.
Doctor of Philosophy background and objectives. This committee
The degree of doctor of philosophy (Ph.D.) usually consists of three or four members, and Tentative approval of the dissertation by the
the student's adviser is chair. committee is recommended prior to formal
requires distinguished achievement in both defense. This evaluation is based on copies of the
scholarship and original research. The degree is Examinations and Advancement final manuscript, which the candidate provides
granted chiefly in recognition of the candidate's to Candidacy for the dissertation committee at least three
high attainment and ability in a special field of Every student must pass a group of comprehen- weeks before the formal defense.
an academic discipline, as shown by work on sive examinations (oral, written, or both) that
required examinations and by the preparation of cover the primary areas of the student's program Four copies of the dissertation abstract (350-word
a dissertation. Minimum university and school or and, if applicable, any supporting area required maximum) must also be filed with the Graduate
d . f'd d d School at this time.epartment reqUirements a reSI ence an stu y by the department. The student is responsible for
must be satisfied. The requirements for Ph.D. material directly covered in completed graduate The time and place of the defense must be
degrees established by the Graduate School are courses and for additional independent study in publicly noted. The dissertation committee must
given below. Individual programs have adclitional his or her field. be present at the defense, and the chair of the
specific requirements, which are presented in committee must certl'fy to the Graduate SchoolWithin two weeks of the student passing these
the departmental sections of this bulletin. It is wi'thin two weeks following the defense that the
examinations, the home department and the
recommended that a student not take all under- defense was held as scheduled.
student must submit a report to the dean of thegraduate and all graduate work at the University C l' f D' . W' h' kGraduate School recommending advancement to amp etlan a lssertatlon. It m two wee s
of Oregon. candidacy. following the defense of the dissertation but
Residency and Credit Requirements Dissertation before the dissertation is submitted in duplicate
For the Ph.D. degree the student must complete All candidates must submit a dissertation based to the Graduate School, each member of the
at least three years of full-time graduate-level on independent and original research. The dissertation committee must confirm in writing
academic work beyond the bachelor's degree. At dissertation must contribute significantly to either approval or disapproval of the final version.
least one academic year-the residency year- knowledge, show a mastery of the literature of Approval requires a unanimous vote. In the
must be spent in residence on the Eugene campus the subject, be written in acceptable literary style, event of a split vote, the d~an of the Graduate
after the student has been classified as a condi- and conform to the standards outlined in the School determines the reVIew procedure after
---tionaUy-=,ul-unGGnditiBHaUy-aGmiHedstuaent --UniViisit ofOregon Style and Policy Manual jo;--- consultallimwitllfne student, tnedepartm~e=n=t----
in a doctoral program. During this residency year Theses a~ Dissertations. Copies of the manual are chair (or the school dean), and the committee.
the student is expected to make progress toward for sale at the Graduate School office and the UO Following final approval of the dissertation, two
the degree by completing course credit and satis- Bookstore. Preparation of the dissertation usually copies must be submitted to the Graduate School.
fying doctoral degree requirements. The residency requires the greater part of one academic year. Committee members should sign approval of the
year consists of three consecutive terms of full- d' . l'f h h d dResearch Compliance. University policy requires Issertation on y I t ey ave seen an approvetime study, with a minimum of 9 completed h . b . 11 f' 1d f d'f h
that students who intend to engage in research w a.t IS su stantia ya ma ra. t an I t e.y.aregraduate credits a term. Research (601) may be a '11 d 1 h f
that involves human or animal subJ'ects receive Wl mg to e egate t e overseemg a remammgpart of the 9 credits. . . . h h' If h" th
approval of their research procedures before mmor reVISIOns to t e c air. t IS IS not e
A doctoral candidate may fulfill the residency beginning to collect data. Researchers who want case, they should not sign the final oral form.
requirement during the period in which he or she to use human subjects may obtain protocol forms If no signed approval form is received by the
works toward a master's degree on the university and procedures from the Human Subjects Com- Graduate School within two weeks following the
campus as long as the student has been officially pliance Office, located in the Riverfront Research scheduled oral exammation, another oral examl-
awarded the master's degree, the doctoral degree Park. Researchers who want to use vertebrate nation must be scheduled for defense of the
program immediately follows the master's animals may obtain protocol forms and proce- dissertation.
degree program, and both the master's degree dures from the Office of Veterinary Services and Time Limit
and the doctoral degree are in the same discipline. Animal Care located in Streisinger Hall. The required year ofresidency spent on the Eugene
Students working toward a PhD. or professional Dissertation Committee. Following advance- campus, the passing of the comprehensive exami-
doctorate must register for a minimum of 18 cred- ment to candidacy, the candidate's department nations reqUired for advancement to candidacy,
its in Dissertation (603). Creclit for Dissertation is and the completion of the doctoral dissertationproposes the membership of the dissertation
recorded PIN (passIno pass). See Dissertation committee to the dean of the Graduate School, must all be accomplished within a seven-year
Registration for more information. who appoints the committee after approving it. period. If this period is exceeded, either a second
year of residency or a new set of comprehensive
Doctoral Degrees 45
3. Course work and residence. Student's advisory
committee, appointed by the department,
school, or college, determines the program,
which must include three years of accredited,
full-time graduate work beyond the bachelor's
and demonstrated proficiency in comprehensive
examinations. The student may take these
examinations 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.
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 completed,
unless on-leave status has been approved.
Enrollment minimum is 3 graduate credits a
term
degree, of which at least one academic year
(three consecutive terms of full-time study-
minimum of 9 completed graduate credits a
term) must be spent on the Eugene campus
4. Second languages or other specialized
knowledge. Regulations are set by the
Doctor of Musical Arts department, school, or college
Requirements for the doctor of musical arts 5. Comprehensive examination, covering the
(D.MA) degree include formal admission, profi- major discipline, advances the student to
ciency and comprehensive examinations, second candidacy for the degree. The examination is
languages, a program of study including area of taken after the majority of required course
emphasis, and a dissertation. Requirements for work has been completed and after most of
residence, time limit, and continuous enrollment the requirements for the degree, except
are the same as those listed for the Ph.D. degree. completion and defense of the dissertation,
See the School of Music section of this bulletin have been satisfied
for details. 6. Appointment of dissertation committee, regis-
D.M.A. in Performance. The doctor of musical tration for Dissertation (603), and completion of
arts degree in performance has two options. dissertation. The committee is appointed fol-
lowing advancement to candidacy and at least
Option I requires a written dissertation after six months before completion of the disserta-
completion of the program of courses and semi- tion. Typically, the committee consists of at
nars, the required recitals or other performances, least three members of the graduate faculty of
and the comprehensive examinations. the candidate's home department, school, or
Option II requires the student to give a lecture- college as well as a Graduate School represen-
presentation and produce a written document tative who is a graduate faculty member from
of fifty pages in lieu of the'fraditional wrltten- -- -----ou:tsiaethe canClidare's aepartment, schoo, or
dissertation. The presentation and document are college. A minimum of 18 credits of Disserta-
in addition to recitals or performances required tion (603) are required after advancement
in the various areas of performance. 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
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. Students
are responsible for staying informed about indi-
vidual departmental regulations.
Continuous Enrollment
Unless on-leave status has been approved, a
student enrolled in a doctoral program must
attend the university continuously until all pro-
gram requirements, including submission of the
dissertation to the Graduate School, have been
met. To be continuously enrolled, the student
must register for 3 graduate credits each term
excluding summer sessions. 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
reduced 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
register 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
€stablish€d-by-the-c011€~€.In-ad.ditiBR-ffi-a-pFi-
mary specialization, the student's plan of study
should include work in supporting areas of edu-
cation, such as foundation areas, a research area,
and some noneducation courses related to the
program. With the exceptions noted here, the
general requirements for residence, dissertation,
examinations, time limit, and continuous enroll-
ment are the same as those listed for the Ph.D.
degree.
Dissertation
The student should develop the dissertation
proposal early in the doctoral program. The
dissertation may be either a report of research
that makes an original contribution to knowl-
edge or a study in which the student deals with
knowledge already available and produces a
constructive result of importance and value for
educational practice.
Advancement to Candidacy
Advancement to candidacy for the D.Ed. degree
in the College of Education is based on the rec-
ommendation of a doctoral advisory committee

47
College of ARTS and SCIENCES
Joe A. Stone
Dean
114 Friendly Hall
(541) 346-3902
C. Melvin Aikens, professor (New
World archaeolQgy, Japanese prehis-
tory). B.A., 1960, Utah; M.A., 1962,
Ph.D., 1966, Chicago. (1968)
William S. Ayres, professor (Pacific
islands and Southeast Asian archae-
ology, Old World prehistory). B.A.,
1966, Wyoming; Ph.D., 1973, Tulane.
(1976)
Diane B. Baxter, adjunct assistant pro-
fessor (politics of identity,
transnationalism, Middle East). B.A.,
1976, California, Los Angeles; M.A.,
1982, California, Northridge; Ph.D.,
1991, California, Los Angeles. (1996)
Aletta Biersack, professor (New
Guinea, historical anthropology, reli-
gion). B.A., 1965, M.A., 1969, 1972,
Ph.D., 1980, Michigan. (1982)
Richard P. Chaney, associate profes-
sor (consciousness, cross-cultural
methods, comparative epistemol-
ogy). B.A., 1963, Ph.D., 1971, Indi-
ana. (1968)
Jon M. Erlandson, associate professor
(New World archaeology, coastal ad-
aptations, California). B.A., 1980,
M.A., 1983, Ph.D., 1988, California,
Santa Barbara. (1990)
FACULTY
ANTHROPOLOGY
William S. Ayres,
Department Head
308 Condon Hall
(541) 346-5102
(541) 346-0668 fax
http://darkwing.uoregon.edu/
-anthrol
The college also offers a number of
preparatory programs for profes-
sional specializations. For informa-
tion on these programs-both
those offered by the College of Arts
and Sciences and those offered
elsewhere in the university-see
the Preparatory Programs section
of this bulletin.
Opportunities are available for
undergraduate students to partici-
pate in faculty research projects.
Participation is arranged with
individual faculty members and
departments.
Advising
Students who have declared a major,
or who are premajors in a particular
field, plan their programs with advis-
ers in those major departments.
Majors should be chosen by the
middle of the sophomore year. Most
entering freshmen-and some stu-
dents at more advanced stages-have
not decided on a major or even the
general direction of their academic
work. These students-called unde-
clared premajors-are assigned
academic advisers through the Office
ofAcadem~Advising and Student
Services, which also directs them to
special advisers from various depart-
ments in the College of Arts and
Sciences.
Honors Programs
There are several ways to pursue an
honors degree at the University of
Oregon. The College of Arts and
Sciences offers the Oark Honors
College, described in the Honors
College section of this bulletin. The
Honors Track, described in the
Honors and Awards section of this
bulletin, is for first-year students who
want to begin an honors curriculum.
These honors programs are open to
majors from any discipline, school, or
college, and the individual character-
istics and strengths of the programs
allow students to choose one that
best fits their needs. Consult indi-
vidual program listings for specific
requirements for honors in particular
majors.
lm
"'O<; !'RTS <1l\ro<5'(,
.y '%.
" ()
° tnU if>
. .
~ 0'"
SRSlTy Of 0,,""'1-
0
develop fundamental tools offered
in a general-education program.
These tools are essential to a life-
time of work and growth, in which
the particular demands of specific
jobs require constant reeducation in
The College of Arts and Sciences is new or changing fields.
the central academic division of the Indeed, surveys of liberal arts and
university. It enrolls a majority of sciences graduates show that their
UO students and provides a initial salaries are lower than those
nucleus of courses that satisfy of graduates from professional
general-education requirements schools. But in as little as three to
and more advanced courses for four years time, the liberal arts and
majors and graduate students in sciences graduate fares better, not
specialized fields. The fundamental worse, than graduates from more
academic mission of the college is vocationally oriented fields.
to supply a solid and broad general D tIn t d P
education: an introduction to social epar en san rograms
and intellectual history; basic train_ The College of Arts and Sciences
ing in quantitative, analytic, and offers numerous disciplinary and
communication skills; and an interdisciplinary degree programs
understanding of the nature and and majors, a broad array of minors,
uses of critical thought. This strong and several certificates. These are
liberal arts core is essential to the described in detail in the pages that
strength and excellence of the follow. As part of the requirements
University of Oregon. for graduation from the University
of Oregon, every student under-
Liberal Education takes in-depth study in an area of
The increasingly technological specialization that is the studen's
nature of our society makes a broad major. In addition, students often
educationaLhas.e_everirnpDJ:tant. find it advantageous to complete a
The Chronicle ofHigher Education'---m~inor or certificate In an areaof---
noted a "growing recognition that a specialization that complements the
solid foundation of liberal learning major. Some minor programs offer
... is an essential part of all under- a student whose major is in the
graduate education." Even students College of Arts and Sciences the
who plan to move into specialized chance to gain expertise in subjects
postgraduate careers need to offered by the professional schools.
48 College of Arts and Sciences
Kenneth M. George, associate professor (social
theory, politics of culture, Southeast Asia). B.A,
1975, Tufts; M.A., 1978, North Carolina; M.A.,
1980, Ph.D., 1989, Michigan. (1996)
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)
Karen 1. Kelsky, assistant professor (Japan, gender,
cultural studies). B.A., 1985, Michigan; M.A., 1992,
Ph.D., 1996, Hawaii. (1996)
John R. Lukacs, professor (biological and dental
anthropology, paleoanthropology, South Asia).
AB., 1969, M.A., 1970, Syracuse; Ph.D., 1977,
Cornell. (1976)
Geraldine Moreno, associate professor (physical
anthropology, nutritional anthropology, human
ecology). B.A., 1967, State University of New York
at Buffalo; M.A., 1970, Arizona; PhD., 1974,
Florida. (1974)
Madonna 1. Moss, associate professor (Northwest
coast, gender and archaeology, cultural resource
management). B.A., 1976, William and Mary; M.A,
1982, Ph.D., 1989, California, Santa Barbara. On
leave fall 1998. (1990)
Carol T. Silverman, associate professor (folklore,
eastern Europe, gender). B.A., 1972, City University
of New York City College; 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)
Lawrence S. Sugiyama, assistant professor (evolu-
tionary psychology, behavior ecology, indigenous
Amazonia). B.A., 1985, M.A., 1991, Ph.D., 1996,
California, Santa Barbara. (1996)
Philip D. Young, professor (applied anthropology,
mdigenous cultures, Latin America). B.A, 1961,
Ph.D., 1968, Illinois. (1966)
Courtesy
Sandra 1. Morgen, courtesy assistant professor
(women and health care, women and work, social
movements). See Sociology
Song Nai Rhee, courtesy professor (Korean prehis-
tory and culture). B.Th., 1958, Northwest Christian;
B.A., 1960, M.A., 1960, Butler; Ph.D., 1963,
Dropsie; Ph.D., 1984, Oregon. (1990)
Emeriti
Vernon R. Dorjahn, professor emeritus. B.S., 1950,
Northwestern; M.A., 1951, Wisconsin; Ph.D., 1954,
---Northwestern. (1950) -----------
Don E. Dumond, professor emeritus. B.A, 1949,
New Mexico; M.A., 1957, Mexico City College;
Ph.D., 1962, Oregon. (1962)
Paul E. Simonds, professor emeritus. B.A, 1954,
M.A., 1959, Ph.D., 1963, California, Berkeley.
(1962)
Theodore Stem, professor emeritus. B.A, 1939,
Bowdoin; AM., 1941, Ph.D., 1948, Pennsylvania.
(1948)
HarryF. 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 ofeach entry is the
first year on the University ofOregon faculty.
Participating
Thomas J. Connolly, Museum of Natural History
Pamela E. Endzweig, Museum of Natural History
Dennis 1. Jenkins, Museum of Natural History
Patricia Krier, Museum of Natural History
Brian 1. O'Neill, Museum of Natural History
Guy Tasa, Museum of Natural History
UNDERGRADUATE STUDIES
Anthropology is the study of human development
and diversity. It includes social or cultural anthro-
pology, physical anthropology, and archaeology;
majors take courses in each of these subfields.
Courses offered by the Department of Anthro-
pology provide a broad understanding of human
nature and society for students in all fields as
well as integrated programs for anthropology
majors. For students interested in second lan-
guages and international studies, anthropology
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 modem second 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
second language are recommended.
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 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 bachelor
of arts (B.A.) and bachelor of science (B.S.) de-
grees. Major requirements are the same for both.
Differences between the two degrees are ex-
plained under Requirements for Bachelor of Arts
and Bachelor of Science in the Registration and
--Ac<rdemic-Poltcit$-s,"1:tiun-ofthis b-ulletin-.-
Major Requirements
The major in anthropology requires 48 credits
distributed as follows:
1.12 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 archaeology or prehistory at the
300-499 level
5. A minimum of 32 upper-division credits of
which at least 16 must be at the 400 level
Ask an adviser how the department's summer
field school in archaeology applies to these
requirements. Majors must meet with an anthro-
pology adviser at least once a year.
Of the 48 credits required in anthropology, 36
must be graded. No more than 8 credits with
grades of D+, D, or D- may be counted. To
ensure a liberal education, the department
strongly recommends that students limit their
undergraduate work in anthropology to a maxi-
mum of 52 credits. Students planning to do
graduate work are advised to complete two years
of one or more second languages. Preparation in
statistics and computer science 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, 220 (in any combination or order)
Sophomore Year. Begin upper-division anthro-
pology course work
Junior and Senior Years. 8 credits in cultural
anthropology, chosen from ANTH 310-324,
411-439,485-487; 8 credits in physical anthropol-
ogy, chosen fromANTH 360-367,461-469,473,
490-492; 8 credits in archaeology, chosen from
ANTH 341-344, 440-444, 471 (in any combina-
tion or order); 12 credits in any field of anthropol-
ogy at the 300-499 level
Cultural Resource Management
Archaeology Option (44 credits)
Undergraduate and graduate anthropology
majors may choose this option, which satisfies
most of the requirements listed above.
Required Courses 12 credits
Workshop: Archaeological Field School
(ANTH 408/508) or equivalent 8
Cultural Resource Management
(ANTH 449/549) 4
Elective Courses 32 credits
Two courses selected from each of the following
areas:
Cultural Anthropology. ANTH 320, 322, 323,
344, 407/507, 415/515, 425/525, 607, 695 ......... 8
Regional Prehistory. ANTH 310,341, 342, 343,
407/507,410/510,442/542,443/543,444/544,
607 8
Method and Theory. ANTH 366, 407/507,
446/546,447/547, 471/5n 607, 681, 697 ......... 8
Practical Applications. Special Problems:
Cultural Resource Management Archaeology
Internship (ANTH 406,606), Practicum:
Cultural Resource Management Archaeology
(ANTH 409, 609) 8
The following complementary courses are
--- -recommended:
Geography. Cartographic Methods (GEOG 311),
Advanced Cartography (GEOG 411/511), Intro-
ductory Geographic Information Systems
(GEOG 416/516)
Historic Preservation. Introduction to Historic
Preservation (AAAP 411/511), Historic Survey
and Inventory Methodology (AAAP 451/551)
Honors
Application for graduation with honors must be
made through the student's departmental adviser
no later than winter term of the senior year.
Approval for graduation with honors is granted
to a student who
1. Maintains a 4.00 or higher 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 GPA and submits an
acceptable honors thesis written under the
guidance of a departmental faculty member
serving as thesis adviser
Minor Requirements
The minor in anthropology is intended to
complement the student's major in another
discipline. Courses used to complete the minor
must be chosen in consultation with an anthro-
pology adviser. The 24 credits required for the
minor must include at a minimum:
1.4 credits in 100- or 200-1evel courses
2.16 credits in 300- or 400-level courses of which
8 credits must be at the 400 level
3. 4 credits in any level course
Of the 24 credits required in anthropology, 18
must be graded; no more than 4 credits with a
grade of D+, D, or D- may be counted.
Middle and Secondary School
Teaching
The College of Education offers a fifth-year
program for middle-secondary teaching
licensure in social studies. This program is
described in the Educational Leadership,
Technology, and Administration section of
this bulletin.
Anthropology 49
Ph.D. Degree Requirements 173 Evolution of Human Sexuality (4) Includes
basic genetics, physiology, and behavior. Evolu-
Admission to the doctoral program is contingent tion of sex, of the sexes, and of the role of sex in
on the possession of a valid master's degree in mammal, primate, and human behavior.
anthropology from a recognized institution or on P. Simonds, Sugiyama.
the completion of three of the master's core 180 Introduction to Language and Culture (4)
courses. Those who enter with a master's degree d
Language and culture relationships anin another discipline, therefore, take the master's methodology. Chaney.
core courses early in the program.
196 Field Studies: [Topic] (1-2R)
Formal requirements of time and credit are 198 Laboratory Projects: [Topic] (1-2R)
secondary, but no candidate is recommended for
the degree until the minimum Graduate School 199 Special Studies: [Topic] (1-5R)
requirements for credits, residence, and study 220 Introduction to Japanese Society and
have been satisfied. Culture (4) Social relationships between the
sexes, among generations, and toward minorities
The department also requires competence in two in everyday Japanese life at the workplace, at
modern second languages or in one language home, and in education. Kelsky.
and one special skill approved by the department
faculty. The student's progress is measured by 310 Exploring Other Cultures: [Topic] (h4R)
k How anthropologists study and describe umanperformance in the core courses, course wor , cultures. Content varies; draws on fieldwork,
and research papers; a comprehensive examina- famous ethnographies, specific ethnographic
tion covering two special fields of concentration areas and their problems, and comparative study
in anthropology; a formal dissertation prospec- of selected cultures. R when topic changes.
tus; and, finally, a doctoral dissertation. The dis-
314 Women and Culture I: Politics, Produc-sertation should be based upon original research,
tion, and Power (4) Cross-cultural explorationwhich ordinarily involves fieldwork or laboratory
of women's power in relation to political, eco-GRADUATE STUDIES work, and should be written in a professional nomic, social, and cultural roles. Case studies
Three advanced degrees are offered in anthro- and publishable style appropriate to the subfie1d from Africa, Asia, the Middle East, Europe, and
po10gy: the master of arts (M.A.), the master of of specialization. America. Silverman.
science (M.S.), and the doctor of philosophy For information about general requirements, see 315 Women and Culture II: Creativity and
(Ph.D.). These degrees entail work in the follow- the Graduate School section of this bulletin. Symbols (4) Cross-cultural exploration of the
ing subfields: archaeology, cultural anthropol- More information about programs in anthro- expressive and artistic realm of women's lives.
ogy, anthropological linguistics, and physical pology may be obtained from the department. Topics include life-cycle rituals, religion, healing,
anthropology. Graduate students must demon- Biological Anthropology. Applicants who meet verbal arts, crafts, and music. Silverman.
strate competence in three subfie1ds, ordinarily in the requirements for admission to the doctoral 317 Marriage, Family, and Kinship (4) Empirical
work at the master's level. Consequently, the first program may apply to enter the biological an- and theoretical examination of the interre1ation-
year, and in some instances the first two years, of thropology specialization. Drawing on faculty ship of kinship and the structure of society.
graduate study are devoted to achieving a broad expertise in the UO Department of Anthropology 320 Native North Americans (4) Indian and
foundation in anthropology. All graduate stu- and in anthropology departments from other Eskimo life in North America before white con-
dents in anthropology must take Comparative schools in the Oregon University System, the tact; contemporary life. Prereq: 8 credits in social
Research Methods (ANTH 684) or its equivalent specialization comprises paleoanthropology; pri- science or instructor's consent.
during the first year of graduate study. matology; evolutionary anatomy and morphol- 321 Peoples of India (4) The emergence of tradi-
Master's Degree Requirements ogy-skeletal and dental; medicine and disease; tional Indian culture and its subsequent transfor-
human adaptation, biology, and nutrition; and mation under Islamic and Western influences.
The master's degree requires a minimum of 45 forensic anthropology. Prereq: ANTH 110 or 180. Lukacs.
credits of graduate work, of which at least 32 must
fu I ANTHROPOLOGY COURSES 322 Euro-American Images of Native Northbe in anthropology, and the success I comp e-
(ANTH) America (4) Anthropological perspective on thetion of special courses-or in some cases a spe- I '
. ... f h f bf Id nature and development of European sett ers
clal exammatlOn-m three 0 t e our su Ie s Not all courses listed are offered each year. For ideas and beliefs about American Indians.
of anthropology mentioned above. A master's -- _specific_and~urrent-information,mnsultth@-most- 323Pacific Basin: Polynesia and Micronesia
degree paper is require<r,-!5ut a theSIS IS not. - recent UO Schedule of Classes, sold at the Erb (4) General introduction to the area emphasizing
To receive the M.A., the candidate must also Memonal UnIOn and the UO Bookstore, or inquIre l' l' d't ft th traditional political
demonstrate competence in a second language. at the department office. co oma Ism an I s a e~ma. ' d t
and gender systems, migration, an can empo-
There is no language requirement for the M.S., 110 Introduction to Cultural Anthropology (4) rary sovereignty and pro-democracy movements.
but the candidate for that degree must demon- Organization and functioning of society and Biersack.
strate proficiency in a special skill, such as statis- culture. Two lectures, one discussion. 324 Pacific Basin: Melanesia and Australia (4)
tics or computer science, approved by the depart- 150 Introduction to Archaeology (4) Archaeo- General introduction to the area emphasizing
ment faculty. logical evidence for the evolution ?f human traditional political, gender, and marriage systems;
There are no absolute requirements for admission culture. Two lectures, one diSCUSSIOn. exchange; religiOUS beliefs and ritual; and the
to the master's degree program. A bachelor's 170 Introduction to Human Evolution (4) effects of and responses to contact. Biersack.
degree in anthropology is helpful but by no Homo sapiens as a living organism; biological 341 Asian Archaeology (4) Emphasizes deve1-
means required. Admission is limited, and pref- evolution and genetics; fossil hominids. Two opments in East and Southeast Asian culture.
erence is given to applicants with good overall lectures, one discussion. Evidence is considered from the beginnings of
academic records and high Graduate Record 171 Evolution of Monkeys and Apes (4) human culture to the early historic civilizations.
Examinations (GRE) scores who have had at least Evolutionary biology of the primates: the fossil Prereq: 3 credits in archaeology or prehistory or
a solid beginning in anthropology, who have had record and ecology in the age of mammals, pri- instructor's consent. Ayres.
some second language training, and who can mate anatomy, locomotor feeding adaptations, 342 Northeast Asia Prehistory (4) Cultural
demonstrate evidence of a sincere interest in the taxonomic relations, and primate ethology. history of North China, Japan, and Korea from
field. It typically takes two years to complete the 172 Evolution of Human Adaptation (4) Paleolithic times to the early imperial civilizations.
program. Physiological, anatomical, and behavioral adap- Emphasis on functional and adaptive characteris-
tations of the human species and the evolution- tics and ecological factors. Aikens.
ary events that produced them.
50 College of Arts and Sciences
343 Pacific Islands Archaeology (4) Archaeol-
ogy and prehistoric cultural development of
Pacific island peoples from the earliest settle-
ment through early Western contact. Emphasizes
Southeast Asian cultural foundations and eco-
logical adaptations. ANTH 150 recommended.
Ayres.
344 Oregon Native Americans (4) Survey of
Oregon native cultures. Begins with contemporary
Native American cultural heritage and uses his-
torical, ethnographic, and archaeological evidence
to trace Oregon's native traditions through time.
Aikens.
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. Moreno.
361 Human Evolution (4) Fossil evidence of
human evolution; Homo sapiens' place among the
primates; variability of populations of fossil
hominids. Prereq: 3 credits in physical anthro-
pology or instructor's consent. Lukacs.
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
biology or instructor's consent. Lukacs.
363 Nutritional Anthropology (4) Human
nutrition and adaptation. Evolution of human
diet; diet-related disease patterns in different
populations; biological, social, economic, politi-
cal, and historical factors in human nutrition.
Prereq: AN1H 172 or instructor's consent. Moreno.
364 Evolutionary Biology of Primates (4)
Comparative biology and anatomy of the non-
human primates with special emphasis on evolu-
tionary trends and adaptive complexes.
365 Food and Culture (4) Anthropological
approach to the role of nutrients in human devel-
opment (individual and group); cultural determi-
nants and differences among populations; world
food policy; and applied nutritional anthropology.
Moreno.
366 Human Osteology Laboratory (4) Human
and nonhuman primate osteology and osteometry;
fundamentals of dissection and primate anatomy.
-C<5reCfA1"ITFf3Wor 361 or 362. Luk-a-cs.----
367 Human Adaptation (4) Individual human
biological responses to environmental stresses:
physiological, morphological, and behavioral
adaptations to sunlight, heat and cold, high alti-
tude, and nutritional stress. Prereq: ANTH 170 or
BI 120 or instructor's consent. Moreno.
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. Lukacs.
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- 428/528 Peoples of West Africa and the Sahara
ment in primitive societies; political innovations (4) Societies of the West African coast, the Sudan,
under colonial rule and the new nationalistic and the Sahara from the 19th century to the
administrations in Africa and Asia. Prereq: upper- present. Prereq: 8 credits in social science or
division standing in a social science. Dorjahn. instructor's consent. Dorjahn.
412/512 Economic Anthropology (4) Produc- 429/529 Jewish Folklore and Ethnology (4)
tion, consumption, distribution, and exchange in Traditional expressive culture of East European
primitive societies. Economic surplus, change in Jews including narrative, proverbs, jokes, folk
economic systems, and relationships between beliefs, rituals, holidays, food, customs, music,
nonpecuniary economies and the world economy. gender, and immigrant folklore in the United
Prereq: upper-division standing in a social science. States. Silverman.
Dorjahn. 430/530 Balkan Society and Folklore (4)
413/513 Culture and Personality (4) Interrela- Explores ethnic groups of the Balkans with atten-
tion of group and individual conceptual frame- tion to the roles of folklore, nationalism, rural-
works in cross-cultural study of human behavior. urban relationships, gender, music, and folk arts.
Prereq: 3 credits in cultural anthropology or Silverman.
instructor's consent. Chaney. 431/531 Peoples of East Asia (4) Survey of the
414/514 Contemporary Issues in Anthropol- Chinese cultural sphere, primarily the institutions
ogy (4) Overview of diverse presuppositions that of traditional China, with reference to modern
structure various theories and methods in con- developments. Prereq: 8 credits in social science
temporary anthropology. Prereq: 3 credits in or instructor's consent. Kelsky.
cultural anthropology or instructor's consent. 433/533 Native Central Americans (4) Contact
Chaney. period and contemporary ethnography of native
415/515 Cultural Dynamics (4) Approaches to peoples' ecological adaptation, socioeconomic
the problem of cultural changes; invention and organization, and culture change. Prereq: 3 credits
intergroup cultural borrowing; agents and condi- in cultural anthropology or instructor's consent.
tions promoting change; mechanics of cultural Young.
growth and application of techniques for induc- 434/534 Native South Americans (4) Contact
ing change. Prereq: 3 credits in cultural anthro- period and contemporary ethnography of native
pology or instructor's consent. peoples; ecological adaptation, socioeconomic
416/516 History of Anthropology (4) Non- organization, and culture change. Prereq: 3 credits
theoretical study of the beginnings and special- in cultural anthropology or instructor's consent.
ized developments in the fields of archaeology, Sugiyama.
physical anthropology, ethnology, and linguis- 435/535 Approaches to the Symbolic (4)
tics. Prereq: 8 credits in anthropology or Surveys the frameworks used in and outside
instructor's consent. anthropology: structuralism, hermeneutics, sym-
417/517 Field Methods in Cultural Anthropol- bolic interactionism and performance, cultural
ogy (4) Techniques of participant observation, Marxism, and the new textualism. Prereq: junior
community definition and extension, nondirective standing, 8 credits in social science or humanities
interviewing, and establishing rapport. Provides or both.
theoretical perspectives and emphasizes 436/536 Cultures of Island Southeast Asia (4)
investigator's ethical responsibilities. Prereq: 8 Peoples and cultures ofIndonesia, Malaya, and
credits of upper-division cultural anthropology the Philippines. Topics include precolonial state
or instructor's consent. systems; colonialism; gender, kinship, and reli-
419/519 Anthropology and Folklore (4) gion; local economies and industrialization.
Exploration of the theoretical convergences and George.
divergences between the two disciplines, mutual 437/537 Cultures of Mainland Southeast Asia
topical foci, and historical connections. Empha- (4) Peoples and cultures of Thailand, Burma,
sizes the period 1965 to the present. Prereq: 3 Vietnam, Laos, and Cambodia. Overview of
-credits-m--crrltural-arrthropulo-gy-orirrstnrctnr'-g-----precolomal state systems and i=m=p=a=cCLt=oLf=co"']"'o=nccla"]-- ---
consent. Silverman. ism. Indigenous gender, kinship, religious, eco-
421/521 Anthropology of Gender (4) Overview nomic systems. Prereq: 8 credits of social science
of the anthropology of gender as an emerging or instructor's consent. George.
focus in anthropology: strengths, weaknesses, 438/538 Minority Cultures of Southeast Asia
promises, possibilities. Prereq: sophomore (4) Upland and minority cultures of island and
standing; 8 credits in social sciences, humanities, mainland Southeast Asia; tribal cultures, their
and/or women's studies. Kelsky. relations to lowland states; nationalism and the
425/525 Topics in Pacific Ethnology: [Topic] (4R) role of minority cultures. Prereq: 8 credits of
In-depth introduction to various topics bearing social science or instructor's consent. George.
on historical and/or contemporary regions of the 439/539 Feminism and Ethnography (4) Uses
Pacific. Prereq: upper-division or graduate current literature to explore the relationship be-
standing. Biersack. R when topic changes. tween feminism, postmodernism, and ethnogra-
426/526 Peoples of South Africa (4) United phy. Investigates reflexivity, subjectivity, multiple
States interests in Africa; overview of African voicings, and the politics of fieldwork and the
prehistory, history, geography, language, and text. Prereq for 439: instructor's consent; prereq
ethnic groups. Prereq: 8 credits in social science for 539: 8 credits in social science or humanities.
or instructor's consent. Dorjahn. Silverman.
427/527 Peoples of Central and East Africa (4) 440/540 Topics in Old World Prehistory:
Culture, history, and ethnology of contemporary [Topic] (4R) Archaeology of prehistoric cultures
African peoples in Central and East Africa, in selected regions of the Middle East, Southeast
including Ethiopia. Prereq: 8 credits in a social Asia, or Africa, from the first human cultures to
science or instructor's consent. Dorjahn. the historic periods. Prereq: 3 credits in archaeol-
Anthropology 51
ogy or prehistory or instructor's consent. Ayres. 467/567 Paleoecology and Human Evolution 607 Seminar: [Topic] (1-5R) Current topics are
R when topic changes for maximum of 12 credits. (4) The relationship between ecology and com- California Prehistory, Great Basin Archaeology,
Parative morphology as a basis for theories of Paleoanthropology of South Asia, Plateau442/542 Northwest Coast Prehistory (4) I Ar h I
d I hominid phylogeny; analysis of methods of Archaeology, and Spatia c aeo ogy.Archaeological and prehistoric cultural eve op-
ment of peoples indigenous to the Northwest paleoecological inference; current theories of 608 Workshop: [Topic] (1-16R)
Coast of North America, from Alaska to northern hominid origins. Prereq: ANTH 361 or 609 Practicum: [Topic] (1-16R) PIN only
California, from earliest settlement through instructor's consent. Lukacs. 610 Experimental Course: [Topic] (1-5R)
Western contact. Prereq: ANTH 150. Moss. 468/568 Race, Culture, and Sociobiology (4) 680 Basic Graduate Physical Anthropology (5)
4431543 North American Prehistory (4) Survey Racial classifications and comparisons; the bio- Introduction to major subfields of physical an-
of interdisciplinary research applied to prehis- logical base of culture; attitudes toward race in thropology; geochronology, primate classification,
toric culture and environment in North America. human relations. Prereq: 8 credits in anthropol- paleoprimatology, paleoanthropology, human
Prereq: 3 credits in archaeology or prehistory or ogy or instructor's consent. biology and diversity, processes of evolution, and
instructor's consent. Moss. 469/569 Anthropological Perspectives of primate ethology. For graduate students with
4441544 Middle American Prehistory (4) Health and Illness (4) Overview of medical little or no background in physical anthropology.
Archaeology and prehistory of Mexico and Cen- anthropology: cross-cultural theories of illness 681 Archaeology and Anthropology (5) Use by
tral America. Prereq: 3 credits in archaeology or and treatment strategies, cultural roles of patient archaeologists of concepts drawn from anthro-
and healer, and human adaptations to disease.prehistory or instructor's consent. pology; modifications and additions made neces-
Prereq: ANTH 365 or instructor's consent. Moreno. sary by the nature of archaeolooical data. Prereq:446/546 Laboratory in Archaeological Analysis O.
(4) Research methods applied to archaeological 471/571 Zooarchaeology (4) Hands-on experi- graduate standing in anthropology or instructor's
problems. Includes dating and discovery tech- ence with analysis and interpretation of bone consent.
. I . f t'als h m remam's and shell animal remains from archaeological 682 SocI'ocultural GUI'dance (5) Advancedmques; ana YSls 0 rna en , u an ,
diet, and ancient technology; interdisciplinary sites. Seminar, laboratory. Prereq: ANTH 150, introduction to theoretical frameworks and topics
research strategies. Prereq: 3 credits in archaeol- one upper-division prehistory course, instructor's in cultural anthropology; reviews the history of
ogy or prehistory or instructor's consent. consent. Moss. the field and discusses more recent issues and
447/547 Prehistoric Technology (4) Stone-flaking 473/573 Paleoanthropology of South Asia (4) frameworks. Prereq: background in cultural
techniques; manufacturing of stone artifacts; Traces the development of the peoples and cul- anthropology.
typological analysis of tools. Investigation of tool tures of the Indian subcontinent through a sur- 683 Anthropological Linguistics (5) Prereq:
usage and microscopic analysis of wear patterns. vey of the main fossil discoveries, archaeological LING 421/521 or equivalent, instructor's consent.
Prereq: instructor's consent. Erlandson. sites, and human skeletal collections. Prereq: Primarily for master's degree candidates in
449/549 Cultural Resource Management (4) ANTH 150,170. Lukacs. anthropology.
Objectives, legal background, operational prob- 485/585 Polythematic World Human Science 684 Comparative Research Methods (4)
lems, ethical and scholarly considerations in the (4) Explores the creation of a multiconceptual Discussion of basic comparative research tools,
management of prehistoric and historic cultural world human science that is based on Western particularly explicit inductive, deductive, and
resources. Prereq: graduate standing in anthro- and non-Western concepts. Prereq: 8 credits in retroductive methods of statistical and concep-
pology, 8 credits of upper-division archaeology cultural anthropology or instructor's consent. tual analysis. Prereq: 3 credits in introductory
or prehistory or instructor's consent. Moss. Chaney. statistics. Chaney.
450/550 The Anthropology Museum (3) Intro- 486/586 Japanese Society and Culture (4) 686 Sociocultural Theory (5) Cross-cultural
duction to the operation of anthropology and natu- Descriptive introduction to contemporary Japan types, culture area types, modes of thought,
ralhistorymuseums; organization, collection man- combined with theoretical perspectives for cultural dynamics, reality of social structure,
agement, exhibit and public programs, funding. evaluating popularized depiction of Japanese meta-anthropology. Chaney.
461/561 Primate Systematics and Taxonomy society. Prereq for 486: instructor's consent. 691 Comparative Morphology and Human
(4) Development of taxonomy, methods, and Kelsky. Evolution (4) Principles of comparative mor-
principles of evolutionary classification; numeri- 487/587 Technology and Culture (4) Sources phology and comparative anatomy of the pri-
cal phenetics and taxonomic theory; primate and of technological innovation from prehistory to mates. Application to the study of the primate
hominid classification. Prereq: ANTH 360,361; modern times, ~nd relat!on~hips between tech- fossils implicated in human evolution. Prereq:
or instructor's consent. P. Simonds. nology and SOCIal orgamzatlOn; cross-cultural instructor's consent. Lukacs.
462/562 Paleoprimatology (4) The fossil record ~valuation of technologies. Prereq: junior stand- 692 Dental Morphology and Human Evolution
and theoretical implications of the Cenozoic mg orabove.. (4) Taxonomy, ecology, pathology, and sexual
primates with special reference to their various _~~Q/590 H~<llth_<::are_?ervlces (4) StructtIre ancl --dimorphism-e~eafiy heminids;-eemparathe den
adaptations;locomofion, special senses, dentifion~--- function of American health care servrces. Com-tal morphology. Theoretical models of dental
Prereq: ANTH 361 or instructor's consent. Lukacs. ponents include health care facilities, personnel, evolution and disease. Biocultural interaction in
463/563 Primate Behavior (4) Ecology and ethol- financing, and issues and trends in health care hominid dental evolution. Prereq: instructor's
ogyof free-rangingprin1ates. Classification, distri- delivery. consent. Lukacs.
bution, and ecological relationships of the living 491/591 Behavioral Sciences in Health (4) 695 Cultural Ecology (4) Comparative analysis
primates; social structure and social organization of Application of behavioral science theory to of cultural responses to environmental condi-
a variety of species. Prereq: instructor's consent. understanding and solving health problems. tions; implications for cultural evolution. Prereq:
P. Simonds. Examines theories about how SOCial envJron- graduate standing in anthropology or instructor's
464/564 Methods and Perspectives in Human mental factors influence health. consent. Young.
Biology (4) Biological study of human popula- 492/592 World Health Problems (4) Provi?es 697 Ethnoarchaeology (4) Examines relation-
tions from the perspective of growth and information on world health problems and mter- ships between archaeology and ethnography to
development, genetics, work capacity, climatic national programs, the World Health Orgamza- show how ethnographic data illuminate the past
tolerance, nutritional and health status, and tion, and its supporting agencies; intensive study and how archaeologists can study material cul-
demography. Prereq: ANTH 172 or 367 or of a regional health problem. Moreno. ture behavior in a living context. Prereq:
instructor's consent. Moreno. 503 Thesis (1-16R) PIN only instructor's consent. Ayres.
465/565 Gender Issues in Nutritional Anthro- 601 Research: [Topic] (1-16R) PIN only 698 Legal and Ethical Issues in Health (4)
pology (4) Discussion of gender differences in 602 Supervised College Teaching (1-5R) Critically examines issues and cases that illus-
nutritional status, dietary requirements, and 603 Dissertation (1-16R) PIN onl trate a number of fundamental legal and ethical
diet-related diseases. Topics include gender- . Y . Issues m health and medIcal care. Prereq: gradu-
related aspects of food, politics, economics, and 605 Readmg and Conference: [TopiC] (1-16R) ate standing or instructor's consent.
policies. Prereq: ANTH 365 or instructor's PIN only
consent. Moreno. 606 Special Problems: [Topic] (1-16R)
52 College of Arts and Sciences
ART HISTORY
See School of Architecture and Allied Arts
ASIAN STUDIES
Stephen W. Durrant, Program Director
110 Gerlinger Hall
(541) 346-5082
(541) 346-0802 fax
Asian Studies Program, 1246 University of
Oregon, Eugene OR 97403-1246
caps@darkwing.uoregon.edu
http://darkwing.uoregon.edu/-caps/
Program Committee Faculty
c. Melvin Aikens, anthropology
William S. Ayres, anthropology
Aletta Biersack, anthropology
Cynthea J. Bagel, art history
Cynthia J. Brokaw, history
Steven T. Brown, East Asian languages and
literatures (Japanese)
Kathie Carpenter, linguistics
Carolyn L. Cartier, geography
Janet W. Descutner, dance
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
(Japanese)
Kenneth M. George, anthropology
Andrew E. Goble, history
Bryna Goodman, history
Jeffrey E. Hanes, history
Esther Jacobson, art history
Ruth Kanagy, East Asian languages and literatures
(Japanese)
Karen L. Kelsky, anthropology
Hiroko C. Kataoka, East Asian languages and
literatures (Japanese)
Stephen W. Kohl, East Asian languages and
-- -literamres-(Japanese)----------
Richard Kraus, political science
Charles H. Lachman, art history
Wendy Larson, East Asian languages and literatures
(Chinese)
John R. Lukacs, anthropology
Glenn A. May, history
Geraldine Moreno, anthropology
Tze-Lan Sang, East Asian languages and literatures
(Chinese)
Richard M. Steers, management
Richard P. Suttmeier, political sdence
Kyoko Tokuno, religious studies
Anita M. Weiss, international studies
UNDERGRADUATE STUDIES
The Asian Studies Program offers interdisciplinary
programs in East Asian and Southeast Asian
studies leading to a bachelor of arts (B.A.) degree.
Students may enhance majors in other depart-
ments with a minor in East Asian studies or
Southeast Asian studies.
The curriculum includes courses in anthropology;
art history; Chinese language and literature;
dance; geography; history; Indonesian; Thai; and
Vietnamese languages; international studies;
Japanese language and literature; linguistics; po-
litical science; and religious studies. The program
is administered by the Asian studies committee;
which is composed of faculty members with Asian
specializations.
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 second 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
possible that are applicable to the University of
Oregon's general-education requirements for a
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
graduate studies.
Declaring a Major
To be accepted into the Asian studies major
program, a student must
1. Request acceptance as a major in the Asian
studies office before attaining senior status
2. Submit a one-page statement of purpose
designed 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
Depending on interests and career objectives,
students are encouraged to discuss with their
advisers or the program director the advisability
of pursuing a second major in a supporting disci-
pline or preprofessional program
Major Requirements
The majQLin Asian sJ1Ldies_oJfeJ:sjl)_sJmngJmiu.::_
ing in at least one Asian language, (2) knowledge
of the histories and cultures of the societies in
which that language is used, (3) a sense of how
academic disciplines contribute to interdiscipli-
nary study, and (4) a knowledge of Asia beyond
the primary language and civilization focused on
in (1) and (2) above. The requirements for the
major are derived from these objectives.
Students who major in Asian studies must
complete three years of an Asian language:
Chinese and Japanese are taught through the
fifth year in the Department of East Asian Lan-
guages and Literatures. The first three years of
Indonesian, Thai, and Vietnamese are offered
through the Department of Linguistics. Lan-
guages must be taken for letter grades, and no
more than one grade of D+, D, or D- may be
counted. Under special circumstances, students
may demonstrate an equivalent competence by
examination or by work in advanced language
courses.
In addition to language study, students must
complete 40 credits as specified below. Up to 8 of
these credits may be taken pass/no pass.
Students should consult their advisers in plan-
ning programs of study.
1. History (12 credits). Three upper-division
history courses (300 or 400 level) in the chosen
civilization or region. Students whose concen-
tration is Southeast Asia may substitute up to
two courses in anthropology or Southeast Asia
in Modern Times (PS 338)
2. Electives (16 credits). Four courses, chosen
in consultation with an adviser, from a list of
courses available from the program coordinator
3. Discipline (12 credits). Three courses in a
discipline other than history or language and
chosen from a list available from the program
coordinator
4. Regional Breadth. From the courses chosen
in categories 2 and 3 above, at least two
courses must be in areas outside the student's
primary focus. For example, if the primary
focus is Japan, the 8 credits must deal with
China, Southeast Asia, or South Asia
5. Seminar. One 400-level seminar pertaining to
the chosen civilization
Suggested Courses
Listed below are some courses that satisfy major
requirements. In addition some Seminars (407)
and Experimental Courses (410) maybe used
with permission from the program coordinator.
East Asian Studies Concentration
Anthropology. Introduction to Japanese Society
and Culture (ANTH 220), Asian Archaeology
(ANTH 341), Northeast Asia Prehistory (ANTH
342), Pacific Islands Archaeology (ANTH 343),
Peoples of East Asia (ANTH 431), Cultures of
Island Southeast Asia (ANTH 436), Cultures of
Mainland Southeast Asia (ANTH 437), Minority
Cultures of Southeast Asia (ANTH 438), Topics
in Old World Prehistory: Chinese Archaeology or
Southeast Asia (ANTH 440), Japanese Society
and Culture (ANTH 486)
Architecture. Settlement Patterns: Japanese
Vernacular I,Il (ARCH 432,433)
Art History. History of Indian Art (ARH 207),
History of Chinese Art (ARH 208), History of
Japanese Art (ARH 209), Nomadic Art of Eurasia
-(ARM-ag-]},-AFt-of.-tlw Silk Route ~,e,g2~),~­
Chinese Art I,Il,III (ARH 384,385,386), Chinese
Buddhist Art (ARH 387), Art and Politics in 20th-
Century China (ARH 389), Art of the Pacific
Islands I,II (ARH 391, 392), Japanese Art I,Il,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. Introduction to Chinese Literature
(CHN 305, 306, 307), Women, Gender, and
Chinese Literature (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), Advanced Chinese (CHN 431,432,
433), Literary Chinese (CHN 436,437), Literary
Chinese Texts (CHN 438), Structure of the Chi-
nese Language (CHN 441), 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),
Asian Studies 53
History. Vietnam and the United States
(HIST 388), Philippines (HIST 484), Peasant
Uprisings in Southeast Asia (HIST 486), Issues in
Southeast Asian History (HIST 495), Early Japa-
nese Culture and Society (HIST 498)
International Studies. Gender and International
Development (INTL 421), Development and the
Muslim World (INTL 423), Corss-Cultural Com-
munication (INTL 431), The Pacific Challenge
(INTL 440), Southeast Asian Political Novels and
Films: Changing Images (INTL 441), Sovth Asia:
Development and Social Change (INTL 442),
Postwar Vietnam and United States Relations
(INTL 443)
Linguistics. Analysis of Language Structure:
Thai (LING 426)
Music. Music of India (MUS 454), Gamelan
(MUS 490)
Political Science. Southeast Asia in Modern
Times (PS 338)
Religious Studies. Chinese Religions (REL 302),
Buddhism and Asian Culture (REL 330, 331),
Readings in Buddhist Scriptures (REL 440)
Minor Requirements
East Asian Studies
Students who want a minor in East Asian studies
must complete 24 credits distributed as follows:
Entire or Partial East Asian Focus 4 credits
One additional course selected from a list of
approved courses available in the Asian Studies
Program office
Southeast Asian Studies
Students who want a minor in Southeast Asian
studies must complete 24 credits distributed as
follows:
Upper-Division Core 12 credits
Cultures of Island Southeast Asia (ANTH 436) .. 4
Cultures of Mainland Southeast Asia
(ANTH 437) 4
Southeast Asian History (HIST 485) or Peasant
Uprisings in Southeast Asia (HIST 486) or
Issues in Southeast Asian History (HIST 495) or
other approved course in Southeast Asian
history 4
Entire Southeast Asian Focus 8 credits
Two courses selected from Seminar: Thai and
Lao Politics (PS 407), Colloquium: Southeast
Upper-Division Core 12 credits
Three courses selected from Peoples of East Asia
Traditional Chinese Law and Literature Japanese. Introduction to Japanese Literature (ANTH 431), Japanese Society and Culture
(CHN 456), The Confucian Canon (CHN 461), (JPN 305,306), Fourth-Year Spoken Japanese (ANTH 486), China (HIST 487), Knowledge
The Beginnings of Chinese Narrative (CHN 462) (JPN 411, 412, 413), Fourth-Year Reading and and Power in China (HIST 488), State and
W 't' J (JPN 414 415 416) P d Society Relations in Modern China (HIST 489),Dance. Dance in Asia (DAN 302) n mg apanese '" remo ern
Japanese Literature (JPN 424), Modern Japanese Japan (HIST 490), Medicine and Society in
East Asian Languages and Literatures. China: Literature (JPN 425), Major Japanese Writers Premodern Japan (HIST 491), Postwar Japan
A Cultural Odyssey (EALL 210), Japan: A Cul- (JPN 426), Advanced Spoken Japanese (JPN 431, (HIST 492) 12
tural Odyssey (EALL 211), Teaching East Asian 432,433), Advanced Readings in Japanese Lit- Entire East Asian Focus 8 credits
Languages and Literatures at College Level erature (JPN 434, 435,436), Classical Japanese Two courses selected from Eastern Philosophy
(EALL 460) Literary Language (JPN 437,438), Advanced (PHIL 213), Introduction to Japanese Society
Geography. Advanced Geography of Non- Readings in Classical Japanese (JPN 439), and Culture (ANTH 220), Asian Archaeology
European-American Regions: Geography of Structure of the Japanese Language (JPN 441), (ANTH 341), Northeast Asian Prehistory
China (GEOG 475) Japanese Discourse Structure (JPN 442), Teach- (ANTH 342), Politics of China I (PS 342), Early
H · F d f I ingJapanese as a Foreign Lan01\age tIl (JPN 443, China (HIST 387), Experimental Course: PoliticsIStOry. oun ations 0 East Asian Civi ization O' of Japan (pS 410), Politics of China II (PS 442),
(HIST 290) Ch' P t d P t (HIST 291) 444), Japanese Bibliography (JPN 450), Japanese, ma, as an resen , Chinese Society in the Late Imperial Period
Japan Past and Present (HIST 292) India Sociolinguistics (JPN 453), The Japanese Cinema (HIST 496) C ltu M d 'ty d R 1 t'I , • • ,ure, 0 ernl / an eva U Ion
(HIST 385,386), Early China (HIST 387), Vietnam (JPN 471), Japanese Film and Literature (JPN 472) in China (HIST 497), Early Japanese Culture
and the United States (HIST 388LI'hilippineL __I'oliticaLScience~South@ast-Asia-m-M0dem------ancl-Sociery(I IIST 498), Japanese Popular C-uF----
(HIST 484), Peasant Uprisings in Southeast Asia Times (PS 338), Politics of China tIl (PS 342, 442), ture (HIST 499), first- or second-year Chinese,
(HIST 486), China (HIST 487), Knowledge and Japanese Politics (PS 454), Chinese Foreign Japanese, or Korean maximum of 8
Power in China (HIST 488), State and Society Policy (PS 459)
Relations in Mode?, China (~IST 489), Japan Religious Studies. Chinese Religions (REL 302),
(HIST 490), Medlcme and SOCIety m Premodern Japanese Religions (REL 303), Buddhism and
Japan (I:IIST 491), Postwar Japan (HIST 492), Asian Culture (REL 330, 331), Readings in
East ASIa: Concepts and Issues (HIST 494), Buddhist Scriptures (REL 440)
Issues in Southeast Asian History (HIST 495), .. .
Chinese Society in the Late Imperial Period Southeast ASIan StudIes ConcentratIon
(HIST 496), Culture, Modernity, and Revolution An~~ropology. Peoples of IndIa (ANTH 321),
in China (HIST 497), Early Japanese Culture and PaCIfIC Basm: Pol~esla ~ndMIcroneSia
Society (HIST 498), Japanese Popular Culture (ANTH 323), PaCIfic Basm: MelaneSIa and
(HIST 499) Australia (ANTH 324), Asian Archaeology
(ANTH 341), Pacific Islands Archaeology
(ANTH 343), Topics in Pacific Ethnology
(ANTH 425), Cultures of Island Southeast Asia
(ANTH 436), Cultures of Mainland Southeast
Asia (ANTH 437), Minority Cultures of Southeast
Asia (ANTH 438)
Art History. History ofIndian Art (AIill 207),
Art of the Pacific Islands tIl (ARB 391, 392)
Dance. Dance in Asia (DAN 302)
International Studies. Gender and Interna-
tional Development (INTL 421), Development
and the Muslim World (INTL 423), The Pacific
Challenge (INTL 440), Southeast Asian Political
Novels and Films: Changing Images (INTL 441),
South Asia: Development and Social Change
(INTL 442), Postwar Vietnam and United States
Relations (INTL 443)
54 College of Arts and Sciences
Asian Popular Uprising, Southeast Asian Politi-
cal Novels and Films: Changing Images
(INTL 441), Postwar Vietnam and United States
Relations (INTL 443), Philippines (HIST 484),
first-or second-year Indonesian, Thai, or
Vietnamese maximum of 8
Entire or Partial
Southeast Asian Focus 4 credits
One additional course selected from a list of
approved courses available in the Asian Studies
Program office
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
includes courses in anthropology, art history,
Chinese language and literature, geography,
history, international studies, Japanese language
and literature, linguistics, political science, and
religious studies. The program is administered by
the Asian studies committee, which is composed
of faculty members with Asian specializations.
The M.S. degree program is inactive.
A bachelor's degree is required for admission,
and it is expected that applicants have some
undergraduate preparation in courses relating to
Asia. Students lacking adequate Asian language
or disciplinary training must take appropriate
preparatory courses, for which no graduate credit
is earned.
Prior to registration the Asian studies committee
assigns each student an adviser, who helps the
student 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 thesis preparation. Graduate
students should meet with their advisers at least
once a term.
Master's Degree Requirements
Students pursuing an M.A. in Asian studies must
complete 48 credits of graduate study, including
at least 44 in Asia-related courses. Graduate
credit for language study may only be earned for
work beyond the third-year level.
1. Of the 44 credits, at least 12 must be earned in
seminars or colloquia at the 600 level, includ-
ing Issues in Asian Studies (ASIA 612), which
should be taken fall term of the first year of
study
2. To ensure interdisciplinary breadth, students
must complete at least two courses in each of
the following areas
a. Humanities-courses in architecture, art
history, literature, music, religious studies
b. Social science-courses in anthropology,
economics, geography, international stud-
ies, political science
c. History
3. To ensure a cross-regional awareness, at least
8 credits of the 44 must be in courses about a
culture or civilization other than the student's
primary language and civilization focus
4. At least 9 of the 44 credits are earned in Thesis
(ASIA 503). In unusual circumstances, stu-
dents may petition the program committee to
waive the thesis requirement for the degree. If
the waiver is granted, the student is expected
to complete 56 graduate course credits (of
which at least 44 are Asia related), submit two
substantial research papers on Asian topics
developed in seminars or colloquia, and pass a
general Asian studies field examination
A list of Asia-related courses approved for inclu-
sion in the Asian studies graduate curriculum is
available from the program coordinator. Students
who choose a concentration in Southeast Asian
Studies should note that additional courses on
Southeast Asia are available through the North-
west Regional Consortium for Southeast Asian
Studies at the University of Washington and at
the University of British Columbia.
The 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 out-
set of graduate work, particularly if the student
has no training in an Asian language. Languages
offered at the University of Oregon are Chinese,
Japanese, and Korean for the East Asia concen-
tration and Indonesian, Thai, and Vietnamese for
the Southeast Asia concentration. Graduate
credit for language courses is earned only for
work beyond the third year of language study.
Students should also review the Graduate
School's regulations for information on the
university's general master of arts degree
requirements.
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-related
courses and (2) demonstrate the language com-
petence required for the M.A. degree in Asian
studies. A required thesis applies the methodol-
ogy of the student's discipline to an Asian sub-
ject.
The requirements for both the Asian studies and
the departmental degree programs must be com-
pleted at the same time. A student completing
this option is granted two M.A. degrees, one in
Asian studies and another in the departmental
dIscIpline.
ASIAN STUDIES COURSES
(ASIA)
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-5R)
405 Reading and Conference: [Topic] (l-6R)
407/507 Seminar: [Topic] (1-5R)
410/510 Experimental Course: [Topic] (1-5R)
503 Thesis (1-9R) PIN only
601 Research: [Topic] (l-6R) PIN only
605 Reading and Conference: [Topic] (l-6R)
607 Seminar: [Topic] (1-5R)
611 Perspectives on Asian Studies: [Topic] (1)
Explores the diverse perspectives that define
Asian studies. Samples conflicts, controversies,
and areas of consensus that characterize the
field. Prereq: instructor's consent.
612 Issues in Asian Studies: [Topic] (3R)
Selected Asian studies issues. Prereq: instructor's
consent. R once when topic changes for maxi-
mum of 6 credits.
AUSTRALIAN STUDIES
Jack W. Bennett, Committee Chair
837 Prince Lucien Campbell Hall
(541) 346-5051 or -1080
Steering Committee Faculty
Jack W. Bennett, academic advising and student
services
Aletta Biersack, anthropology
Steven Deutsch, Labor, Education, and Research
Center
Caroline Forell, law
Gerald W. Fry, international studies
Andrew E. Goble, history
J. Richard Heinzkill, library
Kenneth B. Liberman, sociology
Larry 1. Neal, academic affairs
Terrence B. O'Keefe, accounting
Deanna M. Robinson, journalism and
communication
Norman D. Sundberg, psychology
Donald R. Van Houten, sociology
Wayne T. Westling, law
Marcus Widenor, Labor, Education, and Research
Center
ABOUT THE PROGRAM
The University of Oregon does not have a formal
Australian studies program. However, for seven-
teen years the Australian studies committee has
served to focus the considerable interest in
Australia as an influential Pacific Basin country.
Since 1985-86, UO students have been able to
study at La Trobe University in Melbourne,
Victoria. UO students may also apply to study at
Curtin University in Perth, Western Australia.
For more information, see the International
Education 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 Academic
Affairs section of this bulletin.
The University of Oregon Library System's
materials on Australia have been supplemented
in recent years by several substantial gi""ft"'s-=fr..o--=m"- --l
the Australian government, so that resources are
adequate 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
Australian Literary Studies.
During 1997-98 the University of Oregon may
offer the following courses that either focus on
Australia or have Australian content.
Anthropology. Pacific Basin: Melanesia and
Australia (ANTH 324)
English. Western American Literature (ENG 326)
Geological Sciences. Topics in Global Stratigra-
phy (GEOL 640)
International Studies. Special Studies: Australia
through Autobiography (INTL 199), The Pacific
Challenge (INTL 440/540)
Linguistics. Analysis of Language Structure
(LING 426/526)
Management. Problems in International
Business (MGMT 645)
BIOLOGY
Janis C. Weeks, Department Head
77 Klamath Hall
(541) 346-4502
Department of Biology, 1210 University of
Oregon, Eugene OR 97403-1210
http://biology.uoregon.edu/
FACULTY
Alice Barkan, associate 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). B.S., 1952, Michigan;
Ph.D., 1957, Washington State. (1957)
Philip J. DeVries, assistant professor (ecology,
behavior, evolution and tropical biology). B.S.,
1975, Michigan, Ann Arbor; Ph.D., 1987, Texas at
Austin. (1994)
Alan Dickman, senior instructor (forest ecology,
science education); curriculum director. B.A, 1976,
California, Santa Cruz; Ph.D., 1984, Oregon. (1986)
Christopher Q. Doe, professor (developmental
neurobiology); B.A, 1981, New College, Sarasota;
Ph.D., 1987, Stanford. (1998)
Judith S. Eisen, professor (development and function
of the nervous system). B.S., 1973, M.S., 1977, Utah
State; Ph.D., 1982, Brandeis. (1985)
Richard B. Emlet, associate professor (evolution and
development of marine invertebrates). B.S., 1977,
Duke; Ph.D., 1985, Washington (Seattle). (1992)
Jane Gray, professor (evolution, paleoecology). B.A,
1951, 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,
undergraduate 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); director, ecology
and evolution program. B.S., 1973, St. Bonaventure;
Ph.D., 1977, Minnesota. (1989)
Emilia P. Martins, assistant professor (animal
behavior, evolution, communication). B.A, 1987,
California, Berkeley; Ph.D., 1992, Wisconsin,
Madison. (1994)
Douglas Ry Meeks-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
Biology 55
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); director, Institute of
Neuroscience. B.A, 1970, Harvard; Ph.D., 1979,
California, San Diego. (1989)
Margaret E. Saks, assistant professor (molecular
evolution, evolution of the translation machinery,
coevolution of RNA and protein). B.A, 1973,
Washington (St Louis); M.S., 1976, Connecticut;
Ph.D., 1983, State University of New York at Stony
Brook. (1998)
Eric Selker, professor (molecular genetics of Neuros-
pora crassa, DNA methylation). B.A, 1975, Reed;
Ph.D., 1980, Stanford. (1985)
Alan Shanks, assistant professor (marine and inter-
tidal ecology, larval biology, zooplankton). B.A,
1977, California, Santa Cruz; Ph.D., 1985, Califor-
nia, 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
expression in eukaryotes). B.A, 1964, Bryn Mawr;
Ph.D., 1970, Yale. (1977) and pteridophytes). B.A., 1968, Puget Sound; M.S.,
Franklin W. Stahl, American Cancer Society Profes- 1974, Ph.D., 1976, Washington State. (1976)
sor of Molecular Genetics. AB., 1951, Harvard;
Ph.D., 1956, Rochester. (1959) Emeriti
Terry Takahashi, associate professor (analysis of Andrew S. Bajer, professor emeritus. Ph.D., 1950,
neural circuitry). B.S., 1975, California, Irvine; D.Sc., 1956, Cracow. (1964)
Ph.D., 1981, State University of New York, Down- Howard T. Bonnett Jr., professor emeritus. B.A,
state Medical Center. (1988) 1958, Amherst; Ph.D., 1964, Harvard. (1965)
Nora B. Terwilliger, associate professor (compara- Peter W. Frank, professor emeritus. B.A, 1944,
tive physiology and biochemistry of marine Earlham; Ph.D., 1951, Chicago. (1957)
organisms). B.S., 1963, Vermont; M.S., 1965,
Wisconsin, Madison; Ph.D., 1981, Oregon. (1972) Philip Grant, professor emeritus. B.S., 1947, City
University of New York City College; M.A., 1949,
Nathan J. Tublitz, associate professor (neurophysi- Ph. D., 1952, Columbia. (1966)
ology, neuropeptides and neuronal development of
insects). B.A, 1974, Reed; Ph.D., 1983, Washington James Kezer, professor emeritus. B.A., 1930, Iowa;
(Seattle). (1986) M.S., 1937, Ph.D., 1948, Cornell. (1954)
Daniel Udovic, associate professor (computers in Bayard H. McConnaughey, professor emeritus. B.A,
biology, science education, population ecology). 1938, Pomona; M.A, 1941, Hawaii; Ph.D., 1948,
B.A., 1970, Texas; Ph.D., 1973, Cornell. (1973) California, Berkeley. (1948)
Janis c. Weeks, professor (insect neurophysiology, Frederick W. Munz, professor emeritus. B.A, 1950,
endocrinology, and development). B.S., 1975, Pomona; M.A, 1952, Ph.D., 1958, California, Los
Massachusetts Institute ofTechnology; Ph.D., Angeles. (1959)
1980, California, San Diego. (1989) Gordon J. Murphy, senior instructor emeritus. B.S.,
Monte Westerfield. professor C-de-,,-elop~£nLoiJhe__---='129.v.53"",-"M"'"-".S",.,c"1'-'9"'5"'8,'-'O""'re'1'gi'"0"'n'-,S"'t"'at"eC"-."'(1"::9"'6,.,2)L-:-:-:--=:-::= -t
nervous system). AB., 1973, Princeton; Ph.D., 1977, Aaron Novick, professor emeritus. B.S., 1940, Ph.D.,
Duke. (1981) 1943, Chicago. (1959)
James A Weston, professor (developmental biol- Edward Novitski, professor emeritus. B.S., 1938,
ogy). B.A., 1958, Cornell; Ph.D., 1963, Yale. (1970) Purdue; Ph.D., 1942, California Institute ofTech-
Peter B. Wetherwax, instructor. B.A, 1980, Califor- nology. (1958)
nia, Los Angeles; M.A, 1985, Humboldt State; Paul P. Rudy, professor emeritus. B.A, 1955, M.A,
Ph.D., 1993, Oregon State. (1991) 1959, Ph.D., 1966, California, Davis. (1968)
John H. Willis, assistant professor (plant population Eric Schabtach, senior instructor emeritus. B.S.,
biology, quantitative genetics, evolution of systems 1963, McGill. (1969)
of reproduction). A.B., 1985, Brown; Ph.D., 1991, Bradley T. Scheer, professor emeritus. B.S., 1936,
Chicago. (1993) California Institute of Technology; Ph.D., 1940,
A Michelle Wood, associate professor (microbial California, Berkeley. (1950)
ecology and evolution). B.A, 1973, Corpus Christi; Arnold L. Soderwall, professor emeritus. B.A, 1936,
Ph.D., 1980, Georgia. (1990) Linfield; M.A., 1938, Illinois; Ph.D., 1941, Brown.
(1941)
Courtesy Sanford S. Tepfer, professor emeritus. B.S., 1938,
Patricia Jean Harris, courtesy professor (fine struc- City University of New York, City College; M.S.,
ture and immunofluorescence studies of the cell 1939, Cornell; Ph.D., 1950, California, Berkeley.
cycle). B.S., 1954, California, Berkeley; M.S., 1958, (1955)
Yale; Ph.D., 1962, California, Berkeley. (1973) Norman K. Wessells, professor emeritus; provost
Steven S. Rumrill, courtesy assistant professor; emeritus, academic affairs. B.S., 1954, Ph.D., 1960,
director of research, South Slough National Estua- Yale. (1988)
rine Reserve. B.A, 1981, M.S., 1983, California, Herbert P. Wisner, senior instructor emeritus. B.A,
Santa Cruz; Ph.D., 1987, Alberta, Edmonton. (1990) 1949, M.A., 1950, Syracuse. (1966)
David H. Wagner, courtesy associate professor The date in parentheses at the end ofeach entry is the
(plant taxonomy, ecology, evolution of bryophytes first year on the University ofOregon faculty.
56 College of Arts and Sciences
UNDERGRADUATE STUDIES
Modern biologists investigate a broad spectrum
of questions about living organisms and life
processes. Biologists study the physical and
chemical bases of life, how organisms and their
component parts are structured, how they func-
tion, how they interact with their environment,
and how they have evolved.
Departmental teaching and research emphases
in cellular and molecular biology, ecology and
evolution, and neurobiology offer students
opportunities to learn from and work with scien-
tists who are making important contributions to
knowledge in these broad areas. Students also
benefit from departmental research in science
education, the results of which are being used to
improve teaching at the university and through-
out the country.
Students may enter the program with a high
school education or transfer from a community
college or university. The curriculum includes
courses for majors in biology and related disci-
plines' preprofessional courses, and courses that
serve as important elements in a liberal educa-
tion for majors in other areas. Course work for
the biology major provides an exceptional foun-
dation for students who plan to study at a gradu-
ate or professional school.
Biology Undergraduate Advising Center
and Student Lounge
73 Klamath Hall
(541) 346-4525
bioadvis@oregon.uoregon.edu
http://biology.uoregon.edu/Biology_WWW/
Advising/
At the biology advising center, students can meet
with trained peer advisers or the director of
undergraduate advising to receive help in plan-
ning a program of study. Records for under-
graduate biology majors are kept on file in the
advising center, and students may pick up new
progress reports and advising transcripts at the
beginning of each fall term.
The advising center also provides a variety of
resources including job and internship files, a file of
special study opportunities, and graduate bulletins
from many schools. In the student lounge. under-
graduates may relax between classes, use the
resources, meet friends, and talk with peer advis-
ers.
Nonmajors
Several courses are offered at the 100 level for
students who want to develop a familiarity with
biology so they can better understand issues that
range from the problems in developing treat-
ments for AIDS to understanding why loss of
global biodiversity is important, and what might
be done about it. These courses assume the stu-
dent has no knowledge of biology or chemistry
and fulfill university group requirements for
science.
Students who want an overview of biology as
part of preprofessional training for health-re-
lated fields, psychology, or environmental sci-
ences should consider the three-term general
biology sequence (BI 211-213). This sequence
requires some background in mathematics and
chemistry and prepares students to take many
upper-division courses in biology. Some
preprofessional students may want to take the
biology major's sequence (BI261-264) even
though they are not biology majors. Students
who want help selecting appropriate courses
should seek guidance from the biology under-
graduate advising center.
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.
Transfer Students. Students who intend to
transfer as biology majors from a community
college or university should carefully plan the
program of course work they take before trans-
ferring. Students who transfer after one year of
college should have completed a year of general
chemistry with laboratories and a year of college-
level mathematics. A yearlong biology major's
introductory sequence that includes laboratories
and features strong components of evolution,
molecular genetics, and Mendelian genetics al-
lows transfer students to enter the third term of
the major's sequence (BI 263) with concurrent
enrollment in a 3-credit course that covers the
essentials of molecular genetics.
Students who transfer after two years typically
need to complete part of the introductory
sequence for biology majors at the University of
Oregon. In addition 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, mathematics through two terms of calcu-
lus 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
positions involving inspection and testing, pro-
duction and operation work, technical sales and
service, and administrative duties in connection
with the enforcement of government regulations.
They may also obtain positions as laboratory
technicians and participate in research. Many
students use the biology major to prepare for
advanced study, often in health-related fields.
Biology majors are encouraged to seek career
information at the Career Center, 244 Hendricks
Hall. Resources are also available in the biology
undergraduate advising center.
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 requires completion of the foreign-language
requirement. Twenty-four credits of biology that
are applied to the major must be taken 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 subse-
quent major 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, 238, 239)
3. Mathematics, to include Calculus I,Il (MATH
251,252); a course in statistics is recommended
4. General Physics (PHYS 201, 202, 203) or
General Physics with Calculus (PHYS 211,
212,213)
5. Organic chemistry sequence (CH 331,332 or
CH 331,335,336)
6. Foundations of Biology I,Il,III,IV (BI 261-264).
This curriculum is essential to understanding
modern biology regardless of a student's
intended area of specialization. Because the
sequence has specific and stringent prerequi-
sites for enrollment, students should consult
advisers in the biology undergraduate advising
center for help in evaluating eligibility
7. A minimum of 40 upper-division biology cred-
its with the following restrictions:
a. 20 credits in 300-level biology courses
selected from three areas-cellular-
molecular, systematics-organisms, and
ecology-evolution-with at least one course
from each of these areas
b. At least two courses with a BI subject code
and numbered 420 to 499
c. At least two courses at the 300 or 400 level
with significant laboratory or fieldwork
Handouts containing detailed information
about limitations and allowances within the 40
upper-division credit requirement, descriptions
of the 300-level areas, a list of approved
courses from other departments, and a list of
courses that fulfill the significant laboratory or
fieldwork requirement are available at the biol-
ogy undergraduate advising center
Animal Use in Teaching Laboratories. Students
should be aware that the biology major program
requires them 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 should discuss it with their advisers
before beginning the biology program. Students
are encouraged to review the syllabi for labora-
to!:)' courses before enrolling. Each syllabus con-
tains a list and brief descriptions of the labora-
tory exercises for that course or sequence. Syllabi
are available in the biology undergraduate advis-
ing center.
Department and university policies require that
the use of live vertebrate animals be minimized in
teaching laboratories and be approved by the cur-
riculum committee of the Department of Biology
and by the Institutional Animal Care and Use
Committee of the University of Oregon. Students
who have ethical objections to animal use in a
course that requires it should consult the director
of undergraduate advising before enrolling.
Recommended Program. Each student should
consult an adviser in the biology undergraduate
advising center for help with determining a pro-
gram of study. Freshman biology majors enrolled
in a calculus course typically take general chem-
istry with laboratories, and the first two terms of
the biology sequence for majors (BI 261, 262). In
the sophomore year, these majors take organic
chemistry (CH 331,332 or CH 331,335,336) and
complete the last two terms of the major's intro-
ductory sequence (BI 263, 264).
Upper-division biology electives and General
Physics (pHYS 201, 202, 203) are typically taken
by majors after successful completion of the
major's introductory sequence.
Students who start with the lower levels of
mathematics typically defer registering for the
major's biology sequence until the sophomore
year.
By the end of the sophomore year, each student
should have met with a biology adviser to de-
velop a program that satisfies both the interests of
the student and the major requirements.
Unless stated otherwise, biology courses taken to
meet major requirements must be passed with
grades of C-, P, or better. Grades of Nor D+ or
lower are unacceptable, and students with such
grades should consult the director of under-
graduate advising to determine corrective action.
Students should choose the passIno pass (PIN)
option sparingly or not at all if they plan to at-
tend a professional health program or to pursue
a graduate degree in biology.
Students meet the general-education group
requirement in science by fulfilling the require-
ments for a major in biology. Transfer students
should consult their advisers when selecting
courses to meet the group requirements in arts
and letters and in social science. For more infor-
mation see Group Requirements in the Registra-
tion and Academic Policies section of this
bulletin.
Oregon Institute of Marine Biology. Located in
Charleston on Coos Bay, OIMB offers a coordi-
nated program of study for undergraduates in
biology, general science, and environmental
studies. During fall and spring terms, OIMB
offers 300- and 400-level courses that take
advantage of the institute's unique opportunities.
Courses change each term, but typical offerings
include Ecology (BI 370), Animal Behavior (BI
390), Invertebrate Biology (BI 451), Marine Biol-
ogy: Biology of Estuaries or Biology of Fishes (BI
457), Marine Ecology (BI 474), and Biological
Oceanography (BI 478). A seminar series features
invited speakers who are actively involved in
research and illustrates the ran~f research
currently occurring in marine biology. Under-
graduate research is encouraged at OIMB.
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), Marine Ecology (BI 474), and
some two-week courses. A seminar, weekend,
and workshop series is also held. Detailed infor-
mation and applications may be obtained from
the biology undergraduate advising center or
from the Director, Oregon Institute of Marine
Biology, PO Box 5389, Charleston OR 97420. See
also the Research Institutes and Centers sec-
tion 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 Basin desert, the field sta-
tion provides an excellent opportunity for stu-
dents to study a variety of terrestrial and aquatic
systems. Credits earned in courses at the field
station may be transferred to the UO and in-
cluded in the total credits required for a Univer-
sity of Oregon degree. Courses that have been
preapproved by the department may be counted
for the biology major. Detailed course informa-
tion and applications may be obtained from the
biology undergraduate advising center.
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
students are admitted as postbaccalaureate
nongraduates. For the second degree all depart-
mental requirements must be met. To meet uni-
versity requirements, 45 credits in biology must
be completed after conferral of the first degree. A
minimum of 10 credits must be taken for letter
grades. In addition to department requirements,
university requirements must be met. For more
information, see Second Bachelor's Degree in the
Registration and Academic Policies section of
this bulletin.
Preprofessional Students. Prehealth students
who want to major in biology need to plan care-
fully to complete the biology major requirements
and, at the same time, meet the entrance require-
ments of professional schools. These students
should consult 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
biology major, they are required for programs at
most professional schools, including many
programs at the Oregon Health Sciences Univer-
sity in Portland.
Honors Program in Biology
Biology majors who satisfy the following require-
ments are eligible to graduate with honors in
biology.
1. Complete all of the requirements for the major
in biology
2. Earn a minimum GPA of 3.30 in biology
courses that are applied to the major
3. Take biology courses used to satisfy biology
major requirements for letter grades
4. Register for the honors program through the
biology undergraduate advising center, which
includes obtaining an acceptance signature
from the faculty research adviser, before be-
ginning research
5. Complete a minimum of 9 credits in Research
(BI401) during three consecutive terms
6. Complete a thesis based on laboratory or
library research that is approved by the biology
honors committee and the faculty adviser
7. Defend the thesis in a public forum
For more information, see an adviser in the
biology 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; work as a
teaching assistant, computer laboratory assistant,
tutor, or a peer adviser; or participate in other
related activities.
Biology 57
Credit may be earned for conducting research
under the supervision of a faculty member by
enrolling in BI 401, 406, or 408. For more infor-
mation, consult individual faculty members in
the department.
Students are invited to attend seminars that
feature visiting and local scientists. Information
about seminars is posted on the department's
bulletin boards.
Students may assist in teaching laboratory sec-
tions of some biology courses. Applications may
be filed with the department for the limited num-
ber 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.
Students are encouraged to express ideas and
offer suggestions about curriculum and student
relations to the chair of the department's curricu-
1um committee, the director of undergraduate
advising, the chair of the student relations com-
mittee, or the head of the department.
Students are asked to evaluate their biology
courses and instructors near the end of each
term. This information is available to instructors
after the end of the term and placed on file for
possible use in promotion and tenure delibera-
tions. Student answers to two summary ques-
tions are available in electronic format in the
Knight Library and in the Office of Academic
Advising and Student Services.
Efforts to improve biology education through
student feedback is highlighted by the Biology
Teacher Recognition award. Initiated by student
nominations, the award recognizes faculty mem-
bers and teaching assistants who exemplify
excellence in effective teaching.
Minor in Biology
Students interested in a minor in biology should
develop a plan for the minor in consultation with
an adviser in the biology advising center. Students
completing the minor in biology must provide
the biology adviser with a transcript or transfer
evaluation that shows any transfer courses
applied to the minor.
Requirement..-s---------
At least 28 credits of biology that includes
1. Completion of an introductory biology se-
quence: BI 211-213 or its equivalent or BI 261-
264 .
2. At least 16 credits of upper-division course
work. No more than 8 credits from BI 401-419
may be applied to the minor including no
more than 4 credits from BI 401-409. Students
who complete BI 261-264 may apply 4 credits
to the 401-419 category
3. At least 16 credits must be taken at the Univer-
Sity of Oregon
4. Course work must be completed with grades
of P, C-, or better
Middle and Secondary School
Teaching
The College of Education offers a fifth-year
program for middle-secondary teaching
licensure in biology and integrated sciences. This
program is described in the Educational Lead-
ership, Technology, and Administration sec-
tion of this bulletin.
58 College of Arts and Sciences
Ecology and Evolution Program
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,
tropical ecology, genetic conservation, evolution
of multigene families, theoretical ecology, micro-
bial ecology, and evolution and paleoecology.
Most laboratories use several approaches to
answer 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 in
the Institutes of Neuroscience and of Molecular
Biology emphasize how vertebrate embryos
develop their axes and their brains; how signals
program cell-fate choice in vertebrates, inverte-
brates, and plants; and how genes are regulated
during development. For more information see
the Research Institutes and Centers section of
this bulletin.
Environmental Studies
Interdisciplinary master's degree is offered by the
Environmental Studies Program. Graduate
courses in geography; planning, public policy
and management; biology; economics; and other
disciplines make up the program.
Address inquiries to the Director, Environmental
Studies Program, 10 Pacific Hall, 5223 University
of Oregon, Eugene OR 97403-5223.
BIOLOGY COURSES (BI)
Many lower-division courses in biology are designed
primarily to meet general-education requirements in
Institute of Neuroscience
1. A completed application for admission form
2. Three letters of recommendation
3. Transcripts of all college work
4. Scores on the quantitative, verbal, and
analytical sections of the Graduate Record
Examinations
5. TOEFL score of 600 or better for international
students
Completed application forms, copies of college
transcripts, and letters of reference should be
sent to the department's graduate secretary.
Official transcripts of all college work must be
sent directly to the UO Office of Admissions.
Application Deadline. Applications must be
received by the department by January 10, when
the graduate admissions committee begins
reviewing applications.
Neuroscientists in the biology, computer and
information science, exercise and movement sci-
ence, and psychology departments have formed
an interdisciplinary institute in the neurosciences.
Faculty members are engaged in research in
cellular neuroscience, developmental biology,
systems neuroscience, neural plasticity, and
cognitive neuroscience. A coordinated graduate-
degree program of instruction and research is
available to students through any of the partici-
pating departments. For more information see
the Research Institutes and Centers section of
this bulletin.
Institute of Molecular Biology
To foster research and training, the institute
brings together scientists from various diSciplines
who have common intellectual goals and pro-
vides them with a well-maintained, shared facil-
ity. Research is directed toward understanding
basic cellular, genetic, and developmental
mechanisms in both eukaryotes and prokaryotes.
The faculty members of the institute hold appoint- Oregon Institute of Marine Biology
ments in the biology, chemistry, or physics The Oregon Institute of Marine Biology offers a
departments. The research community also full program of study and research for graduate
includes approximately twenty affiliated faculty students. Graduate courses are offered mainly
m=be~-PG5tdoctGtal-fellows,.aruininety during_sJJmmer session and fall and spring terms,
doctoral students. Graduate students are admit- and research is conducted year round. The marine
ted into academic departments and subsequently biology graduate program focuses on research in
receive their degrees through those departments. biological oceanography, phytoplankton and
They may, however, choose any faculty member microbial food webs, invertebrate physiology,
as a dissertation adviser. For more information larval ecology and evolution, and marine ecology.
see the Research Institutes and Centers sec- Direct inquiries to the biology department's
tion of this bulletin, or send inquiries to the di- graduate program coordinator. See also the
rector of the institute. Research Institutes and Centers section of this
bulletin.
GRADUATE STUDIES
The department offers graduate work leading to
the degrees of master of arts (M.A.) and master
of science (M.S.) and the doctor of philosophy
(Ph.D.) degree. The department's primary em-
phasis for graduate study is the Ph.D. program.
Applications are reviewed by members of the
following programs:
1. Molecular and cellular biology
2. Neuroscience and development
3. Ecology and evolution
4. Marine biology
Interdisciplinary opportunities are available
among the programs in biology as well as be-
tween biology and other departments, e.g.,
chemistry, physics, and psychology.
Financial support for graduate students is avail-
able through training grants, research grants,
and teaching assistantships.
Detailed information about the graduate program,
faculty research interests, and physical facilities is
available at the biology department web site.
Master's Degree. Master's degrees earned on
the UO campus generally emphasize ecology and
evolution and can involve research on terrestrial,
aquatic, or marine organisms.
Candidates for the master's degree complete one
of the following sets of requirements:
1. A minimum of 60 credits of course work and
the preparation of a critical essay
2. 45 credits of course work and the completion
of a research project that is presented as a
thesis
Two years are typically required for completion
of the master's degree. More information is
available from the biology department graduate
secretary.
A two-year master's degree with a specialty in
marine biology is offered at the Oregon Institute
of Marine Biology in Charleston. Master's degree
students enrolled in the program at the institute
must be admitted to the thesis master's option.
These programs provide training for a career in
environmental biology or serve as preparation for
advancement to a Ph.D. program.
Students may be able to accelerate completion of
a master's degree program by completing gradu-
ate courses while still in the undergraduate
program. For information see Reservation of
Graduate Credit in the Graduate School section
of this bulletin.
Ph.D. Degree. During the first year, students
take courses in their area of interest and partici-
pate in a laboratory rotation program. The
rotations provide direct exposure to research
activities 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.
Admission
Application and reference forms and additional
information may be obtained from the depart-
ment's web site or from the department office.
Requirements for admission to the graduate
program include the following:
Biology 59
biology, general chemistry. Offered summer ses-
sion only. Not offered 1998-99.
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 264 or instructor's consent.
322 Cell Biology (4) Eukaryotic cell nuclear
structure and exchange, protein trafficking,
endocytosis, chaperones, cytoskeletal functions,
intercellular junctions, extracellular materials,
signaling, cell division mechanics and controls,
aging and death. Lectures, laboratory-discussion.
Prereq: BI 211-213 or BI 264 or instructor's
consent.
328 Developmental Biology (4) Topics include
genetic regulation, nucleocytoplasmic interac-
tions, organellogenesis, morphogenesis, pattern
formation, cell differentiation, and neoplasia.
Lectures, laboratory. Prereq: BI 264 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 O,-producing photosynthesis, nitrogen
fixation, species interactions, and role in major
geochemical cycles. Prereq: BI 263 or instructor's
consent.
331 Microbiology Laboratory (2) Microbial
diversity through laboratory projects involving
enrichments, culture isolations, and partial
characterizations. Pre- or coreq: BI 330 or
instructor's consent. One scheduled laboratory
per week; additional unscheduled time required.
340 Plant Diversity and Physiology (4) Struc-
ture, development, and physiology of the impor-
tant plant divisions, including adaptations essen-
tia
 for colonization and survival in various
aquatic and terrestrial environments. Lectures,
laboratory. Prereq: BI 211-213 or BI 264 or
instructor's consent.
351 Invertebrate Biology (4) Representative
invertebrate groups, with emphasis on marine
forms, morphology, systematics, life history, and
ecology. Prereq: BI 211-213 or BI 264 or instruc-
tor's consent. Students cannot receive credit for both
BI351 and 451. Not offered 1998-99.
213 General Biology III: Populations (4) How
organisms interact with their environments and
with each other; ecology, evolution, and behav-
ior. Lectures, laboratory-discussion. Prereq: BI
211, MATH 111 or higher.
261 Foundations I: Genetics and Evolution (5)
Genetic basis of life and evolutionary basis of
biological diversity. Prereq: grade of P or C- or
better in first or third term of college-level gen-
era
 chemistry; pre- or coreq: second term of col-
lege-level general chemistry. For biology majors
and others planning life-science careers.
262 Foundations II: Molecular Genetics (5)
Biological processes of reproduction and varia-
tion at the molecular level. How genes and pro-
teins interact. Lectures, laboratory. Prereq:
grades of P or C- or better in BI 261 and second
term of general chemistry. Pre- or coreq: third
term of general chemistry. For biology majors
and others planning life-science careers.
263 Foundations III: Biochemical Basis of Life
(5) How macromolecules generate the structural
elements of living cells and direct universal cellu-
lar functions such as the interconversion of food
and energy. Lectures, laboratory. Prereq: grades
of P or C- or better in BI 262 and third term of
general chemistry. Pre- or coreq: CH 331. For bi-
ology majors and others planning life-science
careers.
264 Foundations IV: Biological Interactions (5)
How living organisms develop, function as a
whole, and interact with each other. Lectures,
laboratory. Prereq: grade of P or C- or better in
BI 263. For biology majors and others planning
life-science careers.
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 213 or 264 or instructor's consent.
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 213 or 264 or
instructor's consent.
311 Human Anatomy I: Bones, Muscles,
science; these courses have no prerequisites. Detailed
course descriptions are available in the biologtj
undergraduate advising center. An extra fee may be
chargedfor courses that have mandatory field trips.
105 Explorations in General Biology I: Cells (4)
Investigative approach to key principles of genet-
ics and cell biology. Application to current social
and health-related issues. For nonmajors. Not
offered 1998-99.
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. Prereq: BI 101 or
105. For nonmajors. Not offered 1998-99.
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 modem scientific experience. 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. 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.
123 Biology of Cancer (4) Comparison of cancer
cells ",ith normal cells; causes of cancer, includ-
ing viral and environmental factors; and the bio-
logical basis of therapy. For nonmajors.
124 Global Ecology (4) Ecological analysis of
human adaptation; factors leading to environ-
mental degradation and possibilities for achiev-
ing balance in the ecosphere. For nonmajors. Not
offered 1998-99.
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. For nonmajors.
131 Introduction to Evolution (4) Darwinian
evolution; examples from modern ecology, pop-
ulation genetics, the fossil record. Mechanics
of evolution, speciation, and extinction. For
nonmajors. Nerves (4) Gross human anatomy; the skeletal, 354 Vertebrate Form and Function (4) Evolu-
132iIltrodm:tiurrtU-kntm<Ji-Behavi~r-----muscpular, a~dBln2e1u2ral s
2
y-
6
s
4
tems. Lecture~~lahQta=__ti0fl of the. skeleton and locomoto.r adapcbtarlt1t~O')lI~LS>;-.---
An· I b h .. . . . . tory. rereq. or or mstructor s consent. Comparative anatomy and evolutIOn of majorIma e aVlOr, Its evolutIOnary ongms, and Its .
neural mechanisms. Readings and films illustrate 312 Hu~an Anatomy II: Syste~s of the Body body syste~s of ver~ebrates and their adapta-
the adaptive nature of orientation, navi ation, (4) The.Clrculatory, respiratory, digestive, and tlons to vanous enVlronments. Lectures, labora-
commu ' tl'on doc' I b h '0 F g urogemtal systems. Lectures, laboratory. Prereq: tory. Prereq: BI 213 or 264 or mstructor's consent.mca ,an s la e aVl r. or iff, d . ,f . 'I
nonmajors. BI311. Ojjere at Oregon Institute oJ Manne BIO ogy.
196 Field Studies: [To ic] (1-2R) 313 Human Ph~siologyI: ~erve, Muscle, 355 Vertebrate Evolution and Developm~?TIt
. p. Senses (4) PhysIOlogical pnnciples as they (4) Comparisons of vertebrate organs and tissues
198 Laboratory ProJects: [Topic] (1-2R) operate in normal function. Neuronal resting and with emphasis on evolutionary trends, develop-
199 Special Studies: [Topic] (1-5R) Topics action potentials, muscle contraction, synaptic ment, and diversification. How origins of novel
include Introduction to Allied Medical Careers, transmission, sensory transduction, special structures may arise by changes in regulatory
Medical Terminology, and a variety of Hughes senses, neural reflexes, and central processing of gene activities. Prereq: BI 264.
and Freshman Seminars. information. Lectures, laboratory. Prereq: BI 212 356 Animal Physiology (4) Neurophysiology,
210 Biology Tutorial (IR) Not offered 1998-99. or 264 or instructor's consent. College anatomy endocrinology, muscle contraction, and homeo-
211 General Biology I: Cells (4) How cells carry strongly recommended. static mechanisms of circulation, respiration,
out functions of living organisms; genetic basis of 314 Human Physiology II: Homeostatic metabolism, ionic regulation, and excretion in
inheritance; how genes and proteins work. Lec- Mechanisms (4) Circulatory, respiratory, mammals; comparison with those in other
tures, laboratory-discussion. Pre- or coreq: one digestive, metabolic, immune, endocrine, and animals. Lectures, laboratory. Prereq: BI 211-213
term of college-level general chemistry or reproductive physiology. Lectures, laboratory. or BI 264 or instructor's consent.
equivalent. Prereq: BI313. 357 Marine Biology (4) Ecology and physiology
212 General Biology II: Organisms (4) How 318 Bacteriology (5) Basic principles of bacteri- of marine plants and animals. Comparisons of
cells develop and interact within complex organ- ology; role of bacteria and other microorganisms various marine habitats. Human influences on
isms. Comparative anatomy and physiology of in transformations of organic matter; public marine systems. Prereq: BI 213 or 264 or
plants, animals, and fungi. Lectures, laboratory- health aspects, principles of epidemiology, chemo- instructor's consent. Not open to students who have
discussion. Prereq: BI 211. therapy, and immunology. Prereq: general credit for BI 458 or 474.
60 College of Arts and Sciences
426/526 Plant Molecular Biology (3) Molecular
constituents and mechanisms in plant cells.
Topics include biochemistry of plant cells, gene
regulation, nuclear-cytoplasmic interaction, and
molecular biology of plant diseases. Prereq: BI
340 or instructor's consent. Not offered 1998-99.
428/528 Developmental Genetics (4) Genetic
regulation of development, including investiga-
tions of molecular mechanisms and studies of
developmental mutants. Topics include molecu-
1ar biology of eukaryotic chromosomes, genetic
mosaics, and models of gene regulation. Prereq:
BI 320 or 328 or instructor's consent.
429/529 Developmental Patterning and Mor-
phogenesis (4) Investigations and theoretical
aspects of pattern formation in multicellular
organisms. Cell lineage, cell cycle, and morpho-
genetic behaviors during embryo genesis of
plants and animals. Prereq: BI 328 or instructor'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 mechanisms to systems and
behavioral analyses. Prereq: BI 211-213 or BI 264
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 or-
ganisms, introductions to community systems,
and paleoecology. Required fieldwork. Prereq:
BI 211-213 or BI 264 or instructor's consent.
Calculus or statistics recommended.
375 Biological Diversity (4) Patterns of global
biological diversity in space and time; major sys-
tematic groups of organisms and their ecological
roles; historical and human effects on biological
diversity. Prereq: BI 213 or 264 or instructor's
consent.
380 Evolution (4) Origin and maintenance of ge-
netic variability. Historical and geographic
patterns of variation. Application of population
genetics to understanding evolutionary processes;
modes of speciation. Prereq: college algebra and
BI 264, or instructor's consent.
390 Animal Behavior (4) How and why animals
behave, and how animal behavior is studied.
Mechanisms of behavior, behavioral ecology, and
sociobiology. Prereq: BI 213 or 264.
399 Special Studies: [Topic] (1-5R) R when
topic changes.
The following 400-1evel courses are primarily for
undergraduate majors in biology.
401 Research: [Topic] (1-16R) PIN only
402 Supervised College Teaching (l-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] (1-6R) PIN only
----±10/510 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, wetlands biology,
and coastal ecosystems. Prereq: instructor's
consent. R when topic changes. Offered at Oregon
Institute ofMarine Biology.
417/517 Techniques in Electron Microscopy
(5) Techniques in biological electron microscopy,
including fixation, embedding, thin section, posi-
tive and negative staining, shadowing, and micro-
scope operation. Emphasis on transmission elec-
tron microscopy. Prereq: instructor's consent.
421/521 Eukaryotic Gene Regulation (4)
Molecular mechanisms regulating gene expres-
sion in eukaryotes. Emphasis on genetic and
biochemical analysis of transcriptional control.
Prereq: BI 320 or instructor's consent.
424/524 Advanced Molecular Genetics (4)
Structure and function of chromosomes with
emphasis on unsolved genetic problems such as
genomic imprinting, position effects, and gene
silencing. Prereq: BI 320 or instructor's consent.
ling physical and chemical mechanisms in the
various environments of the world's oceans.
Lectures, laboratory. Prereq: BI 264 or instructor's
consent. Offered at Oregon Institute ofMarine
Biology.
459/559 Field Ornithology (4) Natural history
and identification of birds. Fieldwork emphasizes
adaptation, behavior, breeding, distribution,
migration, and ecology. Of special value to
teachers. Offered summer session only.
461/561 Systems Neuroscience (4) 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.
CH 461/561, 462/562, 463/563 Biochemistry
(4,4,4) See Chemistry
463/563 Cellular Neuroscience (4) Physiology
of excitation, conduction, and synaptic transmis-
431/531 Algae and Photosynthetic Bacteria (5) sion. Prereq: BI 360 or instructor's consent.
Structure, cytology, life history, and ecology of 466/566 Developmental Neurobiology (4)
representative freshwater and marine algae. Lec- Mechanisms underlying development of the ner-
tures, laboratory. Prereq: BI 264 or instructor's vous system. The genesis of nerve cells; differen-
consent. Offered 1998-99 and alternate years. tiation of neurons; synaptogenesis and neuronal
432/532 Mycology (5) Physiology, ecology, specificity; plasticity, regeneration, and degen-
structure, and classification of fungi; emphasis on eration of nervous tissue. Prereq: BI 320 and 328,
structural and physiological adaptations to sa- or instructor's consent.
prophytic, parasitic, and symbiotic modes of ex- 467/567 Hormones and the Nervous System
istence. Prereq: BI 264 or instructor's consent. (4) Effects of hormones on neuronal structure
Offered alternate years; not offered 1998-99. and function in vertebrates and invertebrates,
442/542 Systematic Botany (5) Principles of particularly during development and metamor-
plant classification with emphasis on flowering phosis. Relationship between neural and
plants, introduction to taxonomic theory and behavioral changes. Prereq: BI 360 or instructor's
methods ofbiosystematics, collection and identi- consent.
fication procedures, recognition of common CH 467/567 Biochemistry Laboratory (4) See
families in native flora. Lectures, laboratory. Chemistry
Prereq: BI 340 or instructor's consent.
468/568 Neuroethology (4) The neural mecha-
448/548 Field Botany (4) Field study and identi- nisms of naturally occurring behaviors such as
fication of the higher plant flora of northwest echo location, bird song, navigation, and electro-
Oregon. Recognition of principal families and of reception. Prereq: BI 360 or instructor's consent.
diverse plant communities; utilization of materi- Not offered 1998-99.
als for laboratory teaching. Prereq: one year of
biology or instructor's consent. Offered summer 471/571 Population Ecology (4) Theoretical,
session only. experimental and applied aspects of growth,
structure, and regulation of natural populations;
451/551 Invertebrate Zoology (5-8) Represen- population estimation; demographic analysis;
tative invertebrate groups with emphasis on life-history theory. Prereq: BI 370 or instructor's
marine forms; morphology, systematics, life his- consent.
tory, and ecology. Lectures, laboratory. Prereq: . .. .
instrudn.cs_csms.£nLSlHd.eJlts_Camt.oJJ'fc.eiuccrrdiL 472/572 Commumty Ecology (4) Quantltahve
for both BI 351 and 451. Offered at Oregon Institute an~ conceptual approa.ches to the study of blO-
ofMarine Biology. lOgical commumtles. BIOdiverSity measurement.
452/552 I B· I (4) An h . I Effect of climate and climate change on ecosystemnsect 10 ogy atomy, p ySIO - d f . P . BI 370
d b h · f' I . . structure an unctIOn. re- or coreq. orogy, an e aVlor 0 msects. nsect societies. BI 380 or instructor's consent.
Lectures, laboratory. Prereq: BI 211-213 or BI 264 . . . .
or instructor's consent. Offered alternate years' 473/573 Quantitative Ecology (5) Quantitative
not offered 1998-99. ' methods applied to field analyses of pattern,
455/555 M . B' d d M I (4-6) dominance, community structure, and interac-
.. anne If s an amma s . tions. Required fieldwork. Pre- or coreq: BI 370 or
~nnc~ples of morphology: phYSIOlogy, evolutIOn, instructor's consent. Not offered 1998-99.
hfe hiStOry, and systematics as demonstrated .
through study of birds and mammals of the ~74/574Marm.e E.col~gy (5-8) Factors that.
Oregon coast. Comparison of the fauna from the mfluence the dlstnbutlOn, abundance, and dlver-
open sea to coastal waters. Lectures, laboratory. ~ity o~marine organisms. Field empha~is on local
Prereq: instructor's consent. Offered at Oregon mterhdal and .shallow--;ater commumtJ~s. Pre-
Institute ofMarine Biology. req: BI 370 or mstructor s consent; statlshcs and
457/557 M . B' I . [T .] (4 8R) calculus desirable. Offered at Oregon Institute ofa~me I~ ogy. 0PIC - . Marine Biology.
Content vanes. TopiCS mclude plankton studies,
biology of fishes, and other subjects related to 475/575 F~eshwater Eco~ogy (5) Study of fre~h-
marine biology. Lectures, laboratory. Prereq: wate~ envrronn:ents: pa:-tlcularly lakes; chemical,
instructor's consent. R when topic changes. phySical, and bl~logl~almteractlOns. Lectures,
Offered at Oregon Institute ofMarine Biology. ~aborat0IJ;; reqUired fJeldwork. Prereq: BI 370 or
458/558 B' I . 10 h (5) E' mstructor s consent. Offered 1998-99 and alter-
10 .oglca ceanograp y xammes nate years.
patterns of bIOlogical prodUCtlVlty and control-
CANADIAN STUDIES
Information about other courses with content on
Canada is available from the committee chair.
Bryan T. Downes, Committee Chair
103 Hendricks Hall
(541) 346-3817
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 leadership, technology,
and administration
Gerald W. Fry, international studies
Paul Goldman, educational leadership, technology,
and administration
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, academic affairs
Ronald E. Sherriffs, journalism and communication
Everett G. Smith Jr., geography
Ted D. Smith, library
Janet Wasko, journalism and communication
477/577 Microbial Ecology (4) 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. Not offered
1998-99.
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
consent. Not offered 1998-99.
482/582 Advanced Evolutionary Genetics (4)
Natural selection, levels of selection, life history
evolution, coevolution, speciation, macroevolu-
tion, and phylogenetic inference. Prereq: BI 380
or instructor's consent. Offered 1998-99 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
dynamics. Prereq: BI 370 or instructor's consent.
Not offered 1998-99.
484/584 Molecular Evolution (4) General
description of patterns of molecular variation ABOUT THE PROGRAM
within and between species, underlying mecha- The University of Oregon does not have a formal
nisms, and methods of analysis. Prereq: BI 320. department of Canadian studies. The Canadian
485/585 Paleobiology and Paleoecology (4) studies committee seeks to integrate existing
Paleoecology (historical ecology) of nonmarine instructional and research activities on Canada
organisms with emphasis on the Cenozoic. Sur- and Canadian-United States relations and to
vey of the principal approaches and organisms stimulate research and course work. Through the
available to the nonmarine paleoecologist. Topics auspices of the Canadian Publishing Centre, the
vary. Prereq: BI 370 or instructor's consent. Not University of Oregon Library System is a selected
offered 1998-99. repository for Canadian federal documents.
488/588 Evolution in Plant Populations (4)
Critical examination of experimental and theo- Grant programs-available through the Academic
Relations Division of the Canadian Embassy to
retical approaches to understanding how plant
Populations evolve in nature. Emphasis on support new course development, faculty anddoctoral research, conferences, and outreachgenetic and ecological factors. Prereq: BI 261,
BI 370 or 380, or instructor's consent. Offered programs-have provided funds for a number of
alternate years; not offered 1998-99. university faculty members and graduate students.
Canadian studies courses enhance American
495/595 Methods of Pollen Analysis (5) Theory students' understanding of Canada's economy,
ant~ m~tht~dolo~0;' pol1~n a~aly.sistn~its fPpli- politics, culture, and social system as well as the
ca lIon. ole rbelso u 1Lon °t eco l°gJb
ca tan ppareero- strong ties that exist between the United States
em Oglca pro ems. ec ures, a ora 0!J'o-l~_:__ _ _ _
U instructor's consent. Not offered 1998-99. and Canada.Tfie followmg co~rses that focus
specifically on Canada and Umted States may be
503 Thesis (1-16R) PIN only offered at the university during 1998-99:
601 Research: [Topic] (1-16R) PIN only A h 1 N' N hAm'
nt ropo ogy. atlve ort encans
602 Supervised College Teaching (l-5R) PIN onIy (ANTH 320)
603 Dissertation (1-16R) PIN only E l' h W tAm' L't tu (ENG 326)ng IS. es ern encan 1era re605 Reading and Conference: [Topic] (1-16R)
PIN only Geography. Urban Geography (GEOG 4~2/542),
606 F· ld St d' . [T .] (1-16R) Advanced Geography of European-AmencanIe u 1es. Op1C Regions: Canada (GEOG 470/570)
607 Seminar: [Topic] (1-3R) PIN only. Topics . . ..
may include neurobiology, developmental biol- Internahonal StudIes. The Paclf1c Challenge
ogy, ecology colloquium, genetics, molecular (INTL 440/540)
biology, and neuroscience. Law. International Law (LAW 671), Law of the
608 Special Topics: [Topic] (l-5R) Lecture Sea (LAW 677)
course devoted to advanced topics that reflect Planning, Public Policy and Management.
instructor's current research interests. Seminar: Community and Regional Develop-
609 Practicum: [Topic] (1-3R) PIN only ment (PPPM 407/507), City Management
610 Experimental Course: [Topic] (1-5R) (PPPM 471/571)
Chemistry 61
CHEMISTRY
Department Head
91 Klamath Hall
(541) 346-4601
(541) 346-4643 fax
http://darkwing.uoregon.edu/-chem/
FACULTY
Ralph J. Barnhard, senior instructor. B.S., 1959,
Otterbein; M.S., 1965, Oregon. (1966)
Virgil C. Boekelheide, professor (organic). A.B.,
1939, Ph.D., 1943, Minnesota. (1960)
Bruce P. Branchaud, professor (organic). B.S., 1976,
Massachusetts; M.A., 1981, Dartmouth; Ph.D.,
1981, Harvard. (1983)
Jeffrey A. Cina, associate professor (physical). B.S.,
1979, Wisconsin, Madison; PhD., 1985, California,
Berkeley. (1995)
Frederick W. Dahlquist, professor (biochemistry).
B.A., 1964, Wabash; Ph.D., 1969, California Insti-
tute ofTechnology. (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); vice provost
for research. B.A., 1966, Wooster; Ph.D., 1972,
Harvard. (1974)
Paul C. Engelking, professor (physical). B.S., 1971,
California Institute ofTechnology; 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). B.A., 1982, Oakland; Ph.D., 1988, California,
Santa Barbara. (1992)
O. Hayes Griffith, professor (physical, biophysical).
A.B., 1960, California, Riverside; Ph.D., 1964,
California Institute of Technology. (1965)
Michael M. Haley, assistant professor (organic).
B.A., 1987, Ph.D., 1991, Rice. (1993)
Diane K. Hawley, associate professor (biochemistry).
B.A., 1976, Kansas; Ph.D., 1982, Harvard. (1986)
David R. Herrick, professor (physical). B.S., 1969,
Rochester; M.S., 1971, Ph.D., 1973, Yale. (1975)
James E. Hutchison, assistant professor (organic).
B.S., 1986, Oregon; Ph.D., 1991, Stanford. (1994)
David C. Johnson, professor (inorganic). B.A., 1978,
Rutgers; Ph.D., 1983, Cornell. (1986)
John F. W. Keana, professor (organic). B.A., 1961,
Kalamazoo; Ph.D., 1965, Stanford. (1965)
Mieftael-E~~Hman;-pr*swr-{pItY5ical). 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)
Mark Lonergan, assistant professor (physical). B.S.,
1990, Oregon; Ph.D., 1994, Northwestern. (1996)
James W. Long, senior instructor. B.S., 1965, Wash-
ington (Seattle); Ph.D., 1969, California, Berkeley.
(1978)
Andrew Marcus, assistant professor (physical). B.A.,
1987, California, San Diego; Ph.D., 1993, Stanford.
(1996)
Catherine J. Page, associate professor (inorganic).
B.A., 1980, Oberlin; Ph.D., 1984, Cornell. (1986)
Warner 1. Peticolas, professor (physical). B.S., 1950,
Texas Technological; PhD., 1954, Northwestern.
(1967)
Geraldine 1. Richmond, professor (physical). B.S.,
1975, Kansas State; Ph.D., 1980, California,
Berkeley. (1985)
John A. Schellman, professor (physical). A.B., 1948,
Temple; M.A., 1949, Ph.D., 1951, Princeton. (1958)
Tom H. Stevens, professor (biochemistry); director,
Institute of Molecular Biology. B.A., 1974, M.S.,
1976, San Francisco State; Ph.D., 1980, California
Institute ofTechnology. (1982)
62 College of Arts and Sciences
David R. Tyler, professor (inorganic). B.S., 1975,
Purdue; Ph.D., 1979, California Institute of
Technology. (1985)
Peter H. von Hippe!, professor (physical bio-
chemistry). B.S., 1952, M.S., 1953, Ph.D., 1955,
Massachusetts 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 (lecture
demonstrations). B.S., 1964, Illinois Institute of
Technology; Ph.D., 1968, Oregon. (1973)
Emeriti
Robert M. Mazo, professor emeritus. AB., 1952,
Harvard; M.S., 1953, Ph.D., 1955, Yale. (1962)
Francis J. Reithel, professor emeritus. B.A, 1936,
Reed; M.A., 1938, Ph.D., 1942, Oregon Medical
School. (1946)
William T. Simpson, professor emeritus. A.B., 1943,
----Pn.u:;-r941"Cillforma, Berkeley. '(1%3)
Raymond G. Wolfe Jr., professor emeritus. AB., 1942,
MA, 1948, Ph.D., 1955, California, Berkeley. (1956)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
UNDERGRADUATE STUDIES
The Department of Chemistry offers bachelor of
arts and bachelor of science degrees with majors
in chemistry or biochemistry. The department
enjoys a strong national reputation. A recent
American Council on Education survey identifies
the department among the thirty strongest 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 is a sound
foundation for students interested in advanced
work in chemistry or related sciences, particu-
larly such fields as biochemistry, chemical phys-
ics, geochemistry, and molecular biology.
One strength of the program is the opportunity General Chemistry Laboratory (CH 227,228,
undergraduates have to participate in the activi- 229) or Advanced General Chemistry Labora-
ties of a dynamic research group that considers tory (CH 237,238,239) 6
problems extending well beyond textbook Organic Chemistry I,I1,III (CH 331, 335, 336) 12
instruction. Major and nonmajor students alike Organic Chemistry Laboratory (CH 337, 338),
can enjoy this experience of scientific inquiry. Organic Analysis (CH 339) 10
Two to three years of preparatory course work Physical Chemistry (CH 411, 412, 413) 12
typically precede the research experience. The Physical Chemistry Laboratory (CH 417,
department enrolls twenty to thirty undergradu_ 418, 419) 12
ate students each term in Research (CH 401). Advanced electives or Research (CH 401) or a
combination of Research and electives 9-12
Preparation. The high school preparation of a Instrumental Analysis (CH 429) 5
prospective chemistry major should include Related Science Requirements 38 credits
chemistry, physics, and a minimum of three Calculus I,I1,III (MATH 251, 252, 253) 12
years of mathematics. Those interested in bio- Introduction to Differential Equations (MATH 256),
chemistry would also profit from biology courses Several-Variable Calculus I (MATH 281) 8
in high school. High school work in second General Physics with Calculus (PHYS 211, 212,
languages is desirable but not required. 213) or General Physics (PHYS 201, 202, 203) .. 12
Two-year college students planning to transfer to Introductory Physics Laboratory (PHYS 204,
the university to major in chemistry should pre- 205, 206) 6
pare by taking courses equivalent to those out- Advanced Electives
lined for the freshman and sophomore years. Three courses or one course and 6 credits of Re-
The department offers three general-chemistry search (CH 401) or9 credits of Research (CH 401).
Courses not included below may be submitted to
sequences-Introductory General Chemistry an adviser for consideration and approval.
(CH 211,212,213), General Chemistry (CH 221, credits
222,223), and Honors General Chemistry (CH Research (CH 401) minimum of 6
224, 225, 226)-all of which lead to organic Mechanics, Electricity, and Magnetism
chemistry, the second-year sequence in chemis- (PHYS 412,413) 8
try. Each general-chemistry sequence covers the Inorganic Chemistry (CH 431,432,433) 12
fundamentals of chemistry but uses a different Advanced Organic-Inorganic Synthesis
approach and a textbook tailored to suit a (CH 438) 5
student's background in high school chemistry Quantum Chemistry (CH 441) 4
and mathematics. Quantum Chemistry and Spectroscopy
Careers. Career opportunities for chemists are (CH 442, 443) 8
available in education, government, and industry Chemical Thermodynamics (CH 444) 4
(see the annual October issue of Chemical and Statistical Mechanics (CH 445) 4
E' . N ) A b hi' d h Chemical Kinetics (CH 446) 4
ngmeermg ews. ac e or s egree in c em- Advanced Organic-Inorganic Chemistry
istry provides a good background for advanced (CH 451, 452,453) 12
study in such fields as biochemistry, molecular Biochemistry (CH 461,462,463) 12
biology, biology, pharmacy, pharmacology, Research Instruments (CH 470) minimum of 4
physiology, medicine, medicinal chemistry, Introduction to Geochemistry (GEOL 470) or
materials science, metallurgy, neuroscience, Thermodynamic Geochemistry (GEOL 471) or
geological sciences, oceanography, geochemis- Aqueous Geochemistry (GEOL 472) or
try, atmospheric science, and environmental sci- Isotope Geochemistry (GEOL 473) 3-4
ences. Chemists also find jobs in science writing,
public relations, personnel, plant production, Sample Program for Majors
sales, management, safety management, market Freshman Year 48-49 credits
research, patent law, and even financial analysis. Honors General Chemistry (CH 224H, 225H,
The alumni newsletter, Chemistry News, has ex- 226H) or General Chemistry (CH 221,222, 223)
ampJ:es'oh:areersi::JEhnajors-have-chosen-.-Ful --71oi¥ri1Inn1trrro"'d"'uTic"Tto"'ryrulG~ennoe"'r"'anlCFtfh"'emmt<is>rtrynn(ffC"fH~2-rlt-1,---
low the links from the department's World Wide 212,213) 12
Web page. General Chemistry Laboratory (CH 227,228,229)
Chemistry Major or Advanced General Chemistry (CH 237,238,
23~ 6
The program below is the recommended cur- Calculus l,I1,III (MATH 251, 252, 253) 12
riculum for chemistry majors. It includes courses College Composition l,I1 or III (WR 121,
in chemistry and related fields. Courses taken to WR 122 or 123) 6
satisfy major requirements must be passed with Electives 9
grades of C- or better. Variations in courses and Introduction to Numerical Computation with
order may be worked out in consultation with FORTRAN (CIS 133) or Problem Solving in
an adviser. Advisers can also provide lists of Pascal (CIS 134) or elective 3-4
substitute courses and courses that are recom- Sophomore Year 49-52 credits
mended but not required. Organic Chemistry l,I1,III (CH 331, 335, 336) ..... 12
Students are encouraged to participate in Organic Chemistry Laboratory (CH 337,338),
Research (CH 401). Organic Analysis (CH 339) 10
General Physics with Calculus (pHYS 211, 212,
Chemistry Major Requirements 78-81 credits 213) or General Physics (PHYS 201, 202, 203) .. 12
Honors General Chemistry (CH 224H, 225H, Introductory Physics Laboratory (PHYS 204,
226H) or General Chemistry (CH 221,222,223) 205, 206) 6
or Introductory General Chemistry (CH 211, Second language or electives 9-12
212,213) 12 Junior Year 41-44 credits
Physical Chemistry (CH 411,412,413) 12
Chemistry 63
Biochemistry Option: General chemistry with
laboratories plus CH 331, 335, 461, 462, 463 or
467.
GRADUATE STUDIES
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 411, 412, 413, 417.
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,
environmental studies, exercise and movement
science, geological sciences, mathematics, or
physics.
Middle and Secondary School
Teaching
The College of Education offers a fifth -year
program for middle-secondary teaching licensure
in chemistry and integrated sciences. This
program is described in the Educational
Leadership, Technology, and Administration
section of this bulletin.
College Composition WI (WR 121, 123) 6
Calculus W,III (MATH 251,252,253) 12
Foundations of Biology tIl: Genetics and Evolu-
tion, Molecular Genetics (BI 261, 262) 10
Electives 8
Sophomore Year 39 credits
General Physics with Calculus (PHYS 211, 212,
213) or General Physics (PHYS 201, 202, 203) .. 12
Foundations of Biology III: Biochemical Basis
of Life (BI 263) 5
Organic Chemistry UUIl (CH 331, 335, 336)
or comparable lower-division sequence ........ 12
Organic Chemistry Laboratory (CH 337, 338),
Organic Analysis (CH 339) 10
Junior Year 39 credits
Introduction to Differential Equations
(MATH 256) 4
Genetics (BI 320) 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
Advanced electives or Research (CH 401) or a
combination of Research and electives ...... 9-12
Physical Chemistry Laboratory (CH 417,
418, 419) (choose two) 8
Electives 9-18
Physical Chemistry Laboratory (CH 417,
418,419) 12
Introduction to Differential Equations
(MATH 256) 4
Several-Variable Calculus I (MATH 281) 4
Second language or electives 9-12
Senior Year 32-35 credits
Advanced electives or Research (CH 401) or a
combination of Research and electives 9-12
Instrumental Analysis (CH 429) 5
Electives 18
Biochemistry Major
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
courses in biologically based subjects. For these
students, the Department of Chemistry offers a
biochemistry major.
Courses taken to satisfy major requirements
must be passed with grades of C- or better.
Variations in courses and order may be worked
out in consultation with an adviser.
Students who plan to attend graduate school
should include research in their advanced work.
If chemical research is included as part of the
advanced work, at least 6 credits of Research
(CH 401) must be completed. Students who plan
to apply to medical schools should investigate
the need for a physics laboratory course that is
not included in this curriculum.
Sample Program for Biochemistry Majors
Freshn1an Year 48 credits
Honors General Chemistry (CH 224H, 225H,
226H) or General Chemistry (CH 221, 222, 223)
or Introductory General Chemistry (CH 211,
212, 213) 12
Honors Program
The criteria used for the selection of students
who graduate with departmental honors in
chemistry or biochemistry are
1. Grade point average (GPA) of 3.50 or higher in
all graded courses
Biochen1istry-hfajor
Requiren1ents 85 or 88 credits 2. Suitable accomplishment in undergraduate
Honors General Chemistry (CH 224H, 225H, chemical or related research. Specifically, the Graduate work in chemistry is a research-
226H) or General Chemistry (CH 221, 222, 223) student must pursue a research problem for oriented Ph.D. program with options in organic
or Introductory General Chemistry (CH 211, one academic year or longer and be recom- chemistry, organometallic chemistry, inorganic
212, 213) 12 mended as worthy of honors by the faculty chemistry, physical chemistry, materials science,
General Chemistry Laboratory (CH227, 228, 229) 6 supervisor. Positive accomplishment and pub- biochemistry, chemical physics, and molecular or
Organic Chemistry I,IUIl (CH 331, 335, 336) 12 lishable results are expected but not required cell biology. Master of science (M.S.) and master
Organic Chemistry Laboratory (CH 337,338), 3. Completion of two years of a college-level of arts (M.A.) degrees are also offered.
Organic Analysis (CH 339) 10 second language A strength of the University of Oregon program
Physical Chemistry (CH 411, 412, 413) 12 4. Endorsement for a major with honors by a is its interdisciplinary approach to research and
Physical Chemistry Laboratory (CH 417, b f h . . f I teaching. Many important advances in chemistryh mem er 0 t e university acu tyB~18h' 41~) (c (oCoHse4tw610)46..2....4..6..3..)·.. ·.. ·.. ·.... ·.. ·.. ·.... ·1·28 5. Completion of all course requirements for the occur at th.e junctions of cla~sic~lly de~ned divi-IOC emlstry "....................... .... SlOns of sCience. Collaborative mteractlOn of
Biochemistry Laboratory (CH 467) 4 B.S. degree m chemistry. Waivers or substltu- h d'" . f d h h' d"]'
....AdY.anced.eleGtives.Of-Rese&€h-(GM40l.).m"-a----tions.a1lGwed-with-the.el1emisHy-Faeulty'-s---t-ese IVlslOn~ IS .ostere t ro~g m.ter1~__
. nary research mstItutes. ChemICal sCientists may
combmatlOn of Research and electives ...... 9-12 approval b . d' th I 'tut f M I I B' Ie mtereste m e nstI e 0 0 ecu ar 10 ogy,
Related Science Requiren1ents 42 credits Minor Requirements the Institute of Theoretical Science, the Chemical
Calculus UUIl (MATH 251, 252, 253) 12 A' . h' b d' d f Physics Institute the Materials Science Institute
Introduction to Differential Equations mmor m c emlstry may e eSlgne rom ' . . '
(MATH 256) 4 course work in general chemistry, including the and the program.s m mo~ecular syntheSIS, struc-
General Physics (PHYS 201, 202, 203) or laboratory sequence, and at least four additional ture, and dynamiCs and m cell bIOlogy.
General Physics with Calculus (PHYS 211, courses. Six possible options are outlined. Other First-year students are offered financial assistance
212, 213) 12 options may be submitted for consideration and through graduate teaching fellowships (GTFs).
Foundations of Biology II)Il: Molecular Genetics, approval by the department. University Research assistantships are typically available for
Biochemical Basis of Life (BI 262, 263) 10 requirements for the minor include a total of 24 students with advanced standing. These research
Genetics (BI320) 4 credits in chemistry, 15 of which must be in appointments are funded through grants to the
Advanced Electives upper-division courses and 12 of which must be university by federal agencies and private (indus-
The advanced elective requirement is similar to completed at the University of Oregon. All trial) sources for support of the basic research
that listed under the chemistry major; biochemis- courses for the minor must be completed with programs in the department. Students are
try majors might direct attention to biology or grades of C- or better. Credit for Seminar (CH 407), selected for these positions on the basis of their
biochemical courses. Reading and Conference (CH 405), and labora- interest in a particular research area and by
tory problems (CH 409) may not be applied as mutual agreement of the student and the faculty
required course work for the minor. member directing the work.
Analytical-Physical Chemistry Option: General Although subject to variation,stipends for assis-
chemistry with laboratories plus CH 411, 412, tants are $15,400, plus tuition waiver, for the cal-
413,417,429. endar year including summer research. During
1997-98 research projects in the Department of
64 College of Arts and Sciences
Materials Science
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
excited states.
Chemistry were sponsored by the American Can-
cer Society, American Chemical Society, American
Heart Association, CoCensys, Inc., Department of
Energy, Fuji Silicia, Howard Hughes Medical
Institute, Iwaki Seiyaku Company Ltd., National
Institutes of Health, National Physical Science
Consortium, National Science Foundation, and
the Office of Naval Research.
An illustrated publication, University ofOregon
Doctoral Program in Chemistry, may be requested
from the department. The booklet presents infor-
mation about the program, facilities, financial
support, faculty members and their individual
research interests, course offerings, housing, and
the local environment. People who request the
booklet also receive information about admission
and application forms for admission and gradu-
ate 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,
including synthesis of macromolecules, regula-
tion of gene expression, development, cell
movement, and the structure and function of bio-
logical membranes. Research in these areas has
been fostered by close collaboration among
biologists, chemists, and physicists. The inter-
disciplinary nature of these programs has been
greatly strengthened by the Institute of Molecu-
1ar Biology and the programs in cell biology.
Eight members of the chemistry department are
affiliated with these programs. Entering graduate
students are in an excellent position to take
advantage 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
intracellular transport of proteins. Various aspects
of regulation of transcription in yeast, plants, and
animals are under investigation in severallabora-
tories. Other groups are studying the control of
cell movement (chemotaxis) in bacteria and sig-
nal transduction mechanisms in yeast and higher
organisms. Several collaborative 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
organic 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
currently of great interest. This work involves
crystallographic and computer graphics studies,
thermodynamic binding studies, and genetic
analysis. The general problem of the nature of
the forces that determine protein stability is
approached from both structural and thermo-
dynamic points of view; it includes the use of
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-
The discipline of materials science seeks to metallic, inorganic, and materials research. Of
understand the structures, properties, and foremost importance is the contiguous location
structure-property relationships of condensed of all research laboratories. This proximity results
phase materials. It is by nature interdisciplinary, in an open and active atmosphere that encour-
combining expertise from the fields of chemistry, ages spontaneous discussions of day-to-day
physics, geology, and molecular biology. Nearly research activities and problems, providing a
all areas of chemistry can make an important chemical education unsurpassed by any textbook
contribution to materials science in the synthesis
and characterization of various materials. Here or formal course.
the word materials generally means bulk crystal- Organic-inorganic researchers have direct access
line solids but also includes low-dimensional to state-of-the-art instrumentation in the shared
materials such as thin solid films or nanoscopic organic-inorganic instrumentation facility adjoin-
"wires" as well as amorphous solids and some ing the research laboratories. Most faculty mem-
aspects of liquids. Much of the excitement of the bers in this area have multiple research interests
research in this area derives from the discovery and expertise. Collaboration with researchers
and the improved understanding of new materi- working in physics, materials science, biochemis-
als that have potential technological applications. try, and medicinal chemistry enhances the program.
The Materials Science Institute was created to Physical Chemistry, Chemical
foster collaboration among the materials- ,
oriented research groups at the University of Physics, Theoretical ChemIstry
Oregon. Members of the institute are active in The thrust of physical chemistry research is to
the study of the structure, reactivity, and thermo- reach a fundamental understanding of molecular
dynamics of materials in addition to the charac- structure and reactivity. By combining elements
terization of their electronic, magnetic, and from traditional approaches in chemistry, phys-
optical properties. The chemistry and physics ics, and biology, this inquiry becomes strongly
departments, dominant members of the institute, interdisciplinary in nature. The blending of disci-
offer courses and seminars on the chemistry and plines, greatly enhancing the development of
physics of materials to foster the educational and new experimental and theoretical methods, is
research aspects of materials science. The list of achieved in part by the participation of physical
active research topics includes the application of chemists in the Chemical Physics Institute, the
novel synthetic strategies toward the preparation Institute of Theoretical Science, the Materials
of metastable phases (including the use of thin- Science Institute, and the biophysical chemistry
film superlattice composites, sol-gel synthesis, program discussed earlier.
self-as~embly, and electron beam lithography), Using sophisticated experimental and theoretical
ultra-high vacuum surface.sclence, ~aser-~nduced techniques, research groups investigate the
dynamics at sur.fac~s, nonlmear optICS of I.nter- structure and dynamics of molecular systems and
faces~haractenzahQrLoLele_ctmnlc_materials-'ln~ltetneta1ton(oiTIterfacialamtmm:len-sedphase----
devices, studies on the properties of amorphous phenomena. Projects include theoretical and
and glassy ma~er~als, quantum size ~ffects. and experimental studies of molecular clusters and
fundamental hmlts of mlcroelectromc deVIces, intermolecular forces. Advanced methods from
scanning for~~ and scanning tu~neli~gmicros- dynamical systems theory and high-resolution
copy of modified surfaces and blOlogIcal m.ol- microwave, infrared laser, and visible laser spec-
ecules, a.nd electr?n transpo~ across pr.otem troscopic experiments are used in this effort; the
assembh~~~nd blOtechno:ogIcal matenals. ~har- laboratory work typically uses molecular beam
ing of faClhties a~d expertise among the vanous technology. Laser Raman and resonance Raman
research groups IS an Important a.nd valued as- techniques, including novel far-ultraviolet devel-
pect of the M~ten.alsSCience Institut~. Colla?ora- opment, are used to attack problems that range
tion between mstltute members and mdustnal from small molecule to macromolecule vibrational
~nd nationa: rese~rch laboratories is also an structure and dynamics. Related picosecond laser
Important dlmenslOn of the program. fluorescence studies supply additional informa-
Organic, Bioorganic, Inorganic, tion about dyna~ics. N.ew meth?ds ~eveloped
O t II' M te I'als here for generatmg radIcals and lOns m the lKrganome a IC a r . . I b
" enVIronment of a supersomc molecu ar earn
ChemIstry allow the spectra and structure of important
The synthesis of new chemical substances and chemical intermediates to be studied. Nonlinear
the study of their fundamental chemical and optical techniques such as second harmonic gen-
physical properties is at the heart of organic, eration are the subject of interesting new studies
bioorganic, organometallic, inorganic, and of surfaces and interfaces. Equilibrium and
materials chemistry. Research and teaching in nonequilibrium problems are studied with statis-
these traditionally distinct subareas is unified tical mechanics approaches. The application of
Lie groups is used to understand electron corre-
lation effects in atoms and molecules. Nonlinear
dynamics techniques are used for 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
systems used in much of this work. Another
example of this cooperative atmosphere is an
undergraduate summer research program, also
sponsored by the Chemical Physics Institute.
Chemistry 65
chemistry. Pre- or coreq: calculus. Coreq: CH 405 Reading and Conference: [Topic] (1-21R)
237,238,239. For science majors and Clark Hon- 406 Field Studies: [Topic] (1-21R)
ors College students. Students can receive credit for
only one ofthe following sequences: CH 211-213 or 407/507 Seminar: [Topic] (1-5R) PIN only.
221-223 or 224-226H. Biochemistry seminar for undergraduates who
have completed or are enrolled in CH 461,462,
227,228,229 General Chemistry Laboratory 463. No graduate credit.
(2,2,2) Teaches laboratory skills through chemical
reactions and writing equations, phase diagrams, 408/508 Workshop: [Topic] (1-21R)
equilibrium constants, acid-base titrations, volu- 409 Special Laboratory Problems (1-21R)
metric analyses, voltaic cells, exercises in kinetics Nonresearch-oriented laboratory instruction;
and inorganic chemistry. Pre-or coreq: CH 211, laboratory work covered in other courses is not
212,213 or CH 221, 222, 223 or instructor's con- duplicated. Prereq: instructor's consent.
sent. 410/510 Experimental Course: [Topic] (1-5R)
237 Advanced General Chemistry Laboratory 411/511,412/512,413/513 Physical Chemistry
(2) Experiments in chemistry emphasize gravi- (4,4,4) Methods of physics applied to chemical
metric techniques, periodic relationships, chemi- problems in chemistry, including inorganic,
cal equations, phase diagrams, volumetric and organic, and biochemistry. Introduction to
spectrophotometric techniques. Coreq: CH 224H chemical thermodynamics, rate processes, and
or instructor's consent. Limited to selected quantum chemistry. Prereq: two years of college
students; primarily for prospective chemistry chemistry (except for physics majors), PHYS 211,
and other science majors and for Clark Honors 212, 213 or PHYS 201, 202, 203; MATH 253;
College students. MATH 256, 281, 282 strongly recommended.
238,239 Advanced General Chemistry Labora- 417/517,418/518,419/519 Physical Chemistry
tory (2,2) Experiments in chemistry use spectro- Laboratory (4,4,4) Experiments in thermody-
photometric, titrimetric, and electrochemical namics, chemical kinetics, and molecular spec-
CHEMISTRY COURSES (CH) techniques and culminate in a laboratory research troscopy to illustrate theoretical principles.
101,102 Science and Society (4,4) Applies project. Coreq for 238: CH 225H; coreq for 239: Prereq: PHYS 204, 205, 206; pre- or coreq: CH
chemical concepts to societal aspects of environ- CH 226H; or instructor's consent. Limited to 411/511,412/512,413/513.
mental concerns for air and water quality, herbi- selected students; primarily for prospective 429 Instrumental Analysis (4-5) Use of
cides, pesticides, metal poisoning, conventional chemistry and other science majors and for Clark instrumental methods for quantitative determi-
and nuclear energy sources, and the greenhouse Honors College students. nations of unknown chemical samples. Prereq:
effect; chemical concepts of acids and bases, 331 Organic Chemistry I (4) Structure, proper- CH 417 or instructor's consent.
polymers, detergents, and cosmetics; biochemis- ties, and bonding of organic molecules. Prereq: 431/531,432/532,433/533 Inorganic Chemistry
try of food and energy production, nutrition, CH 213 or 223 or 226H. Concurrent CH 337 (4,4,4) 431/531: introduction to chemical bond-
drugs and pharmaceuticals, and disease. recommended. ing and group theory for molecular symmetry.
Sequence. Prereq for 102: CH 101 or high school 332 Organic Chemistry of Biological Molecules Multielectron approximations, valence bond and
chemistry or one year of college chemistry. (4) Organic chemistry of the major classes of molecular orbital theories, and crystal field
111 Introduction to Chemical Principles (4) biomolecules (carbohydrates, lipids, amino acids, theory of transition metal compounds. 432/532,
Chemical concepts for students in health care, proteins, nucleic acids) with a focus on biological 433/533: syntheses, structures, reactions, and re-
biological applications, and environmental stud- aspects. Prereq: CH 331. Concurrent CH 338 rec- action mechanisms of coordination complexes,
ies. Topics include atomic structure, solutions, ommended. For biology majors and students in solid state materials, and bioinorganic molecules.
acids, bases, stoichiometry, equilibrium, prehealth sciences, environmental sciences, and Prereq: CH 413/513; concurrent CH 441/541
biomolecules, and organic functional groups. programs that do not require a full-year sequence recommended.
Lecture, demonstration. Prereq: MATH 95. in organic chemistry. Students cannot receive credit 438/538 Advanced Organic-Inorganic Synthesis
196 Field Studies: [Topic] (1-2R) for both CH 332 and 336. (5) Methods of organic and inorganic synthetic
198 Workshop: [Topic] (1-2R) 335 Organic Chemistry II (4) Reactions and chemistry and solid state chemistry from the
199 S ecial Studies: [To ic] (1-5R) R when mechanisms of organic chemistry. Prereq: rn 3.31. perspective of Nobel Prize-winning research.
top
' Ph p Concurrent CH 338 recommended. For chemls- Prereq: CH 336,339.
IC C anges. . di I d d2 try majors, preme ca an pre ental students. 441/541 Quantum Chemistry (4) The principles
1L2l2,21:ilntroductory_GeneraLChemistr¥---S3oL> . -Pl.- ·"--I·IT-ht~ kk~~-rrlf'-ti· . d d ~ tt---(4,4,4) First-year university chemistry: atomic and try f br~ICI \".lllemrs.,ryh fL \"'" ,-/rgah,mc c.llalemls OIare-=IIl epen ent quanturrrmt:Lll"Il;L~"m
molecular tru tur th d . 'lib 0 IOmo ecu es Wit a ocus on c emlc their application to model atomic and molecular
. h ~ al c e, .ermo dynhamhlcs, ~quII - aspects. Prereq: CH 335. Concurrent CH 339 systems. Prereq: CH 413/513 or equivalent.
num, p YSIC properties, an t e c emlca reac- d d h" .
tl'on f th I t P MATH 95 recommen e . For c emlstry majors, premedical 442/542, 443/543 Quantum Chemistry andso e e emen s. re- or coreq: d d al d S d .111 112 C t CH 227 228 229 ' an pre ent stu ents. tu ents cannot receIVe Spectroscopy (4,4) 442/542: molecular structure
, or . oncurren . " . recom- creditfior both CH 332 and 336.
mended. For students Without extensive chemical theory, perturbation theory, time-dependent
or mathematics backgrounds. Students can receive 33:, ~38 Organic C~emistryLaboratory (3,3) quantum mechanics, theory of spectra, selection
credit for only one ofthe following sequences: CH ~nnclpl~sand t~chmquesof laboratory practice rules. 443/543: experimental spectra of atomic
211-213 or 221-223 or 224-226H. In orgamc chemiStry. Prereq: CH 229 or 239; pre- and molecular systems and surfaces. Prereq:
221 222 223 G I Ch . t (444) F' or coreq: CH 331, 332 or CH 331, 335. CH 441/541 or equivalent.
" enera emlS ry " Irst- ....
year university chemistry: atomic and molecular 339 Orgamc Analys?s (4) Qualitative analYSIS and 444/544 Chemical Thermodynamics (4) The
structure, thermodynamics, equilibrium, physical structure determmatlOn of unknowns. Pre- or laws of thermodynamics and their applications,
properties, and the chemical reactions of the coreq: CH 337,338 With grades of C- or better and including those to nonideal chemical systems.
elements. Lectures. Prereq: high school chemis- CH 331, 335, 336 or equivalents or instructor's Prereq: CH 413/513 or equivalent\
try; coreq: MATH 111,112 or equivalents. Con- cons~nt. For chemistry. majors and others who 445/545 Statistical Mechanics (4) The molecular
current calculus recommended. Students can reqUire a year of orgamc laboratory. basis of thermodynamics. Applications to the cal-
receive credit for only one ofthe following sequences: 399 Special Studies: [Topic] (1-5R) culations of the properties of noninteracting and
CH 211-213 or 221-223 or 224-226H. 401 Research: [Topic] (1-21R) Introduction to weakly interacting systems. Prereq: CH 413/513
224, 225, 226 (H) Honors General Chemistry the methods of chemical investigation. For or equivalent.
(4,4,4) First-year university chemistry for stu_ advanced undergraduates by arrangement with 446/546 Chemical Kinetics: [Topic] (4R)
dents with excellent backgrounds in high school individual faculty members. Description and interpretation of the time
chemistry, physics, and mathematics. Chemical 403 Thesis (1-21R) Open to students eligible to
structure, equilibrium dynamics, reactions, ther- work for a bachelor's degree with honors in
modynamics, and an introduction to quantum chemistry or biochemistry.
66 College of Arts and Sciences
evolution of chemical systems. Prereq: CH
:~~~~~~,0~;~~i;;,I:~~/553Advanced Organic- I
Inorganic Chemistry (4,4,4) 451/551: principles I··.·..··.
of organic-inorganic reaction dynamics; kinetics .•
and mechanisms, linear free-energy relation-
ships, isotope effects, substitution reactions, dy-
namic behavior of reactive intermediates, elec-
tron transfer chemistry. 452/552: principles and i .. "I.
applications of stereochemistry with examples 1 /If
from organic, organometallic, and inorganic
chemistry; stereochemical applications of com-
puter graphics and computational chemistry; r
asymmetric synthesis and catalysis. 453/553: .. .
strategies and tactics for the synthesis of complex '.•....
organic molecules. Sequence. .'
461/561 Biochemistry (4) Structure and function
of macromolecules. Prereq: BI 263, CH 332 or
335 or equivalent. Prior exposure to calculus and
physical chemistry recommended.
462/562 Biochemistry (4) Metabolism and
metabolic control processes. Energy and sensory
transduction mechanisms. Prereq: BI 263,
CH 461/561 or instructor's consent.
463/563 Biochemistry (4) Mechanisms and regu-
lation of nucleic acid and protein biosynthesis.
Other current topics in biochemical genetics.
Prereq: BI 263, CH 462/562 or instructor's consent.
467/567 Biochemistry Laboratory (4) Methods
of modern molecular biology and protein purifi-
cation. 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-
macromolecules, protein and nucleic acid bio-form nuclear magnetic resonance (FT-NMR),
Fourier transform infrared spectroscopy (FT-IR), synthesis. R when topic changes.
electron pair magnetic resonance (EPR), and 623 Organic-Inorganic Chemistry Journal
computers. Prereq: instructor's consent. Club: [Topic] (lR) Preparation and delivery of
503 Thesis (l-16R) PIN only colloquium-style lectures in organic-inorganic
chemistry based on papers from the literature.
601 Research: [Topic] (l-16R) PIN only R for maximum of 12 credits.
602 Supervised College Teaching (l-5R) 624 Physical Chemistry Journal Club: [Topic]
603 Dissertation (l-16R) PIN only (lR) Preparation and delivery of colloquium-
605 Reading and Conference: [Topic] (l-16R) style lectures in physical chemistry based on
606 Field Studies: [Topic] (l-16R) papers from the literature. R for maximum of 12
credits.607 Seminar: [Topic] (l-5R) Seminars offered in .
biochemistry, chemical physics, materials 634 PhY~lcal Methods of N.MR Spectroscopy
science, molecular biology, neuroscience, (4) Prm?lples of pulsed Founer tr~nsform n~clear
organIc-inorganIc cnemlstry and phYSIC~---rrmgneticresonance, Bloch equatIOns, i:1ensuy .
hemist ' matrix formalism, spin relaxation, one- and multi-
c08 W l h . [To ic] (l-16R) dimensional methods, data analysis, and analysis
6 or sop. p of both small and macromolecules.
609 Termi~al Project (l-16R) . 635 Physical Methods of Spectroscopy (4)
610 Expenmental Course: [TopIC] (l-5R) Theory and practice of infrared spectroscopy,
613 Organic-Inorganic Chemistry: [Topic] electron absorption spectroscopy, electron spin
(l-4R) Topics include catalysis, surface chemistry, resonance spectroscopy, magnetism, and mass
organometallic chemistry, free radical chemistry, spectroscopy with applications to organic, orga-
natural products, alkaloid chemistry, materials nometallic, inorganic, and solid state chemistry.
science, photochemistry, bioinorganic-organic 662,663 Advanced Biochemistry (4,4) Detailed
chemistry, synthetic methods, electrochemistry. consideration of enzyme mechanisms, macromo-
R when topic changes. lecular structure, protein-nucleic acid interac-
614 Physical Chemistry: [Topic] (l-4R) Topics tions, biological oxidation neurochemistry, and
include thermodynamics of nonideal systems, selected aspects of biological synthesis.
group theory, rotati0n,al spectroscopy, vibrational 664,665 Physical Biochemistry (4,4) The physi-
spectroscopy, magnetIc resona~ce spectroscopy, cal chemical properties of biological macromol-
e~ect~onIc spectroscopy, statistical.mechanIcs, ecules. Topics include the forces and interactions
kmetIcs of complex systems, solution thermo- to establish and maintain macromolecular con-
dynamics. R when topic changes. formations and the physical bases of the spectro-
616 Biochemistry: [Topic] (l-4R) Topics include scopic, hydrodynamic, and rapid reaction tech-
enzyme mechanisms, stability and conformation niques used to investigate these conformations.
of macromolecules, nucleic acids and nucleic acid Prereq: calculus and a knowledge of the elements
protein complexes, conformational analysis of of thermodynamics.
CLASSICS
John Nicols, Department Head
307 Prince Lucien Campbell Hall
(541) 346-4069
(541) 346-5026 fax
Department of Classics, 1267 University of
Oregon, Eugene OR 97403-1267
classics@oregon.uoregon.edu
http://darkwing.uoregon.edu/-classics/
FACULTY
P. Lowell Bowditch, assistant professor (Latin litera-
ture, comparative literature, literary theory). B.A.,
1984, California, Berkeley; M.A., 1989, Ph.D., 1992,
Brown. (1993)
Jeffrey M. HUrwit, professor. See Art History
Mary K. Jaeger, associate professor (Latin literature).
B.A., 1982, Gustavus Adolphus; M.A., 1984, Ph.D.,
1990, California, Berkeley. (1990)
Steven Lowenstam, professor (literary criticism,
archaic epic). B.A., 1967, Chicago; M.A., 1969,
Ph.D., 1975, Harvard. (1975)
John Nicols, professor. See History
Steven Shankman, professor. See English
Malcolm Wilson, assistant professor (ancient phi-
losophy). B.A., 1985, Western Ontario; M.A., 1986,
Toronto; Ph.D., 1993, California, Berkeley. (1990)
Emeriti
Frederick M. Combellack, professor emeritus. B.A.,
1928, Stanford; Ph.D., 1936, California, Berkeley.
(1937)
C. Bennett Pascal, professor emeritus. B.A., 1949,
M.A., 1950, California, Los Angeles; M.A., 1953,
Ph.D., 1956, Harvard. (1960)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregonfaculty.
Participating
MarthaJ. Bayless, English
Marianne S. Nicols, arts and sciences
UNDERGRADUATE STUDIES
The field of classics embraces all aspects of Greek
and Roman culture from the prehistoric to the
medieval periods. The study of the Greek and
Latin languages is essential to the discipline.
The undergraduate's primary aim in studying
classics at the university is to learn Greek or
Latm-COl'-bGth}-w€U-enough to read-tJth:'He~aaJn:'Hc3'ieeJn'lo1Jo--------j
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,
ancient history, and archaeology, eventually
leading to careers in college teaching, fieldwork,
or the editorial professions.
Classics 67
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
secondary schools. Licensure as a secondary
teacher requires completion of a graduate-level
teacher preparation program. All work for the
Latin endorsement should be completed before
entering the teacher preparation program. For
specific information about departmental require-
ments for the Latin endorsement, students
should contact the departmental adviser. The
College of Education offers a fifth -year program
for teaching licensure in a second language. This
program is described in the Educational Lead-
ership, Technology, and Administration sec-
tion of this bulletin.
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 proficiency in Greek or Latin
by completing LAT 301,302,303 or GRK 301,
302,303 or their equivalents with grades of mid-
C or better. 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: Interdisciplinary Program in
Classical Civilization Classical Archaeology
Major Requirements 44 credits With the existing curricular resources of the uni-
Ancient Greece (HIST 412) and Ancient Rome versity, it is possible to arrange an undergraduate
(HIST 414) 8 program that provides sound preparation for
Two courses in classical literature in translation graduate study and an eventual career in Greek
(e.g., CLAS 301, 302, 303, 304 or, with depart- and Roman archaeology. A student would most
ment head's consent, HUM 101) 8 profitably fulfill major requirements in one of the
Two courses in ancient art, selected from ARB three departments contributing to the program,
322, 323, 422, 423, 424 8 adding courses selected from the other two de-
Chosen in consultation with a classics depart- partments. The following are the three programs
ment adviser, electives in Greek (GRK), Latin recommended for a specialization in classical
(LAT), classics (CLAS), or relevant courses in archaeology. Approved Seminars (407) are also
art history (ARB), English (ENG), history recommended.
(I-fIST), philosophy (PHIL), religious studies
(REL) 20 Art History. Departmental major, with an op-
tion in Greek and Roman art, to include Art of
Honors Ancient Greece (ARH 322) or Art of Ancient
The honors program in classics provides an Rome (ARB 323), Aegean Art (ARB 422),
opportunity for a student to focus on an area of Archaic Greek Art (ARB 423), Classical Greek
concentration in a written thesis. The require- Art (ARB 424), Greek Architecture (ARB 427),
ments for a bachelor's degree with honors in Roman Architecture (ARB 428)
classics are as follows: Courses recommended in addition to the major:
1. Satisfaction of the requirements for the major Ancient Greece (HIST 412), Ancient Rome
2. A grade point average (GPA) of 3.50 or better (HIST 414), two years of Greek or Latin
in courses taken to meet the upper-division Classics. Departmental major in Latin, Greek, or
requirements of the major classics (Latin and Greek) beyond the second
3. A senior thesis of substan-tlc-·aC-l-q-u--cal""ity-,-a-p-p·-ro-v-e-dc---'-'Y"ea"'r~. -"An>='clent Greece (8151'412), AncIent Rome
by the thesis director and at least one member (HIST 414)
of the program committee Courses recommended in addition to the major:
Minor Requirements seminar in Greek or Roman art (ARB 407),
Aegean Art (ARB 422) or Art of Ancient Greece
Greek. The minor in Greek requires 24 credits (ARB 322) or Art of Ancient Rome (ARH 323),
distributed as follows: Archaic Greek Art (ARB 423), Classical Greek
8 credits in 400-level courses in Greek (GRK) Art (ARB 424), Greek Architecture (ARB 427),
16 upper-division credits in related courses in Roman Architecture (ARB 428)
classics (CLAS), history (HIST), Latin (LAn, art History. Departmental major, with an option
history (ARB), English (ENG), philosophy in the history of Greece and Rome, to include
(PHIL), religious studies (REL) Ancient Greece (HIST 412), Ancient Rome
Students must have a grade point average of 2.50 (HIST 414)
or higher in courses applied to the minor. At Courses recommended in addition to the major:
least 15 credits must be earned at the University Art of Ancient Greece (ARB 322) or Art of An-
of Oregon. cient Rome (ARB 323), Aegean Art (ARB 422),
Latin. The minor in Latin requires 24 credits Archaic Greek Art (ARH 423), Classical Greek
distributed as follows: Art (ARB 424), Greek Architecture (ARB 427),
Roman Architecture (ARB 428), two years of
8 credits in 400-level courses in Latin (LAT) Greek or Latin
16 upper-division credits in related courses in Students who plan to pursue a career in classical
classics (CLAS), history (HIST), Greek (GRK), art archaeology are reminded that most graduate
history (ARB), English (ENG), philosophy departments require familiarity with both
(PHIL), religious studies (REL)
Many prestigious professional schools look upon
broad and thorough schooling in the humanities
with greater favor than upon narrow preprofes-
sional undergraduate training. Accordingly,
students graduating from classics departments
throughout the country have had notable success
in schools of law, medicine, and business.
Major Requirements
The department offers the bachelor of arts (B.A.)
degree in four majors. Students may choose to
focus on Latin language and literature (Latin
major), Greek language and literature (Greek
major), or a combination of Greek and Latin
(classics major). Students may also study the
literature and culture of the ancient civilizations
through courses that use secondary sources and
translated texts (classical civilization major).
Courses used to satisfy major requirements must
be taken for letter grades and passed with grades
of mid-C or better.
Greek. In preparation, students must complete
one year of college Greek (GRK 101,102, 103) or
demonstrate 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,
selected 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
beyond 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
demonstrate 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 tAT 3tJt;"30L,'303, repeafeCI 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
beyond 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 de-
partmental approval; other 300- or 400-level
68 College of Arts and Sciences
GREEK COURSES (GRK)
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: [Topic] (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)
Interdisciplinarr. Program
in Classical CiVIlization
The Department of Classics administers an
interdisciplinary master of arts degree in
classical civilization to provide predoctoral
training for prospective candidates in classical
archaeology and ancient history, or for students
interested in a general graduate program in
ancient studies. The candidates must satisfy
requirements (1), (2), and (3) 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 advi-
sory committee, a coherent program of study.
More information may be obtained from the
classics department office.
Additional information may be obtained from
the classics department and is included with the
letter of admission.
GRADUATE STUDIES
classical languages and a reading knowledge of
French and German.
An interdisciplinary master of arts (MA) degree is
available for students interested in advanced study
or careers in classical archaeology.
The Department of Classics offers the master of
arts (MA) in classics with an option in Latin,
Greek, or classics (Greek and Latin). The degree
may be earned with thesis 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 CLASSICS IN ENGLISH
with two advisers, at least one of whom is a
member of the Department of Classics, and are TRANSLATION (CLAS)
selected from graduate courses in Latin, Greek, 199 Special Studies: [Topic] (1-5R) 101,102,103 Basic Greek (5,5,5) Fundamentals
classics, history, art history, religion, philosophy, 201 Greek Life and Culture (4) Uses literary of the Attic Greek language; readings in Attic
and English. sources, art, and architecture to examine Greek Greek and in kaine. Bowditch, Jaeger, Wilson.
Admission civilization from Mycenean times to the conquest 199 Special Studies: [Topic] (1-5R)
of Rome. Wilson. 301,302,303 Authors: [Topic] (4,4,4R) Second-
Procedures for admission to do graduate work in 202 Roman Life and Culture (4) Examines year Greek: selections from major Greek authors
classics include the following: Roman civilization from the founding of Rome in with focus on reading and syntax. 301: Plato. 302:
1. A completed Graduate Admission Application the 8th century B.C. to the victory of Constantine Euripides. 303: Homer. R when reading material
2. Transcripts of all college work and his religion early in the 4th century A.D. changes. Jaeger, Lowenstam.
3. Three letters ofrecommendation Jaeger. 347,348,349 Greek Prose Composition (1-3,
301 Greek and Roman Epic (4) Analysis of the 1-3,1-3) 347, 348: extensive practice in compos-
4. Scores on the verbal and quantitative sections heroic tradition and epic themes in the Homeric ing Attic Greek prose with emphasis on syntax
of the Graduate Record Examinations (GRE) poems, the works of Hesiod, and the Aeneid. and idiom. 349: study of Lysias, Isocrates, and
5. Test of English as a Foreign Language Emphasis on literary criticism and intellectual Demosthenes leading to practice in their styles.
(TOEFL) scores are required for international history. Lowenstam. Offered alternate years; not offered 1998-99.
students 302 Greek and Roman Tragedy (4) Examina- Lowenstam, Wilson.
6. A sample of written work and a statement of tion of Aeschylus, Sophocles, Euripides, and 399 Special Studies: [Topic] (1-5R)
academic purpose perhaps Seneca from the viewpoint of literary 401 Research: [Topic] (1-21R)
Several graduate teaching fellowships are avail- criticism and intellectual history. Bowditch. 403 Thesis (1-21R)
able each year for entering graduate students. 303 Classical Greek Philosophers (4) Introduc- 405 Reading and Conference: [Topic] (1-21R)
tion to the philosophies of Plato and Aristotle
Master of Arts Degree from the viewpoint of Greek intellectual history. 407/507 Seminar: [Topic] (1-5R)
Requirements 304 Classical Comedy (4) Analysis of Old 408/508 Colloquium: [Topic] (1-21R)
1. Complete at least 45 credits of graduate course Comedy (Aristophanes), Middle Comedy 409 Practicum: [Topic] (1-21R)
work, which must include one Seminar (ARH, (Aristophanes), and New Comedy (Menander, 410/510 Experimental Course: [Topic] (1~5R)
___HISI,_GRK, I AT,...or--CLAS-5D2)------_R"gmmaan-mama}-in-jIDftapes*iEm-wHfl-BuFipidean--4U/511-Jtut1wrs: [TOpIC] (4R) Each term
2. Complete surveys of Greek history (HIST 512) satyr drama and "melodrama." devoted to a different author or literary genre:
and Roman history (HIST 514). Equivalent 305 Latin Literature (4) Representative selec- Euripides, Sophocles, Aeschylus, Plato, Aristotle,
courses taken as an undergraduate may fulfill tions from major authors of Republican and Demosthenes, Herodotus, Aristophanes, lyric
this requirement Imperial Rome: epic, comedy, and satire. poetry, comedy, pastoral. R when topic changes.
3. Pass a translation examination in one modern Bowditch.' Bowditch, Lowenstam, Wilson.
language, usually French or German. This re- 314 Gender and Sexuality in Antiquity (4) 447/547,448/548,449/549 Greek Prose Com-
quirement may be fulfilled with a standardized Introduction to construction of the categories of position: [Topic] (1-3,1-3,1-3R) Composition of
examination offered by the university or by the norms of Western sexuality through study of continuous Greek prose based on an intensive
successful translation of a Significant scholarly Greek and Roman attitudes toward gender roles, study of stylistic models from classical literature.
text homo- and heterosexuality, the family, and Prereq: GRK347, 348, 349. R with instructor's
privacy. Jaeger. consent. Offered alternate years; not offered4. Choose one of two plans for completing the I
master of arts degree in classics with special- 321 Classic Myths (4) The major mythological 1998-99. Lowenstam, Wi son.
ization in Greek, Latin, or both: cycles of the ancient world: Troy, Thebes, and 503 Thesis (1-16R) PIN only
Plan 1: Write a thesis in one of the fields men- he:oes. Literary and mythographic sources. 601 Research: [Topic] (1-16R) PIN only
tioned above. Up to 9 credits of Thesis 503 may Wilson. 602 Supervised College Teaching (1-5R)
be counted toward the 45-credit minimum 322 Ancient J:Iistoriography (.4) Introduction to 605 Reading and Conference: [Topic] (1-16R)
the study of history as a dlsclplme and as a genre; . .
Plan 2: Pass a comprehensive examination in the structure of historical analysis, methods, and 606 SpeCIal Problems: [TOpIC] (1-16R)
three parts: translation, textual interpretation, causation. 607 Greek Seminar: [Topic] (1-5R)
and culture. The candidate must, in consulta- 608 C 11 . [TO ] (1 16R)323 Ancient Rhetoric and Oratory (4) Oratory 0 oqulUm: 0PIC -
tion with his or her advisers, define a reading and rhetorical theory from 5th-century Athens to 609 Terminal Project (1-16R)
list for the translation part of the examination R d h E h' h I
orne un er t e emperors. mp aSls on t e ru e 610 Experimental Course: [Topic] (1-5R)
of persuasive speaking in politics and education.
LATIN COURSES (LAT)
101, 102,103 Basic Latin (5,5,5) Fundamentals
of Latin grammar; selected readings from classi-
cal and medieval authors. Calhoon, Jaeger.
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's Aeneid. 303: Ovid. R when reading
material changes. Bowditch, Lowenstam,
M. Nicols, Wilson.
347,348,349 Latin Composition (1,1,1) Survey
of Classical Latin syntax; extensive practice in
prose composition. Designed for majors and
prospective teachers. Bowditch, Lowenstam.
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: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
411/511 Authors: [Topic] (4R) Each term
---- ---·devotecho-a-d:ifferentauthorDTiitera:rTg~nYe:­
Catullus, Tacitus, Juvenal, Pliny, Ovid, Lucretius,
comedy, philosophy, elegy, epic, satire. R when
topic changes. Jaeger, Lowenstam, Wilson.
414/514 Readings in Medieval Latin: [Topic]
(l-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. Lowenstam.
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: [Topic] (1-5R)
COMPARATIVE
LITERATURE
Roland Greene, Program Director
313 Villard Hall
(541) 346-3986
(541) 346-3240 fax
Comparative Literature Program, 5242 University
of Oregon, Eugene OR 97403-5242
complit@oregon.uoregon.edu
http://babel.uoregon.edu/complit.html
FACULTY
Roland Greene, professor (early modern European
and American literatures, poetry and poetics). AB.,
1979, Brown; M.A., 1982, Ph.D., 1985, Princeton.
On leave 1998-99. (1993)
Katya E. Hokanson, assistant professor (Russian
literature, travel literature, cultural studies). B.A,
1984, Williams; M.A., 1988, Ph.D., 1994, Stanford.
(1995)
Clare A Lees, associate professor (medieval studies,
cultural studies, feminism). B.A, 1980, M.A., 1981,
Leeds; Ph.D., 1985, LiverpooL (1994)
Emeritus
Thomas R. Hart, professor emeritus. B.A, 1948,
Ph.D~952~Yale. (1964)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Executive Committee
Steven T. Brown, East Asian languages and
literatures
Kenneth S. Calhoon, Germanic languages and
literatures
Steven Shankman, English and classics
Participating
Barbara K. Altmann, Romance languages
Claudia Baracchi, philosophy
Zoe Borovsky, Germanic languages and literatures
P. Lowell Bowditch, classics
Carolyn 1. Cartier, geography
David R. Castillo, Romance languages
Suzanne Clark, English
Jacqueline Cruz, Romance languages
Dianne M. Dugaw, English
Ian H. Duncan, English
Maram Epstein, East Asian languages and
literatures
Laura Fair, history
Comparative Literature 69
Joseph G. Fracchia, honors college
Lisa Freinkel, English
Leonardo Garcia-Pabon, Romance languages
Kenneth M. George, anthropology
Olakunle George, English
Evlyn Gould, Romance languages
Garrett K. Hongo, creative writing
Shari M. Huhndorf, English
Kathleen Rowe Karlyn, English
Karen 1. Kelsky, anthropology
Robert Kyr, music
Wendy Larson, East Asian languages and literatures
Massimo Lollini, Romance languages
John McCole, history
Andrew Morrogh, art history
Peggy Pascoe, history
Paul W. Peppis, English
F. Regina Psaki, Romance languages
Judith Raiskin, women's studies
James 1. Rice, Russian
Jennifer F. Rondeau, history
George Rowe, English
Cheyney C. Ryan, philosophy
Tze-Lan Sang, East Asian languages and literatures
Kathy Saranpa, Germanic languages and literatures
George J. Sheridan Jr., history
Arlene Stein, sociology
Monica Szurmuk, Romance languages
Augustine C. A Thompson, religious studies
Julian Weiss, Romance languages
Elizabeth A Wheeler, English
HenryB. Wonham, English
Virpi Zuck, Germanic languages and literatures
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
discipline 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
national literatures designate th€ir subjects by
language or nation, comparative literature allows
a pluralistic, speculative approach to any material
that can be considered to be-or to influence-
literature.
Oregon's graduate program, established in 1962,
has an international reputation. It is the home of
the principal journal in the field, Comparative
Literature, and is closely involved with the leading
national organization, the American Comparative
Literature Association.
Every year the program sponsors a major lecture
series on a topic of broad interest to literary
scholars and the humanities community. The
series typically comprises not only public lectures
but workshops, seminars, and other eve-nts for
undergraduates, graduate students, and the pub-
lic. In 1997-98 the topic was "Surfaces."
The program maintains an active schedule of
other lectures and seminars. Recent visitors
include Nancy Armstrong, Charles Bernstein,
Ross Brann, Rey Chow, Johanna Drucker, Jean
Franco, Monika Greenleaf, Hans Ulrich
Gumbrecht, Timothy Hampton, Lynda Hart,
70 College of Arts and Sciences
Candidates for admission typically have an
undergraduate major in one literature and
competence in two of the following languages:
Chinese, Danish, French, German, Greek,
Italian, Japanese, Latin, Norwegian, Russian,
Spanish, Swedish. Under special circumstances
arrangements may be made with the program
director to study other literatures.
Overview of Requirements
Between entrance and advancement to doctoral
candidacy, students must complete ten courses in
the primary and contextual fields, four courses
in the focus field, four courses in the field on
theory and methodology, and one course in the
professional field (COLT 614); pass the relevant
language examinations; pass the qualifying
examination; identify a committee of advisers;
and submit an approved statement of purpose.
Course work must be completed with a minimum
grade point average (GPA) of 3.25. The require-
ments after candidacy are an approved prospec-
tus, Dissertation Work in Progress (COLT 611),
Comparative Literature in the Academy (COLT
612), and the dissertation.
Course Work
GRADUATE STUDIES
Theories and Methods. Two 300- or 400-level
courses-selected from a list approved by the
program-that explore fundamental problems in
critical theory and methods.
Focus. Two approved, closely related 300- or
400-level courses that consider a particular liter-
ary 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
Thesis (COLT 403).
Course work in the program is organized into
five fields.
Primary Field. The primary field is the basis of
each student's graduate education and may well
become the fundamental element in his or her
professional identity. Based in a chosen national
literature, the primary field reflects the conven-
tions of that literature. Often it is defined as a
period (e.g., medieval Italian, 20th-century Pen-
insular Spanish), but where appropriate may be
defined as a genre (e.g., the English novel) or in
Students are admitted to the graduate program other ways (e.g., modern Japanese, contemporary
with the expectation that they will work toward Luso-Brazilian).
the Ph.D. degree. The M.A. is typically granted
after the student passes the qualifying examina- Contextual Field. The contextual field is designed
tions, not as a terminal degree. to complement the primary field, building inter-
nationaL multilinguistic, and interdisciplinary
The Oregon program in comparative literature is contexts around it. Where the primary field is a
based on the conviction that a scholar in the period in a national literature (e.g., 19th-century
discipline should be closely trained in a national French), the contextual field often treats that
literature as well as in its international contexts;
. .. period in wider perspective (e.g., 19th-century
that literary ~ndcultural theory in Its WIdest sense western Europe, including courses in German and
has becom! mdispensable to the~fi.eld; t~at every _EnglishJiteratur:e_andElIl:opean history) The
comparaflstsnou:ld have a mulmhmenslOnal contextual field largely entails graduate-level
training th~t allows him or h~r to contribute to literature courses in the student's second and
several dlstmct are~s o~ the fle~d ?v~r a .career; third languages.
and that an educatIOn m the diSCipline mcludes. .
explicit preparation in such areas as philology, The ~nmary and contextual fields together
bibliography, and pedagogy as well as exposure consist of ten courses.
to current issues in comparative literature's con- Focus Field. Courses in the focus field are chosen
tinuing self-definition. The program is intended by the student to establish a basis for scholarship
to take about seven years from admission to the and teaching in an area that might not be defined
Ph.D. in national or period terms. These courses often
Admission address a genre, a discipline (e.g., art history, psy-
chology), an approach (e.g., feminism, Marxism),
a problem (e.g., interpretation, the politics of lit-
erature), or another special interest. The courses
typically involve work in more than one language
and should be sufficiently unlike the primary and
secondary fields to give the student a distinctive
intellectual outlook.
Theory and Methods. This field ensures that
every student has at least four courses in these
areas, as defined by his or her interests.
The focus and theory and method fields together
consist of eight courses.
A complete application for admission includes
the university's application form, a transcript of
all college- and graduate-level work to the date
of application, three letters of recommendation,
a statement of purpose, a ten- to twenty-page
sample in English of critical writing about litera-
ture, and, if appropriate, the application for a
graduate teaching fellowship (GTF). The applica-
tion deadline is January 15 for entrance the fol-
lowing fall term. Application packets may be
obtained from the address above.
David Harvey, Fredric Jameson, Gregory Jusdanis,
Karma Lochrie, Andrew Parker, Marjorie Perloff,
Andrew Ross, Nancy Ruttenburg, Ramon Saldivar,
Haun Saussy, Henry M. Sayre, Jeffrey Schnapp,
Ella Shohat, Gayatri Chakravorty Spivak, Peter
Stallybrass, John Whittier Treat, Nancy J. Vickers,
and Hayden White.
Library holdings, which are strong in all areas of
research in literature, include an outstanding
collection of journals, many of which come to the
library in exchange for Comparative Literature.
Major Requirements
Majors must satisfy the university language
requirement for the B.A. degree and complete
the following courses:
Literature, Language, Culture (COLT 101)
Two courses selected from The World of Epic
(COLT 201), The World of Drama (COLT 202),
The World of Poetry (COLT 203), The World of
Fiction (COLT 204), The World of Autobiogra-
phy (COLT 206), Genre (COLT 208)
Approaches to Comparative Literature (COLT 301)
Concentrations
The undergraduate program has two concentra-
tions, either of which may be chosen when the
_____studeni-declares-the-majoh-Studerns-il'+-€aGh
concentration become familiar with the funda-
mental methods and issues of the other-a num-
ber of courses may be applied to both-but they
choose a clear emphasis on either theoretical or
historical study.
Concentration in Critical Theory and Cultural
Studies. This concentration, which offers a
theoretical approach to literature in its various
cultural contexts, requires two approved 300- or
400-level courses that involve the interpretive
study of documents and/or traditions of culture.
Concentration in Comparative Literary
Studies. This concentration, which emphasizes
the historical study of literature with a trans-
national, cross-cultural focus on authors, periods,
genres, and texts, requires the completion of
three years of a second language or the equiva-
lent and includes two more upper-division litera-
ture courses than the other concentration.
In addition to requirements specific to the concen-
tration areas listed above, all majors select appro-
priate courses from the following categories:
UNDERGRADUATE STUDIES
The undergraduate program offers a unique
major that cuts across disciplines, teaches critical
skills, and provides an intellectually challenging
curriculum while preparing students for career
possibilities in the media, law, government, busi-
ness, or teaching. Students with a good back-
ground in one or more second languages find
that the program gives them the opportunity to
study literature and related cultural 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.
Working with the undergraduate coordinator or
an adviser, the student works out a plan of study
suited to her or his interests within the broad
parameters of the two concentrations described
below. Two honors options are described later in
this section.
graduate studies no later than three months
before the date of the examination.
Reading List. For the primary, contextual, and
focus fields each student compiles, in consulta-
tion with his or her advisers, a single comprehen-
sive reading list of not fewer than fifty titles. This
list must be submitted to the examiners and the
director of graduate studies one month before
the examinations.
Written Examination. In the written examination,
the student writes three essays, one on each of
the relevant fields, over three twenty-four-hour
periods. At the student's option, the minimum
time frame of the written examination is three
days; the maximum, three weeks.
Oral Examination. The oral examination takes
place after the student's committee has graded
the written examination-typically two weeks
later. In preparation for the oral, the student
compiles a short list that is a synthesis of the
qualifying examination's reading list. This list is
the basis of the bibliography for the dissertation.
During the oral examination, the committee and
the student review the written examination, dis-
cussing areas of strength and weakness. The oral
examination itself may be neither passed nor
failed. It is intended to contribute to the student's
plans for the dissertation. On completion of a
successful written examination and the oral, the
student is advanced to doctoral candidacy.
Dissertation
Prospectus. The prospectus for the dissertation
should be submitted to the adviser and commit-
tee during the term following the written and
oral examinations.
Dissertation. The dissertation is typically com-
pleted within two years of advancement to candi-
dacy and is defended in a final oral presentation.
More information about requirements may be
found in the handbook of the graduate program,
which supersedes the above description.
Professional. The professional field includes
three specific courses, two of which are taken
after the qualifying examinations. Graduate
Studies in Comparative Literature (COLT 614)
must be taken before the end of the student's
first two years in the program. Comparative Lit-
erature in the Academy (COLT 612) should be
taken within a year of the completion of the
qualifying examination; and Dissertation Work in
Progress (COLT 611) is required at least once-
but may be repeated-after the examination.
Students whose GTF appointments require
course work in pedagogical methodology may
use one such course to satisfy requirements of
this field.
Timetable from Entrance to
Examinations
Language Examinations. As early as possible in
the first year and no later than the start of spring
term, students must demonstrate their knowl-
edge of at least one language of which they are
not native speakers. No one is examined on
English. Language examinations are set by mem-
bers of the participating faculty and administered
through the program office. In unusual circum-
stances this examination may be waived on the
recommendation of a qualified faculty member
and with the approval of the director of graduate
studies. Language examinations may be retaken,
but competence in relevant languages must be
demonstrated before the end of the second year.
Statement of Purpose. By the last week of the
first year's winter term, each student must sub-
mit a brief statement of purpose identifying and
justifying the primary, contextual, and focus
fields that the student intends to study. The final
draft of the statement must be submitted by the
first week of spring term.
First-Year Conversation. In the third and fourth
weeks of spring term, the student, his or her
adviser, and two participating faculty members
meet for a conversation about the statement of
purpose. They evaluate the student's progress to COMPARATIVE LITERATURE
date, including course work and language exami- (
nations; discuss the intended fields; and offer COURSES COLT)
guidance for the next two years that lead to the 101 Literature, Language, Culture (4) Intro-
qualifying examination. With the committee's duction to the international study of literature in
approval of the statement of ~urp"=os'Oe,",an=d__th..e ccit-ccsc-historical, linguistic, and cultural contexts of
student's general plan of study as well as the satis- proauction and reception. Lees.
factory completion of first-year course work, the 198 Workshop: [Topic] (1-2R)
student may proceed to the second year of work. 199 Special Studies: [Topic] (1-5R)
Second-Year Report. In the spring term of the 201 The World of Epic (4) Explores narratives of
second year, the adviser writes a detailed report nation- or culture-building, classical to modern.
on the student's progress, based on performance Topics for 1998-99 include Epic and Underworld.
in courses as reflected in the student's grades, 202 The World of Drama (4) Studies drama as a
written work, and narrative evaluations from genre, a critical paradigm, and a social and cul-
faculty members who have taught the student in tural phenomenon. Topics for 1998-99 include
comparative literature courses. If the student's Staging the Postmodern.
progress is unsatisfactory at this point, he or she 203 The World of Poetry (4) Surveys poetries of
may be advised not to continue in the program. different languages, periods, and cultures. Topics
Qualifying Examinations for 1998-99 include European Symbolist Poetry,
Medieval Humor, World Poetry 1999.
Students take qualifying examinations between 204 The World of Fiction (4) Explores novels
the third and seventh weeks of the term follow- and short stories. Examines narrative features-
ing completion of at least sixteen courses. The point of view, authority, voice, style, structure in
examination has two parts, written and oral. cultural and international contexts. Topics for
Committee. Each student identifies three faculty 1998-99 include Arthurian Literature, Becoming
members who represent the primary, contextual, Animal, Narrative Ethics.
and focus fields and obtains their agreement to 206 The World of Autobiography (4) Examines
participate in the qualifying examination. This the nature and problems of writing about the
committee must be approved by the director of self. Explores autobiography and its subgenres in
Comparative Literature 71
cultural and international contexts. Topics for
1998-99 include Women Writing from Political
Prison.
208 Genre: [Topic] (4R) Identifies emerging,
hybrid, or minor genres in cultural and interna-
tional contexts. Topics include cyberpunk, the
fantastic, prison literature, magic realism, travel
writing. R twice when topic changes for maximum
of 12 credits.
301 Approaches to Comparative Literature (4)
Introduction to theory and methods in compara-
tive literature, with some attention to the history
and problems of the discipline. Greene,
Hokanson.
350 Comparative Literature: [Topic] (4R)
Topics for 1998-99 include Modernism and
Modernities, Representations of the (Im)migrant,
The Rhetoric of Comedy. R when topic changes.
360 Gender and Identity in Literature (4)
Introduction to the study of gender in literature,
from Asia to Europe to the Americas, and from
the classics to the late 20th century. Topic for
1998-99 is Russian Women Writers. Hokanson.
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 Workshop: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
Topic for 1998-99 is Embodied Cultures and Cul-
tured Bodies. Fracchia, Lees.
411/511 Classicisms: [Topic] (4-5R) Antiquity
of East and West: its literature and thought, its
uses as a critical concept, and its outcomes in the
postclassical world. Bowditch, Brown, Epstein,
Shankman. R twice when topic changes for
maximum of 15 credits. Not offered 1998-99.
412/512 Medieval Culture: [Topic] (4R) Exam-
ines the relation between cultural studies and
medieval societies. Concentrates on such issues
as belief, aesthetics, gender. Lees. R twice when
topic changes for maximum of 12 credits. Not
offered 1998-99.
413/513 Early Modern Literature in Context:
[Topic] (4-5R) Literature of the Renaissance in
aesthetic, intellectual, and social contexts.
Freinkel, Greene. R twice when topic changes for
maximum of15 credits. Not offered 1998 99.
414/514 Literature and Institutions of the
Enlightenment: [Topic] (4-5R) The genesis of
modern sites of authority, discourses, and politi-
cal beliefs in the Enlightenment project. Calhoon,
Sayre, Sohlich. R twice when topic changes for
maximum of15 credits. Not offered 1998-99.
416/516 Revaluations of the 19th Century: [Topic]
(4-5R) Issues and problems in 19th-century
literature. Includes Romanticism, realism,
nationalism, colonialism, orientalism, socialism,
decadence, and the rise of modern scientific dis-
course. Topic for 1998-99 is Nietzsche and the
Early Kafka. R twice when topic changes for
maximum of 15 credits.
418/518 Modernisms: [Topic] (4-5R) Compara-
tive study of modernism as a force for aesthetic
and social renovation. Topics for 1998-99 are
Avant-Garde Movements, Magazines, and
Manifestos; Freud; Sedition and Terror in the
Novel. Calhoon, Peppis, Rice. R twice when topic
changes for maximum of 15 credits.
419/519 Study of the Contemporary: [Topic]
(4-5R) Approaches to the critical study of the
72 College of Arts and Sciences
present, including topics such as postmodernism, Renaissance writing in the light of current theo-
digital culture, cyberpunk. Brown, Kintz, Lollini, ries of gender. Lees. Not offered 1998--99.
Pyle, Sohlich, Wheeler. R twice when topic 473/573 New World Poetics (4) Sixteenth-
changes for maximum of 15 credits. Not offered century European discourse about the Americas
1998-99. and responses to it by the first generations of
423/523 Early Modern Prose Fiction (4) Uses colonial, criollo, and mestizo writers. Particular
historical and contemporary narrative theory to attention to race, institution, and nation. Greene.
chart a critically unarticulated episode in early Not offered 1998-99.
modern European literature: the emergence of 474/574 Culture and Identity in the Americas
vernacular prose fiction before the novel. Greene. (4) The formation of American cultural, racial,
Not offered 1998-99. and national identity from Whitman and Marti to
432/532 Medieval Lyric to Petrarch (4) Exam- Ginsberg, Tropicalia, and Anzaldua. Greene. Not
ines, in whole or in significant part, the corpora offered 1998-99.
of representative poets of the medieval tradition 477/577 Nation and Resistance (4) Explores
in several national literatures. Psaki. Not offered how people of four continents have used lan-
1998-99. guage, literature, and film to resist imperialism,
433/533 Early Modern Lyric (4) Examines Euro- neocolonialism, racism, sexism, and other forms
pean and American poetry after Petrarch, from of group oppression. Not offered 1998-99.
1500 to 1700, with attention to generic innova- 478/578 Suicide and Literature East and West
tion, differentiation of modes and styles, emerg- (4) Investigates the phenomenon of suicide, from
ing theories of lyric, and social contexts. Greene. sociology to literature, in the United States,
Not offered 1998-99. Europe, and Japan. Includes the warrior's
438/538 Latino Poetry of the United States (4-5) "honorable suicide" and the "love suicide"
Investigates how Chicano and Chicana, Puerto ideals. Not offered 1998-99.
Rican, Cuban, and other Latino and Latina iden- 479/579 Literature and Testimony (4-5) The
tities are represented and interrogated in recent literature of testimony as both a historical phe-
poetry. Readings in Spanish and English. nomenon and a challenge to the critical and ethi-
Greene. Not offered 1998-99. cal canons of comparative literature. Lollini. Not
439/539 Lyric Theory and Interpretation (4) offered 1998-99.
Literary and cultural theory of Western lyric. 490/590 Philosophical Problems and Literary
Topics include temporality, person, figuration, Contexts: [Topic] (4-5R) Establishes a dialogue
materiality, openness and closure, and lyric in between philosophy and literature-as disci-
the age of popular music video. Greene. Not of- plines, as historical constructions, as value sys-
fered 1998-99. tems. Topic for 1998-99 is Originality and Con-
440/540 Comparative Theatricalities: [Topic] ventionality. R twice when topic changes for
(4-5R) Drama and other manifestations of the maximum of 15 credits.
dramatic in literature and culture, considered in 503 Thesis (1-16R) PIN only
comparative context. Brown, Kintz, Sohlich. 601 Research: [Topic] (1-16R) PIN only
R twice when topic changes for maximum of 15
credits. Not offered 1998-99. 603 Dissertation (1-16R) PIN only
450/550 Cinematic Representations: [Topic] 605 Reading and Conference: [Topic] (1-16R)
(4-5R) Film treated in broad aesthetic (including 607 Seminar: [Topic] (1-5R) Recent topics in-
literary) and cultural contexts. Topic for 1998-99 clude Theory of the Avant-Garde, Postmodern
is Cinema and Nation. Lesage. R twice when Theory and Reactionary Politics. Not offered
topic changes for maximum of 15 credits. 1998-99.
461/561 Studies in Contemporary Theory: 608 Colloquium: [Topic] (1-16R) Recent topics
[Topic] (4-5R) Identifies issues in literary andlor include Bakhtin, Contemporary Science and
cultural theory for close examination. Freinkel, Literary Theory, the Frankfurt School, Global
Lees, McCole, Pyle. R twice when topic changes Cultural Studies.
-u--formaximuIlL of 15 credits;-Not-of~Effl=99;--blU-ExperimentarCourse: [Topicn1~~Rnop-
462/562 Cultural Intersections: [Topic] (4-5R) ics for 1998-99 include Cultural Studies in Latin
Studies designated issues between literatures America, The Postmodern Subject. Sohlich,
and societies remote from one another, e.g., Szurmuk.
"minor" and "major" cultures, Asia and the 611 Dissertation Work in Progress (2R) PIN
West, developing and developed countries. Topic only. Presentation of work in progress and re-
for 1998-99 is Insect Dreams. Brown, Hokanson. lated intellectual matters by doctoral candidates.
R twice when topic changes for maximum of Pre- or coreq: advancement to candidacy. R once
15 credits. for maximum of 4 credits.
463/563 Comparative Feminisms (4) Uses a 612 Comparative Literature in the Academy
comparative feminist approach on a series of (1-2) PIN only. Explores professional issues for
important debates within feminism to find the graduate students who plan careers in college
commonalities and differences among various and university teaching and scholarship. Prereq:
European and American voices. Lees. Not of- instructor's consent.
fered 1998-99. 614,615,616 Graduate Studies in Compara-
464/564 Cross-Cultural Investigations of Gen- tive Literature (5,5,5) 614: overview of the state
del.: [Topic] (4-5R) Advanced study of gender in of the discipline. Treats historical and theoretical
settings of historical andlor cultural difference developments in literary studies including philol-
with explicit attention to the theoretical premises ogy and cultural studies; reconsiders the place of
underlying comparison. Brown, Hokanson, comparative literature in a global, pluralistic cur-
Kintz, Lees. R twice when topiC changes for riculum. Greene. 615: survey of contemporary
maximum of 15 credits. Not offered 1998-99. literary theory. 616: problems and methods in
472/572 The Body in History (4) Survey of the practical criticism. Greene, Lees.
subject of the body in late Antique to early
COMPUTER AND
INFORMATION
SCIENCE
Zary Segall, Department Head
120 Deschutes Hall
(541) 346-4408
FACULTY
Zena M. Ariola, assistant professor (programming
languages, term rewriting systems, lambda calcu-
lus). B.S., 1980, University of Pisa (Italy); Ph.D.,
1992, Harvard. (1992)
John S. Conery, professor (logic programming,
parallel processing, computational biology). B.A.,
1976, California, San Diego; Ph.D., 1983,
California, Irvine. (1983)
Janice Cuny, associate professor (parallel processing,
programming environments, computational sci-
ence). BA, 1973, Princeton; M.S., 1974, Wisconsin;
Ph.D., 1981, Michigan. (1993)
Sarah A. Douglas, professor (human-computer
interaction, artificial intelligence). A.B., 1966,
California, Berkeley; M.S., 1979, Ph.D., 1983,
Stanford. (1983)
Arthur M. Farley, professor (artificial intelligence,
applied graph theory). B.S., 1968, Rensselaer
Polytechnic Institute; Ph.D., 1974, Carnegie-
Mellon. (1974)
Stephen F. Fickas, professor (requirements engineer-
ing, software engineering and the World Wide Web).
B.S., 1971, Oregon State; M.S., 1973, Massachusetts;
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). BA, 1969, Michigan; M.S.,
1977, Pennsylvania State; Ph.D., 1983, Illinois at
Urbana-Champaign. (1984)
Eugene M. Luks, professor (algebraic algorithms,
computational complexity, symbolic computation).
B.S., 1960, City University of New York City
College; Ph.D., 1966, Massachusetts Institute of
Technology. (1983)
Allen D. Malony, associate professor (parallel pro-
cessing, performance evaluation of supercomputing
systems, computational science). B.S., 1980, M.S.,
1982, California, Los Angeles; Ph.D., 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; Ph.D., 1974, Royal
Institute ofTechnology, Stockholm. (1975)
Jane M. Ritter, instructor. B.S., 1975, M.E., 1983,
Wisconsin, La Crosse; Ph.D., 1987, Oregon. (198'7l
Arm A. Sabry, assistant professor (programming
languages, semantics, compilers). B.S., 1986, M.S.,
1989, Cairo; M.S., 1993, Ph.D., 1994, Rice. (1995)
Zary Segall, professor (building computer systems
with guaranteed properties, software systems,
wearable information systems). M.S., 1976, Ph.D.,
1979, Technion Israel Institute of Technology.
(1993)
Kent A. Stevens, professor (human and machine
vision, three-dimensional visualization). B.S., 1969,
M.S., 1971, California, Los Angeles; Ph.D., 1979,
Massachusetts Institute of Technology. (1982)
Christopher B. Wilson, associate professor (compu-
tational complexity, models of computation). B.S.,
1978, Oregon; M.S., 1980, Ph.D., 1984, Toronto.
(1984)
Michal Young, associate professor (software engi-
neering, software test and analysis). B.S., 1983,
Oregon; M.S., 1985, Ph.D., 1989, California, Irvine.
(1997)
Daniel Zappala, assistant professor (networks). B.S.,
1990, Stanford; Ph.D., 1997, Southern California.
(1997)
Courtesy
William M. Kantor, courtesy professor (finite
geometrics, finite groups, combinatorics). See
Mathematics
Charles R. B. Wright, courtesy professor (group
theory). See Mathematics
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
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 computer 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 a strong research pro-
gram and a rewarding educational experience for
undergraduate and graduate students.
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
• networking
• 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. Ihe com-
puter science programs at the university are con-
tinually evolving as the discipline matures and as
students' needs change.
Facilities
The Department of Computer and Information
Science is housed in Deschutes Hall. This three-
story, 27,000-square-foot science facility, which
opened in 1989, holds faculty and graduate stu-
dent offices and extensive laboratory space for
research and instruction.
The departmental computing environment is a
mix of Unix, Apple Macintosh, and Intel-based
computers. The main servers are two Sun
SPARCserver lOOOEs and several Sun SPARC 5s.
These provide NFS file service and support
World Wide Web, ftp, E-mail, USENET News,
and other network services. First year under-
graduates use Intel-based computer labs in the
Computing Center, while upper-division under-
graduates and graduate students use a Sun
workstation lab.
Computer and Information Science 73
Research labs operate a variety of Unix worksta- questions in artificial intelligence, including
tions and Intel-based computers. The Interactive search, knowledge representation, and reason-
Systems Lab is equipped with Sun workstations ing. The laboratory provides financial support for
(SPARC 5, SPARC 20, SPARC Ultra 1), students and fosters an intimate relationship
Macintoshes (Hfx, Power Macintosh 7200), and among a small group of researchers who work in
several 486 Pentium Pro 266 processors. Special- closely related areas.
ized equipment for interactive systems research Computational Science Institute. The institute
includes a PHANTOM force feedback control de- combines research in the physical sciences with
vice and the DecTalk speech synthesizer. Usabil- work in applied mathematics, linear algebra, and
ity studies are supported by a laboratory with computer science. This association of researchers
multiple video cameras, video cassette recorders, from nine departments supports computational
and audio recording. The Computer Graphics science efforts at the University of Oregon.
Laboratory includes color scanners, color film
recorders, color calibrated monitors and HP 755 Software Engineering Research Center. One
series workstations with CRX 48Z graphics. of several national sites sponsored by the National
Science Foundation, the center includes mem-
Research in high-performance computing is sup- bers from all four of the state's research universi-
ported by the facilities in the Computational Sci-ties. This technology transfer center supports
ence Institute. The institute has two Silicon short- and long-term applied research projects
Graphics Power Challenge systems with ten and related to software engineering that are of inter-
twelve R8000 CPUs and Indigo2 High Impact est to industry.
graphics, and a Power Onyx with 8 RI0000
CPUs, Reality Engine graphics, and Sirius Video. Careers
There is also a 4096 processor Maspar SIMD ma- The CIS undergraduate program is designed to
chine. These machines are connected with prepare students for professional careers or for
100mb Fast Ethernet to a dedicated Ethernet graduate study. Students with a B.A. or a B.S.
switch. Research in the institute is also supported degree in cornputer science haveever~expan:ding
13y-a-4-pfEleessE>r0figin-2B0&,--3-ffldigcJ~-Highlt---c'"a';r;e7Cer'orcp"p"0"'r""t"u"'n"lt"l;e"'sc-.IUJ7CO~SSC;-;ltcbl;rli"'tlv;e"s'~r~an"g~e~fr"'oC;;m""tlhC;Ce';---
Impact workstations, and 8 02 desktop development of time-critical software for aero-
workstations. space applications to the design of graphics and
Under development is a network research lab animation software to implementation and test-
that will focus on the development, simulation, ing of next-generation Internet protocols. The
and prototyping of multicast routing protocols, field of computer science, which has become in-
reservation protocols, and other network infra - creasingly interdisciplinary over the past decade,
structure. The lab will include a testbed for mod- offers a rich array of opportunities in fields as
elingwide-area networks and several LANs at- disparate as medicine, manufacturing, and the
tached as endpoints for use in both prototyping media, as well as abundant possibilities in the
and simulation. The lab will include a Cisco computer industry itself.
router and personal computers configured as The CIS program prepares students for these
software routers running FreeBSD. challenges by emphasizing the fundamental con-
The department network is primarily a switched cepts needed to be a successful computer scien-
10-Base-T network, but ATM is also supported at tist in the face of continuously evolving technol-
155Mbps over OC3. The ATM network is part of ogy. Hence, our graduates come away with
the statewide Network for Education and Re- confidence that they can specify, design, and
search in Oregon (NERO), which connects five build large software systems; analyze the
institutions in Oregon with 155Mbps ATM. effectiveness of computing techniques for a spe-
Affiliated Institutes cific problem; and work effectively in dynamic,
problem-solving teams. A master of arts (M.A.)
Computational Intelligence Research Labora- or master of science (M.S.) degree program
tory. The laboratory's research focuses on basic prepares students for higher-level positions in
74 College of Arts and Sciences
dations and improved performance are consid-
ered. Petitions are available in the department
office.
Sample Program
Freshman Year 42-46 credits
Concepts of Computing: Information Processing,
Computers and Computation, Algorithms and
Programming (CIS 120, 121, 122) 12
Calculus I,Il,III (MATH 251,252,253) 12
College Composition tIl or III (WR 121,
WR 122 or 123) 6
Arts and letters group-satisfying courses 8-12
Multicultural requirement or elective 4
Sophomore Year 40-48 credits
Computer Science tIl,III (CIS 210, 211, 212) .. 12
Elements of Discrete Mathematics I,Il,III
(MATH 231, 232, 233) 12
Arts and letters group-satisfying courses 4-8
Social science group-satisfying courses 8-12
Multicultural requirement or elective 4
Junior Year 45-50 credits
Introduction to Data Structures (CIS 313),
Computer Organization (CIS 314), Intro-
duction to Algorithms (CIS 315), Data Struc-
tures Lab (CIS 323) 14
Upper-division mathematics electives 6-8
Upper-division CIS elective 4
CIS-major science requirement 12
Electives 9-12
Senior Year 43-48 credits
Scientific and Technical Writing (WR 320) or
Business Communications (WR 321) 4
Operating Systems (CIS 415), Software Method-
ology I (CIS 422), Principles of Programming
Languages (CIS 425) 12
Upper-division CIS electives 12
Electives 15-20
computational science, multimedia, and
pregraduate studies.
Mathematics. Thirty credits including Elements
of Discrete Mathematics I,Il,III (MATH 231, 232,
233), Calculus I,Il,III (MATH 251, 252, 253), and
6 credits in upper-division mathematics courses
from a list of department-approved courses.
With the approval of a CIS adviser, students may
substitute Mathematical 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
Department of Computer and Information Sci-
ence requires a third course: either Scientific and
Technical Writing (WR 320) or Business Commu-
nications (WR 321).
Science. Twelve 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 tIl,III: Cells, Organisms,
Populations (BI 211, 212, 213)
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)
Progress Review. CIS majors must file a
Progress Review Form with the CIS department
after completing CIS 212 and before registering
for CIS 315. The student must consult an adviser
at the time the form is filed.
UNDERGRADUATE STUDIES
the areas described above as well as for teaching
positions in community colleges. The Ph.D.
degree program trains students as scientists for
advanced research in a specialized area of com-
puter science and for teaching in universities.
The Department of Computer and Information
Science (CIS) offers the bachelor of arts (BA)
and bachelor of science (B.S.) degrees. Major and
minor requirements are listed below.
The Department of Mathematics and the Depart-
ment of Computer and Information Science
jointly offer an undergraduate major in math-
ematics and computer science, leading to a bach-
elor of arts or a bachelor of science degree. This
major is described in the Mathematics and
Computer Science section of this bulletin.
Preparation. High school students planning to
take substantial course work or major in com-
puter and information science should pursue a
strong academic program, including substantial
work in mathematics and science. Students who
have taken a programming course and who have
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 requirement).
Students should call or write the department to
determine if computer courses they have taken
fulfill CIS major requirements.
The necessity of sequential completion of the
required courses may make it difficult for stu-
dents who declare their major after the sopho-
more year, and for some transfer students or
students working toward a second bachelor's
degree, to complete the major in a timely fash-
ion. More information is available in the depart-
ment office.
Accelerated Program for Majors
The accelerated program is designed for students
Program for Majors who have solid experience in computer science
A student may meet university and departmental (e.g., a year of programming in high school) and
requirements by taking courses according to the a strong background in mathematics. This pro-
following sample program. Individual programs gram allows motivated students to take course
may vary according to each student's prepara- beyond the minimum requirements and allows
tion, interests, and needs; students should qualified students to fulfill the requirements for
consult an academic adviser for assistance in the honors program. Students who complete the
Major Requirements designing a program that achieves both breadth program's requirements can be admitted to the
Computer and Information Science. Fifty-four and depth. department's accelerated M.S. program, which is
----er~eIits;-tJf-whte~-eompleted-in-resi""-~-~~, ~-I'-' f1j ----Q~Gl'ibg4_uru:le±-~esin this se€1ct8'io~nR-----Graumg rO ICles.-cIS core courses-CIS~LO- of the bulletin.
I
dence at the University of Oregon. 212,313-315,323,415,422, and 425-and core
The program for majors begins with Computer courses in mathematics-Calculus I,Il,III (MATH Sample Program
Science I,Il,III (CIS 210, 211, 212). These courses 251, 252, 253) and Elements of Discrete Math- Freshman Year 42-46 credits
and laboratories introduce students to the prin- ematics (MATH 231,232,233) or Mathematical Computer Science tIl,III (CIS 210, 211, 212) .. 12
ciples of computation and the fundamental con- Structures I,ll (MATH 271, 272)-must be passed Elements of Discrete Mathematics I,Il,III
cepts of hardware and software. with letter grades of C- or better. Other courses (MATH 231, 232, 233) 12
Majors receive training in the techniques and required for the degree and the 16 upper-division College Composition I,ll or III (WR 121,
tools needed for advanced courses in the follow- elective credits in CIS courses may be taken for WR 122 or 123) 6
ing required courses: Introduction to Data Struc- letter grades or passino pass (PIN). Grades of C- Arts ~nd letters gr?up-satisfying courses 8-12
( ) or P or better must be earned in these courses. Multicultural reqUirement 4tures CIS 313 , Computer Organization (CIS
314), Introduction to Algorithms (CIS 315), Data Prerequisites. Instructor's consent is required to Sophomo.re Year 46-50 credits
Structures Lab (CIS 323), Operating Systems waive prerequisites for a course. Prerequisites for IntroductIOn to Data Structures (CIS 313),
(CIS 415), Software Methodology I (CIS 422), CIS core courses must be completed with the Comput~rOrganization (CIS 314), Introduction
and Principles of Programming Languages minimum grades listed above. If minimum grade to AlgOrithms (CIS 315), Data Structures Lab
(CIS 425). requi.r~ments are not met, a student mu~t su~mit C~~~I~~3£rI;iii·(MArn·251:·252>l53)..::::::::::::: i~
The 16 upper-division elective credits allow stu- a petltl?n to the CIS dep~rtment t? contmue m CIS-major science requirement 12
dents to explore areas beyond the core courses the major core. The petitIOn must mclude sup- Social science group-satisfying courses 8-12
and to probe into areas of particular interest. The port from the instructor who gave the low grade. . Y 42 d'
C I · 'th th t d t' d" Jumor ear -48 cre Itsdepartment office has information about the onsu tatlOn WI e s u en sa Vlser IS recom- 0 . S (CIS 415) S f M h db f ... b' d S d peratmg ystems , 0 tware et 0 -following optional areas of specialization: net- mended e ore a petitIOn IS su mltte . tu ents I I (CIS 422) P' . I f P .
may request exceptions to requirements by writ- 0 ogy , rmclp es 0 rogrammmg
working, software engineering, cognitive science, . . F h f I Languages (CIS 425) 12
ten petitIOn. actors suc as acu ty recommen- Upper-division mathematics electives 6-8
Computer and Information Science 75
Upper-division CIS elective 4
Multicultural requirement 4
Arts and letters group-satisfying course 4
Social science group-satisfying course 4
Electives 8-12
Senior Year 40-44 credits
Computer Architecture (CIS 429) 4
Upper-division CIS electives 8
CIS-major honors courses 8
Scientific and Technical Writing (WR 320) or
Business Communications (WR 321) 4
Electives 16-20
Everyone associated with the discipline recog-
nizes the dynamic nature of computer science. It
is likely that occasional curricular modifications
will be necessary. While every effort is made to
avoid disrupting the programs of students who
are actively pursuing degrees, substitutions and
improvements in CIS courses should be antici-
pated. Recent curriculum changes may not be
reflected in this bulletin; information about cur-
riculum changes is available in the department
office.
Honors Program
Students with at least a 3.50 grade point average
(GPA) in computer and information science and
a cumulative GPA of 3.00 or higher are encour-
aged to apply to the department honors program
when they have completed Introduction to Data
Structures (CIS 313), Computer Organization
(CIS 314), and Introduction to Algorithms (CIS
315). To graduate with departmental 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,I1,III
(CIS 210, 211, 212), and Introduction to Data
Structures (CIS 313). Courses applied to the
minor must be completed with grades of C- or
better. CIS 409 may not be used to fulfill require-
ments for the minor.
Before emolling in CIS 313 or other upper-divi-
sion CIS courses, students who plan a CIS minor
should register their intention with an applica-
tion form available in the CIS office. This allows
students to consult a faculty adviser and prepare
a minor program.
Before graduating, the student must supply the
Department of Computer and Information
Science with an up-to-date transcript. More
information is available in the department office.
GRADUATE STUDIES
The Department of Computer and Information
Science offers programs leading to the degrees of
master of arts (M.A.), master of science (M.S.),
and doctor of philosophy (Ph.D.).
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
languages
c. Program development and analysis
d. Data structures and algorithms analysis and
design
2. GRE score on the general test is required; the
computer science test is recommended, espe-
cially for Ph.D. 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
assistantships must also take the Test of
Spoken English (TSE)
Application materials should be submitted by
February 1 for admission the following fall term.
Admission to the M.S. degree program requires
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 contains
five core areas:
1. Theoretical computer science
2. Architecture and operating systems
3. Programming languages
4. Software systems and methodology
5. Artificial intelligence
Each area consists of a 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.
M.S. Thesis. The research option requires a writ-
ten thesis and 9 to 12 credits in Thesis (CIS 503).
Thesis research is supervised by a faculty adviser;
this adviser and 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 students who plan
subsequent Ph.D. research.
M.s. Project. The project option requires a
master's degree project and up to 12 credits in
Final Project (CIS 609).
Under the supervision of a faculty member, the
project may entail a group effort involving sev-
eral master's degree students. The project is sub-
ject to approval 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
at least a 3.00 grade point average (GPA) in
upper-division CIS courses.
Admission procedure. Application to the
master's program should be made by February 1
of the graduation year. Students should submit a
Graduate Record Examinations (GRE) score, Test
of English as a Foreign Language (TOEFL) score
if not a native English speaker, three letters of
recommendation, and a statement of goals. If the
application is complete by the deadline and if the
requirements stated above 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 reduced 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 Ph.D. 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 advanced
research. Early in the program the student gains
research experience by undertaking a directed
research project under the close supervision of a
faculty member and the scrutiny of a faculty com-
mittee. 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.
76 College of Arts and Sciences
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. Successful applicants are admitted
conditionally.
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 languages, software
engineering, and artificial intelligence. These
six courses must include CIS 621, 624, and 629.
The breadth courses must be passed with
grades ofB- 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
directed 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
c. A private oral examination by the commit-
tee members
3. Unconditional Status. Successful completion
of the six breadth courses and the directed
research 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
additional courses from anyone of the three
core groups described in the breadth require-
ment. These courses should be outside the
student's research area
5. Oral Comprehensive Examination. Choose
an area of research and work closely with an
adviser to learn the area in depth by surveying
the current research and by learning research
methods, significant achievements, and how to
pose and solve problems. The student gradu-
ally assumes more of an independent role and
prepares for the oral comprehensive examina-
tion, which tests the depth of knowledge in the
research area. The graduate education com-
mittee appoints the oral comprehension
examination committee, typically three mem-
bers, after considering nominations from the
student and the adviser. The examination
comprises:
a. A survey of the area in the form of a posi-
tion paper and an annotated bibliography
b. A public presentation of the position paper
c. A private oral examination by committee
members
6. Advancement to Candidacy. After the oral
comprehension examination, the committee
decides whether the student is ready for inde-
pendent research work; if so, the student is
advanced to candidacy
7. 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. In addition to
members from the department, the disserta-
tion committee typically includes an outside
examiner. This outside examiner should be a
leading researcher in the candidate's field who
is not at the University of Oregon. The outside
member should be selected a year before the
candidate's dissertation defense, and certainly
no later than six months before. The depart-
ment makes every effort to bring the outside
examiner to campus for the dissertation
defense. The dissertation committee, which
guides and evaluates the student's progress
through completion of the degree, may request
an oral presentation similar to the comprehen-
sive examination to allow questions and
answers about the proposed research. The
student then carries out the required 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 regulations, may accept
the dissertation, request small changes, or
require the student to make substantial
changes and schedule another defense
8. Seminar Requirement. In any three
consecutive terms in residence at the UO,
doctoral candidates must register for 3 credits
each of Seminar (CIS 607) and Colloquium
(CIS 608), or candidates may register for either
Seminar or Colloquium and a course num-
bered 610 or higher
9. 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.
student 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 supervise the dissertation.
Cognitive Science
In association with the Institute of Cognitive and
Decision Sciences, the department offers gradu-
ate degrees with an option in that area. Specific
research in the department includes visual per-
ception (in conjunc~ion 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
information representation and manipulation.
Types of information, information representation,
storage, analysis, simulation, programming lan-
guages' 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
program translation, and artificial intelligence.
Programming using HyperCard. CIS 120 recom-
mended. Prereq: MATH 111.
122 Concepts of Computing: Algorithms and
Programming (4) Introduction to problem solv-
ing, algorithm design, data structures, and pro-
gramming. Introduces techniques for program
testing and debugging. Prereq: MATH 111 and a
CIS course or equivalent.
131 Introduction to Business-Information
Processing (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 prob-
lem solving. Prereq: MATH 111 or two years of
high school algebra.
133 Introduction to Numerical Computation
with FORTRAN (4) Basic concepts of problem
analysis, computation, and solution. Programming
a computer using the language FORTRAN. Prereq:
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 language Pascal.
Prereq: MATH 111 and a CIS course or equiva-
lents.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies in Computer Science:
[Topic] (1-5R) Topics vary with the interests and
needs of students and facuIty members. Typical
topics include Multimedia, Programming in Java,
and Problem Solving with Microcomputers.
210,211, 212 Computer Science I,II,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: system architecture and
design. 212: software modularity, abstract data
types, specification, and implementation.
Sequence. Prereq: programming course and
MATH 112; coreq: MATH 231, 232, 233.
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; coreq: CIS 323.
314 Computer Organization (4) Introduction to
computer organization and instruction-set archi-
tecture-digitallogic design, binary arithmetic,
design of central processing unit and memory,
microprogramming, 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.
323 Data Structures Laboratory (2) Program-
ming laboratory. Data structures and object-
oriented implementation. Prereq: CIS 212,
MATH 232; coreq for majors: CIS 313.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
403 Thesis (1-12R) PIN only
405 Reading and Conference: [Topic] (1-12R)
406 Field Studies: [Topic] (1-21R)
Computer and Information Science 77
461/561 Introduction to Compilers (4) Lexical
analysis, parsing, attribution, code generation.
Prereq: CIS 314, 425 or 624. CIS 420/520 strongly
recommended.
algorithms, introduction to complexity theory
including NP-completeness. CIS 420/520
strongly recommended.
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,
polymorphism, and inheritance. Functional and
logic programming.
629 Computer Architecture (4) Advanced
readings in computer architecture research.
Topics may include storage hierarchies, input-
output subsystems, instruction- and data-level
parallelism, symbolic computation, multiproces-
sor networks and consistency algorithms, perfor-
mance 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, parallel-
izing compiler technology, performance evalua-
tion, 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
information flow in networks; methods of trans-
mission, error control, and message protocols.
Prereq: CIS 415.
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.databasesystems.'oesign, access
-------.methods, and intetfaces.bet:ween-ers 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
understanding and generation. Articulation, rep-
resentation, and utilization of prior knowledge
(conceptual, episodic, lexical), cognitive context,
and discourse assumptions. 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,
natural language interfaces, and expert systems
explanation. Prereq: CIS 671.
443/543 User Interfaces (4) Introduction to user
interface software engineering. Emphasis on
theory of interface design, understanding the
behavior 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
management. File and database organization,
structured programming languages and
embedded database instructions. Relational and
entity-relationship modeling. Prereq: CIS 315.
455/555 Computational Science (4) Solving
scientific problems with high-performance com-
puters; algorithms, languages, and software used
in scientific computing and visualization. Group
projects on current research in physicS, chemis-
try, biology, and other sciences. Prereq: CIS 314,
422 or instructor's consent.
503 Thesis (1-16R) PIN on.-"ly'---__
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
according 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] (IR) 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.
621 Algorithms and Complexity (4) Design and
analysiS of algorithms, strategies for efficient
462/562 Implementation of Programming
Languages (4) Advanced topics in compiler
construction, storage management, or program-
mingenvironments. 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.
490/590 Computer Ethics (2) Addresses ethical
issues and social impacts of computing. Topics
include crime, hacking, intellectual property,
privacy, software reliability, employment, and
worldwide networks.
Prerequisites to graduate CIS courses are intended
as guidelines. Students who are uncertain about
eligibility for enrollment in a course are encouraged
to consult the instructor.
407/507 Seminar: [Topic] (1-5R) Opportunity
to study in greater depth specific topics arising
out of other courses.
408/508 Workshop: [Topic] (1-21R)
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. Recent topics include Networking
and Object-Oriented Programming.
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,
synchronization, 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, Turing
machines, solvability. Nondeterminism and com-
plexity classes. Prereq: CIS 315 or instructor's
consent, MATH 233.
422/522 Software Methodology I (4) Analysis
and structured design specification, system
testing. Advanced development environments
designed to create awareness of system engineer-
ing 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. Prereq: CIS 422/522.
425 Principles of Programming Languages (4)
Syntax and semantics. Scope rules, environments,
stores. denoted aD_d_express.edYalues,_pmcedures,
and parameters. Definitional interpreters. Types,
overloading, parametric polymorphism, and
inheritance. Varieties of abstraction. Prereq:
CIS 315.
429 Computer Architecture (4) RISC (reduced
instruction-set computer) and CISC (complex
instruction-set computer) design, high-
performance processor design, storage hierar-
chies, pipelining, vector processing, networks,
performance analysis. Prereq: CIS 313, 314.
441/541 Introduction to Computer Graphics
(4) Introduction to the hardware, geometrical
transforms, interaction techniques, and shape
representation schemes that are important in
interactive computer graphics. Programming
assignments using contemporary graphics hard-
ware and software systems. Prereq: CIS 313; pre-
or coreq: CIS 314.
442/542 Computer Graphics (4) Computer
graphics techniques for realistic image synthesis:
scan conversion, clipping, hidden surface algo-
rithms, illumination modeling, and color percep-
tion. Prereq: CIS 441/541.
78 College of Arts and Sciences
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:
Poetry (6,6,6R) Concentration on student
writing in a workshop setting. Prereq: instruc-
tor's consent. Hongo, Laux. R once each
academic year. Primarily for M.F.A. candidates
but open to other graduate students with interest
and talent.
640, 641, 642 Graduate Creative Writing:
Fiction (6,6,6R) Concentration on student writ-
ing of fiction in a workshop setting. Prereq:
instructor's consent. Lee. R once each academic
year. Primarily for M.F.A. candidates but open to
other graduate students with interest and talent.
CREATIVE WRITING COURSES
(CRWR)
199 Special Studies: [Topic] (1-5R)
241 Introduction to Imaginative Writing:
Fiction (4) Techniques of writing fiction. Devel-
opment of a critical appreciation of the art of
writing.
243 Introduction to Imaginative Writing:
Poetry (4) Techniques of writing poetry. Devel-
opment of a critical appreciation of the art of
writing.
244 Introduction to Creative Writing: Literary
Nonfiction (4) Techniques of writing creative
nonfiction. Development of a critical apprecia-
tion of the art of writing.
324,325, 326 Intermediate Creative Writing:
Short Story Writing (4,4,4) Examination of the
basic techniques and structure of the short story;
CREATIVE WRITING
UNDERGRADUATE STUDIES
Jon D. Franklin, Program Director
144 Columbia Hall
(541) 346-3944
FACULTY
While there is no undergraduate major in
creative writing, the program does offer
undergraduate-level creative writing courses.
Undergraduate English majors who want to
emphasize creative writing should complete
Introduction to Imaginative Writing (CRWR 241,
243,244). Other students should consult their
major advisers about integrating creative writing
courses into their programs.
Kidd Tutorial Program
Implemented through the generosity of the
Walter P. Kidd family, this yearlong tutorial for
juniors and seniors offers the chance to study extensive analyses of student work and estab-
writing and literary craft using literary models. lished models. Prereq: CRWR 241. Lee, Long,
The program, which requires a three-term com- Lyons.
mitment by participants, accommodates highly 334, 335, 336 Intermediate Creative Writing:
flexible and individualized study of fiction, po- Literary Nonfiction (4,4,4) Examines basic tech-
etry, and literary nonfiction writing. Each group niques and structure of literary nonfiction (the
of four to six students studies under the supervi- literary essay). Examines extensively both stu-
sion of a graduate teaching fellow and is over- dent work and established models. Prereq:
seen by a head tutor and a faculty member. Par- CRWR 244 or instructor's consent.
ticipants earn 12 credits in CRWR 411. 341,342,343 Intermediate Creative Writing:
Information about application procedures is Poetry Writing (4AA) Verse writing; study of
available from the tutorial program director. various verse forms as media of expression.
GRADUATE STUDIES Analysis of class work. Prereq: CRWR 243.
Hongo, Laux, Long.
Master of Fine Arts Degree 401 Research: [Topic] (1-21R)
Admission Requirements 403 Thesis (1-21R)
1. Bachelor's degree 405 Writing and Conference: [Topic] (1-21R)
2. Other materials submitted for admission that 407 Seminar: [Topic] (1-5R)
give evidence that the applicant will be able to 410 Experimental Course: [Topic] (1-5R)
complete the prescribed course of study 411 Kidd Tutorial (4R) Tutorial creative writing
satisfactorily focused on poetry, fiction, or literary nonfiction.
Admission Procedures Prereq: cumulative GPA of 3.30 (B+) or better, or
1. Obtain a Graduate Admission Application one course selected from CRWR 324-343, or
from the director of the Creative Writing instructor's consent. R twice for maximum of 12
Program credits. Limited to six juniors and six seniors.
2. Send the first copy to the university Office of 420 Craft of Poetry (4) Advanced undergraduate
Admissions with a $50 fee and the remaining poets study literary models. Designed to broaden
copies to the director of creative writing and deepen student writers' understanding of
3. Arrange to have two official copies of graduate the pragmatics of the literary tradition. Prereq:
CRWR 341 or 342 or 343.and undergraduate transcripts sent, one to the
university Office of Admissions and the other 421 Craft of Fiction (4) Advanced undergradu-
to the director ate writers study literary models. Designed to
4. Submit or have sent to the director: broaden and deepen student writers' under-
standing of the pragmatics of the literary tradi-
a. Letters of recommendation from three tion. Prereq: CRWR 324 or 325 or 326.
people familiar with the applicant's 422 Craft of Literary Nonfiction (4) Advanced
Peter Ho Davies, assistant professor (fiction). B.A. potential as a writer undergraduate writers study literary models.
1987, Manchester; B.S., 1989, Cambridge; M.A., b. A sample of the applicant's creative writing Designed to broaden and deepen student writ-1994, Boston University. (1997)
Jon D. Franklin, professor (literary nonfiction). B.S., Application materials must be received by Febru- ers' understanding of the pragmatics of the liter-
1970, Maryland. (1991) ary 1 for admission to the program the following ary tradition. Prereq: CRWR 334 or 335 or 336.
Garrett K. Hongo, professor (poetry). B.A., 1973, fall term. 430,431, 432 Advanced Creative Writing
Pomona; M.F.A., 1980, California, Irvine. (1989) Degree Requirements (4,4,4) Advanced study in short story, poetry, and
Dorianne Laux, associate professor (poetry). B.A., The candidate for the M.F.A. degree must literary nonfiction writing. Prereq: one course
1988, Mills. (1994) complete 72 credits of graduate work during six selected from CRWR 324-343 or instructor's con-
Chang-rae Lee, associate professor (fiction). B.A., consecutive terms in residence at the university. sent. Hongo, Laux, Lee, Long, Lyons.
1987, Yale; M.F.A., 1993, Oregon. (1993) Of the 72 credits, 36 must be in graduate creative 451/551, 452/552, 453/553 Projects in Writing
Robert Hill Long, senior instructor (poetry). B.A., writing (CRWR) courses, 18 in Thesis (CRWR (3,3,3R) Advanced instruction and practice in
_
_ -r1"ti9->e7~1't''rD_a_Vl_·d_so_n_;_M_._F_.A_._,1_9_8_3,_W_ar_r_e_n_W_i_Is_o_n_.--~5G"\ Of-Writin"-"nd-Cl:Jnf@reru;@-rr'RWR-G(5)-oI---WFmng-soort-stGHe-s,novels,dramas:"o:orl"'n~o9JnrlJfruic;--~---1(1991) "" 0 - t'=
both, and 18 in literature or literature in transla- tion. Prereq: instructor's consent. R with instruc-Richard M. Lyons, professor (fiction). B.A., 1957,
Brooklyn; M.F.A., 1962, Iowa. (1969) tion. The candidate must also pass a written tor's consent.
Pimone Triplett, visiting assistant professor (po- examination on a reading list of works of fiction 503 Thesis (1-16R) PIN only. Prereq: instruc-
etry). B.A., 1987, Sarah Lawrence; M.F.A., 1990, or poetry. tor's consent.
Iowa. (1998)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
East Asian Languages and Literatures 79
EAST ASIAN
LANGUAGES AND
LITERATURES
Michael B. Fishlen, Interim Department
Head
308 Friendly Hall
(541) 346-4041
Department of East Asian Languages and
Literatures, 1248 University of Oregon,
Eugene OR 97403-1248
FACULTY
Steven T. Brown, assistant professor (classical and
medieval Japanese literature). B.A., 1987, Illinois at
Urbana-Champaign; M.A., 1988, Ph.D., 1993,
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-Qing
vernacular fiction). B.A., 1983, M.A., 1987, Ph.D.,
1992, 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 (Japanese language
and linguistics). B.A., 1973, Wakayama University;
M.A., 1978, Ph.D., 1985, Michigan. (1984)
Ruth Kanagy, assistant professor (Japanese language,
pedagogy, and second-language acquisition). B.A.,
1974, Eastern Mennonite; M.A., 1977, Michigan;
Ph.D., 1991, Pennsylvania. (1994)
Hiroko C. Kataoka, associate professor (Japanese
language and pedagogy). B.A., 1974, Kobe College;
M.A., 1975, Ph.D., 1979, Illinois at Urbana-
Champaign. (1989)
Stephen W. Kohl, associate professor (modem
Japanese literature). B.A., 1967, Ph.D., 1974,
Washington (Seattle). (1972)
Wendy Larson, professor (modem Chinese language
and literature). B.A., 1974, Oregon; M.A., 1978,
Ph.D., 1984, California, Berkeley. (1985)
Tze-Lan Sang, assistant professor (Qing and mod-
ern Chinese literature). B.A., 1988, National Taiwan
University; M.A., 1990, State University of New
York at Albany; Ph.D., 1996, California, Berkeley.
(1996)
Emerita....p"--_
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 ofOregon faculty.
UNDERGRADUATE STUDIES
The Department of East Asian Languages and
Literatures offers undergraduate programs in
Chinese and Japanese languages and literatures.
Each program enables students to achieve profi-
ciency in reading, writing, and speaking the lan-
guage and to acquire a fundamental knowledge
of the literature of the country.
The department offers first-and second-year
course sequences in Korean.
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
community college level constitutes good
preparation for the student majoring in Chinese
or Japanese.
Careers. A major in Chinese or Japanese prepares
a student for graduate study in the humanities,
social sciences, and professional schools and also
for careers in business, teaching, law, journalism,
and government agencies. Career options for
people with knowledge of Chinese or Japanese
are steadily increasing.
Major Requirements
Any course for which a grade lower than C- is
received does not count toward the major.
Prospective majors who place above the first term
of the third year of a language (CHN or JPN 301)
must draft an individualized program in conjunc-
tion with a department adviser.
Chinese
Culture-Intensive Option. Forty-seven graded
credits are required in courses beyond the
second-year level, including 19 credits of upper-
division Chinese-language courses, Introduction
to Chinese (CHN 305, 306, 307), and 16 credits of
upper-division East Asian languages and litera-
tures courses in Chinese literature or culture.
Language-Intensive Option. Forty-seven
graded creclits 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); Literary Chinese
(CHN 436,437); and three courses chosen from
Fourth-Year Chinese (CHN 411,412,413),
Advanced Chinese (CHN 431, 432, 433), Literary
Chinese Texts (CHN 438).
Japanese
Forty-seven graded credits are required in
courses beyond the second-year level, including
Third-Year Japanese (JPN 301,302,303), Intro-
duction to Japanese Literature (JPN 305,306),
two terms of Fourth-Year Spoken Japanese
(JPN 411, 412), two terms of Fourth-Year Reading
and Writing Japanese (JPN 414,415), and either
the third term of Fourth-Year Spoken Japanese
(JPN 413) or the third term of Fourth-Year Read-
ing and WritingJ~Ranese(JPN 416). The remain-
ing credits may be earned in any other upper-
division Japanese language or literature course,
or in a comparative literature (COL1) course
when the topic is Japanese literature. Students
may also use credits earned in Japanese culture
courses in other disciplines such as history, reli-
gious studies, and art history.
Honors
Graduation with departmental honors is
approved for students who
1. Earn a cumulative GPA of 3.50 or better in all
UOwork
2. Earn a cumulative GPA of 3.75 or better in
major course work
3. Complete, under the supervision of a faculty
member, a senior thesis to be judged by the
thesis director and one other faculty member
in the department
Students must enroll for at least 6 passino pass
(PIN) credits in Thesis (CHN or JPN 403) in
addition to meeting the standard major
requirements. Transfer work and PIN credits are
not included in determining the GPA.
Minor Requirements
Chinese. The minor in Chinese requires 15
credits of modern Chinese language above the
200 level and two courses from Introduction to
Chinese Literature (CHN 305, 306, 307).
Upper-division language courses must be taken
at the University of Oregon or through an
Oregon University System 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 15
creclits of modern Japanese language above the
200 level and Introduction to Japanese Literature
(JPN 305, 306).
Upper-division language courses must be taken
at the University of Oregon or through an
Oregon University System 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.
East Asian Studies. See the Asian Studies sec-
tion of this bulletin for a description of a minor
program in East Asian studies.
Overseas Study
The University of Oregon has one overseas study
program in China and five in Tokyo, Japan.
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 Academic Affairs
section of this bulletin.
Secondary School Teaching
The College of Education offers a fifth-year
program for teaching licensure in a second lan-
guage. This program is described in the Educa-
tional Leadership, Technology, and Adminis-
tration section of this bulletin. Students
interested in licensure as an Oregon secondary
teacher with a Japanese endorsement may obtain
information from the College of Education.
GRADUATE STUDIES
The Department of East Asian Languages and
Literatures offers programs of study leading to
the degrees of master of arts (M.A.) and doctor of
philosophy (Ph.D.) in East Asian languages and
literatures. Students may choose to specialize in
Chinese or Japanese literary studies or in Japa-
nese language and pedagogy.
The Chinese and Japanese literature programs,
which prepare students to work in a variety of
professional and academic fields, provide inten-
sive training in linguistic and textual analysis and
an extensive exposure to literary theory and com-
parative and cultural studies. The department
encourages students to develop their specializa-
tion in Asian literatures in broader, more com-
parative' and more interdisciplinary perspectives
than has been the case in traditional programs.
The faculty's research and teaching interests, in
addition to covering the major fields, genres, and
chronological divisions of Chinese and Japanese
literature, encourage creative connections and
challenges to conventional clisciplinary boundaries
by exploring the relationships between literature
and such areas as cinema, law, history, politics,
80 College of Arts and Sciences
religion, philosophy, sociology, theater and per-
forming arts, and women's studies.
The department's Japanese language and spe-
cialization degree allows students to pursue
advanced training and research in Japanese lan-
guage teaching and education. Three faculty
members specialize in Japanese language peda-
gogy and/or linguistics, and students can consult
specialists from the Department of Linguistics
and the College of Education. The presence in
the Eugene school district of a Japanese-immer-
sion school as well as the university's Yamada
Language Center, a state-of-the-art foreign-
language laboratory and research unit, offer an
extraordinary support network to graduate
students who want to pursue individual and
collaborative research projects.
Comparative Literature. Several faculty members
from the Department of East Asian Languages and
Literatures participate in the Comparative Litera-
ture Program. For more information, see the
Comparative Literature section of this bulletin.
Complete details and answers to specific
questions about graduate programs in the
Department of East Asian Languages and Litera-
tures are available from the department graduate
secretary.
Admission
An applicant for admission to the M.A. progr~m
should have completed an undergraduate major
in Chinese or Japanese language, literature, or
linguistics, or have equivalent experience. ,?-p~li­
cations are accepted only for fall-term admlsslOn.
An applicant for admission to the Ph.D. program
should have completed a master of arts degree in
either Chinese or Japanese language and litera-
ture or its equivalent.
Application Procedure
1. Obtain a Graduate Admission Application
from the department's graduate secretary
2. Send the first copy to the university Office of
Admissions with a $50 fee, and the remaining
copies to the department's graduate secretary
3. Submit or have sent to the department's
graduate secretary:
a. Official transcripts of college-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 DO Department of
East Asian Languages and Literatures, and
career goals
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
f. Applicants to the literature programs must
submit a substantial writing sample (e.g.,
graduate seminar paper, undergraduate
research paper on a relevant topic). Ph.D.
candidates should submit a master's thesis
or equivalent
Priority is given to applicants whose files are
complete by February 15. A departmental faculty
committee reviews the completed file and
notifies the applicant of its decision.
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 February 15
for admission and appointment the following fall
term. During each term of the appointment,
graduate teaching fellows 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
Languages and Literatures at College Level
(EALL 560) in the fall term of the first and sec-
ond years of their fellowship appointment.
Master of Arts Program
Requirements
Chinese
The M.A. degree in East Asian languages and
literatures with a specialization in Chinese litera-
ture requires successful completion of a mini-
mum of fifteen graduate-level courses including
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 literature; Chinese Bibliography (CHN
550); one course in language pedagogy, Asian
history, or another field relevant to the student's
career objectives; and five Chinese seminars. In-
quire at the department office about required
courses taught under generic numbers and titles.
Nine 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 in
East Asian languages and literatures with a
specialization in Japanese language and peda-
gogy requires successful completion of twelve
graduate-level courses, all of which must be
taken for letter grades. These courses must
ir lclude-seven-courses-in-fapanese-Iinguistics-and
pedagogy; 4 credits of Practicum UPN 609); two
courses in general linguistics; two electives; and
9 credits of Thesis UPN 503) or a comprehensive
examination and two electives or a curriculum or
materials development project and one elective.
Literature. The M.A. degree in East Asian
languages and literatures with a specialization in
Japanese literature requires successful comple-
tion of a minimum of 15 graduate-level courses
including Seminar UPN 507); Advanced 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 an-
other 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
department 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.
Doctor of Philosophy Degree
Program
The Ph.D. program in East Asian languages and
literatures is designed to provide students with a
high level of competence in their area of special-
ization and a familiarity with applicable method-
ologies and theories. Specific courses and
projects used to fulfill requirements must be
approved by the student's adviser, who works
with the other faculty members to develop the
student's program.
Chinese
The Ph.D. degree in East Asian languages and
literatures with a specialization in Chinese litera-
ture requires the completion of nine graduate-
level courses beyond those required for the M.A.
degree. In addition, students must fulfill one of
the following requirements:
1. Pass a reading examination in a second
language
2. Demonstrate advanced knowledge of a par-
ticular methodology, approach, or theory by
a. completing two additional graduate courses
and one reading course in which the spe-
cific approach is used to write a paper about
Chinese literature and
b. successfully completing three additional
graduate courses in a secondary literature
3. Successfully complete a course of study
approved by the adviser that develops a
particular interest or ability
Students must present and orally defend a
dissertation proposal and bibliography-paying
attention to methodology, sources, historical
background, and theory-and write and success-
fully defend a Ph.D. dissertation.
Japanese
Language and Pedagogy. The Ph.D. degree
with a specialization in Japanese language and
pedagogy requires students to successfully
complete twelve graduate courses beyond those
required for the M.A. degree. These courses
include general and Japanese linguistics,s~cond­
language acguisition, pedag~gy, statistics, and
research methods. Other courses may be
approved by the student's adviser. The candidate
must write a paper suitable for publication and
pass a doctoral examination. After the examina-
tion, the student presents a dissertation proposal
to the faculty committee for approval. The final
step is to write and orally defend an original
Ph.D. dissertation.
Literature. The Ph.D. degree with a specializa-
tion in Japanese literature requires students to
successfully complete twelve graduate courses
beyond those required for the M.A. degree. The
courses include two courses in Japanese litera-
ture and/or film, two courses in a period- or
genre-based comparative field and/or in a minor
literature, two courses in critical theory, and two
courses in professional methodology and skills.
These courses must include Workshop (EALL 508)
and may include Japanese Bibliography UPN 550)
or Japanese pedagogy courses.
Where appropriate for the student's program, the
student must demonstrate acceptable reading
knowledge of other foreign or classical languages
East Asian Languages and Literatures 81
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
notions of history and narrative. Prereq: instruc-
tor's consent.
4111511,412/512 Fourth-Year Chinese (4,4R)
Study of contemporary Chinese using written
and spoken forms. Prereq: three years of Chinese
or instructor's consent.
or successfully complete third-year literature
courses in that language.
The student must successfully complete an
advancement to candidacy examination, which
typically consists of the writing and presentation
for approval of a substantial prospectus for the
dissertation to the faculty committee. The
student must then write and orally defend an
original dissertation.
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 ofChinese or stu-
dents whose competence in the language already
exceeds the scope ofthe material may not enroll in
Chinese-language courses.
101,102, 103 First-Year Chinese (5,5,5) Provides
thorough grounding in listening comprehension,
speaking, reading, and writing. Emphasis on
aural-oral skills. For students with no back-
ground in Mandarin Chinese.
150 Introduction to the Chinese Novel (4)
Introduction to one long or several short novels. 424/524 Issues in Medieval Chinese Literature
Focuses on plot, character, cultural difference. (4) Explores scholarship on and questions raised
No background in Chinese necessary; taught in about Chinese poetry and its characteristics.
English. Prereq: instructor's consent.
151 Introduction to Chinese Film (4) Introduc- 425/525 Issues in Modern Chinese Literature
tion to fifth -generation films by directors Zhang (4) Explores scholarship on and questions raised
Yimou, HuMei, and Chen Kaige, Discussion about modern Chinese literature and culture; in-
focuses on family, gender, cultural difference. cludes realism, modernism, gender, and literary
No background in Chinese necessary; English form. Prereq: instructor's consent.
subtitles. 4311531,432/532,433/533 Advanced Chinese
152 Introduction to Chinese Popular Culture (4,4,4) Exclusive use of authentic materials, both
(4) Introduction to popular Chinese cultures in spoken and written. Sequence. Prereq: four years
China, Hong Kong, Taiwan, and the United of Chinese or instructor's consent.
States. Discussion focuses on religion, literature, 436/536, 437/537 Literary Chinese (4,4) Read-
art, and media. ings in various styles and genres of classical
196 Field Studies: [Topic] (1-2R) Chinese literature; stress on major works of dif-
198 Workshop: [Topic] (1-2R) ferent periods. Preparation for research.
199 Special Studies: [Topic] (1-5R) 438/538 Literary Chinese Texts: [Topic] (4R)
Focus on a theme in classical Chinese texts.201, 202, 203 Second-Year Chinese (5,5,5)
1 Topics change yearly. R once for maximum ofTraining in aura -oral skills designed to build 8 credits.
listening comprehension and fluency. Develop-
ment of proficiency in written Chinese. Prereq: 441/541 Structure of the Chinese Language (4)
one year of Chinese or equivalent. Survey of the basic linguistic characteristics of
301,302,303 Third-Year Chinese (5,5,5) Con- Chinese including phonology, orthography,
d morphology, syntax, sociolinguistics, and dialects.~~~:r:~i~;~~~:~e~~~~n;a:~:~~~~~~:d~~g, Prereq: two years of Chinese, LING 290 or 421/521
equivalent. or comparable basic linguistic background.
305,306,307 Introduction to Chinese 450/550 Chinese Bibliography (2) ReferenceEAST ASIAN LANGUAGES AND works in Chinese studies covering Western
L Literature (4,4,4) Survey ranging from earlyITERATURES COURSES (EALL) Confucian and Daoist classics through Tang and sinology, major sources in Chinese, and training
196 Field Studies: [Topic] (1-2R) Song poetry, short fiction and novels, the 1919 in research methods. Prereq: two years ofChinese or instructor's consent.
198 Workshop: [Topic] (1-2R) May Fourth Movement writers, and into the . .
contemporary period. Readings in English. 4511551 Post-Mao Fiction and Debate (4)
199 Special Studies: [Topic] (1-5R) 350 Women, Gender, and Chinese Literature Covers majo~cultu~lamUite~ary dehalesof __
2_10Thina: A Cultural O<!yssey (4) Introdu,"'c'C"t:o::ion --l(44}-1'heElfeffeat-and-:literary-texts-by-and-about-- post-M~o Chl~aWith emp~asls on se,lected rep-
to tl1eQistinctive features of China's linguistic, 'th Ch' It" resentatIve writers. Prereq: mstructor s consent.
lit f ti d li' hil h' 1h . women WI mese cu ures m vanous geo- .. .
erary, ar IS c, an re glO-p osop Ica entage. graphic locales. Special section on Chinese- 452/552 C.hmese F.Jim and Theory (4) Exam.mes
Includes guest lectures, films. Ch fil d fil th F ChiAmerican women writers. Readings in English. mese man m eory. ocuses on nese
211 Japan: A Cultural Odyssey (4) Introduction 399 S . 1St d' [T .] (1 5R) T' . film in cultural debate and in the international
t d" . f fJ pecla u les: 0PIC - °PIC vanes fil .,
o IshnctIve eatures 0 apan's linguistic, liter- from term to term. R for maximum of 12 credits. m arena. Prereq: mstructor s consent.
ary, artistic, and religio-philosophical heritage. 401 Research: [To ic] (1-4R) 454/554 Early Ch.inese Poetry: Scholar's
Includes guest lectures, films. . p ., Lament (4) Exammes the archetype of the litera-
399 Special Studies: [Topic] (1-5R) 403 Thesl~ (l-6R) Prereq: mstructor s consent. ture oflongsuffering. Readings from the Shijing
401 Research: [Topic] (1-21R) R for maxImum of 6 credits. Departmental and Chuci and on questions of thematic and lin-
honors students only. guistic transmission. Prereq: instructor's consent.
405 Reading and Conference: [Topic] (1-21R)
406 Field Studies: [Topic] (1-21R) 405 Reading and, Conference: [Topic] (1-21R) 455/555 The Han-Tang Poetic Tradition (4)
Prereq: mstructor s consent. Examines Han interpretations of classic poetry
407 Seminar: [Topic] (l-5R) 406 Field Studies: [Topic] (1-21R) anthologies as they were received in the poetry
408/508 Workshop: [Topic] (1-21R) 407/507 Seminar: [Topic] (1-4R) Studies and of the Han, Six Dynasties, and Tang. Prereq:
409 Supervised Tutoring (1-3R) projects in Chinese literature, linguistics, or instructor's consent.
410/510 Experimental Course: [Topic] (1-5R) pedagogy. Sources are in Chinese, English, or 456/556 Traditional Chinese Law and Litera-
Prereq: instructor's consent. both, R when topic changes. ture (4) Considers Chinese law as defined in the
460/560 Teaching East Asian Languages and 408/508 Workshop: [Topic] (1-21R) late Zhou and Han periods and as reflected in
Literatures at College Level (2R) Training in 409 Supervised Tutoring (1-4R) PIN only. the sta~utes, short ~iction, an,d drama of later
Chinese and Japanese language instruction Prereq: instructor's consent. R for maximum of dynastIes. Prereq: mstructor s consent.
through lectures, observations, and teaching 18 credits. 4611561 The Confucian Canon (4) Examines
practica. Prereq for non-GTFs: instructor's con- 410/510 Experimental Course: [Topic] (1-5R) how and why a small group of texts came to
sent. R thrice for maximum of 8 credits. Prereq: instructor's consent.
82 College of Arts and Sciences
101, 102, 103 First-Year Korean (5,5,5) Intro-
duction to basic Korean grammar, syllabary,
conversation, and characters.
201,202,203 Second-Year Korean (5,5,5)
Continued development of skills in speaking,
reading, and writing Korean. Introduction of
additional characters. Prereq: KRN 103 or
equivalent.
dominate Chinese education for 2,000 years.
Prereq: 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 (l-6R) PIN only
601 Research: [Topic] (l-4R) PIN only
603 Dissertation (l-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] (l-4R) Prereq: instruc-
tor's consent. R for maximum of 18 credits,
411/511, 412/512, 413/513 Fourth-Year Spoken 441/541 Structure of the Japanese Language
Japanese (4,4,4) Development of speaking and (4) General characteristics of Japanese grammar.
listening skills related to concrete and abstract Topics include word order, typological character-
topics. Emphasis on sociolinguistic skills. Prereq: istics, morphology, ellipsis, passives, and
three years of Japanese or instructor's consent. causatives, Prereq: LING 290 or 421/521, three
414/514,415/515,416/516 Fourth-Year Read- years of]apanese or instructor's consent.
ing and Writing Japanese (4,4,4) Development 442/542 Japanese Discourse Structure (4)
of reading skills, vocabulary, and knowledge of Examination of Japanese discourse structure.
kanji. Writing exercises include message writing, Topics include paragraph and thematic structure,
letter writing, and short essays. Prereq: three cohesion, ellipsis, and sentence styles. Prereq:
years of Japanese or instructor's consent. JPN 441/541 or instructor's consent.
424/524 Premodern Japanese Literature: 443/543 Teaching Japanese as a Foreign Lan-
[Topic] (4R) Investigates topics in premodern guage I (4) Discussion and examination of
Japanese literature in relation to their socio- instructional materials, techniques, and methods.
political contexts of emergence, A recent topic is Activities include class observation, demonstra-
sex and power in The Tale ofGenji. Prereq: tions, and writing short papers. Prereq: JPN
instructor's consent. R twice when topic changes 441/541, LING 444/544, three years of Japanese-
for maximum of 12 credits. language study.
425/525 Modern Japanese Literature: [Topic] 444/544 Teaching Japanese as a Foreign
JAPANESE COURSES UPN) (4R) Investigates topics relevant to Japanese Language II (4) Focus on curriculum develop-
Placement examinations are required for new literary studies in a comparative context. Recent ment, materials development, evaluation, and
students who have exposure to Japanese, either topics include suicide and literature East and class management. Prereq: JPN 443/543.
through formal course work or through informal West, nations and resistance, atomic bomb 450/550 Japanese Bibliography (2) Examination
conversation, Native speakers ofJapanese or stu- literature. Prereq: instructor's consent. R twice of basic reference works in both Western languages
dents whose competence in the language already when topic changes for maximum of 12 credits, and Japanese; training in research methods.
exceeds the scope of the material may not enroll in 426/526 Major Japanese Writers: [Topic] (4R) Prereq: two years of Japanese or instructor's
Japanese-language courses, Intensive study of one or more major Japanese consent.
101,102,103 First-Year Japanese (5,5,5) Pro- authors of the late 19th and 20th centuries. 453/553 Japanese Sociolinguistics (4) The rela-
vides thorough grounding in listening, speaking, Recent topics include the fiction of Tanizaki tionship between Japanese social systems and
reading, and writing Japanese. Special stress on Junichiro, Mishima Yukio and Japanese post- values and the use of language. Prereq: LING
aural-oral skills. For beginners or by placement. modernity, the fiction of Inoue Yasushi. Prereq: 290 or 421/521. '
196 Field Studies: [Topic] (1-2R) instructor's consent. R twice when topic changes 454/554 Japanese Pedagogical Grammar (4)
for maximum of 12 credits.198 Workshop: [Topic] (1-2R) Analysis of]apanese grammar for the purpose of
199 Special Studies: [Topic] (1-5R) 428/528 Teaching Japanese as a Foreign Lan- teaching Japanese, Making practice activities,
guage: K-12 (4) Discussion and examination of lesson plans, and tests on grammatical structures,
201,202,203 Second-Year Japanese (5,5,5) instructional materials, techniques, and methods Prereq: LING 441/541, JPN 443/543.
Continuation of]PN 101, 102, 103. Additional f k' d t th h 12th d J
or m ergar en roug -gra e apanese. 455/555 Second-Language Acquisition oftraining in oral-aural skills designed to build S d' . d t" 'I d
orne ISCUSSlOn an prac Ice m curncu urn an Japanese (4) Introduction to processes of acquir-listening comprehension and fluency. Develop- t . I d I t P LING 290
rna ena seve opmen. rereq: or ingJapanese as a second or foreign language.
ment of basic proficiency in reading and writing 421/521
. Prereq: LING 444/544.Japanese,
431/531,432/532,433/533 Advanced Spoken 4711571 The Japanese Cinema (4) MaJ'orfilm-301, 302, 303 Third-Year Japanese (5,5,5) Pro- J n (444)P t' i k' a dl' t
apa ese " rac Ice n spea mg n IS en- makers and works are introduced. Comparative
vides a solid foundation in listening, speaking, 'td'f' t h I I . ty f t
mg a I ,eren speec eve s on a vane 0 op- analysis of Japanese cinema as narrative form
reading, and writing, Prepares students for i Pr r JPN 413/513 in tructor's cons nt
cs. e eq: or s e. and artists' efforts to grapple with the Japanese
advanced study. Prereq: two years of Japanese F t d t 'th d d f" ,
or s u en s WI a vance pro IClency m experience of modernity. Readings, films. and
or equivalent. k' .
spea mg, discussions in English.
305,306 Introduction to Japanese Literature 434/534 435/535 436/536 Ad anc d R adl'ngs
, , vee 472/572 Japanese Film and Literature (4) Con-(4,4) Historical survey of]apanese literature from . J L"t t (444) R d' d
m apanese I era. ure " ea mg mo e~n temporary Japanese culture examined via film
the 8th century to the present. Analysis and ap- Japa.n~se ht~rature.m Jap~r:ese. Students ac,qUlre and fiction. Focus on writers' andfilmnYaKers'
preciation of major works, genres, and authors~c di ..~"i~ d tr I t---~==~",=,c='L=-'c"==Cb'O',=,=c-====~--pr'-'llClenq'-ln-Iea ng':-""uuug,-an - ans a lOu-as--efforts to defme an autonomous art. Topics vary.
such as The Tale ofGenji, Haiku, Kawabata, and well as kno:vledge of. hterature. Prereq: JPN Prereq: JPN 471/571. Readings, films, and discus-
Mishima. Readings in English, 416/516 t t ' tor ms ruc or s consen . sions in English.
399 Special Studies: [Topic] (1-5R) Prereq: 437/537 438/538 Cl ' I J n L't
I'nstructor's consent. R for maxl'mum of 12 credl·ts. ' asslc~ apa ese ,I er~ry 503 Thesis (l-6R) PIN onlyLanguage (4,4) Introduction to the baSIC prm- .
401 Research: [Topic] (1-4R) Prereq: instruc- ciples and forms of classical Japanese literary 601 Research: [TopiC] (l-4R) PIN only
tor's consent. R for maximum of 12 credits, language-style, syntax, and textuality. Selected 603 Dissertation (1-6R) PIN only
403 Thesis (1-6R) Prereq: instructor's consent. readings of texts in classical Japanese from Nara 605 Reading and Conference: rfopic] (1-16R)
R for maximum of 6 credits, Departmental hon- through Edo periods. Prereq: JPN 301,302,303, Prereq: instructor's consent. R as approved by
ors students only. 439/539 Advanced Readings in Classical the faculty.
405 Reading and Conference: [Topic] (1-21R) Japanese: [Topic] (4R) Selected advanced texts 609 Practicum: [Topic] (l-4R) Prereq: instruc-
Prereq: instructor's consent. in classical Japanese from Nara through Edo tor's consent. R for maximum of 18 credits.
406 Field Studies: [Topic] (1-21R) periods. Special attention to poetics, gender, KOREAN COURSES (KRN)
narrative perspective and structure, and the insti-
407/507 Seminar: [Topic] (1-4R) Studies and tutional mechanisms of transmission and recep-
projects in Japanese literature, linguistics, or tion. Prereq: JPN 437/537 or 438/538 or instructor's
pedagogy. Sources are in Japanese, English, or consent. R when topic changes.
both. R when topic changes.
4401540 Japanese Phonology and Morphology
408/508 Workshop: [Topic] (1-21R) (4) Introduction to Japanese phonology and mor-
409 Supervised Tutoring (l-4R) PIN only, phology. Covers basic phonetic aspects in rela-
Prereq: instructor's consent. R for maximum of tion to phonological analysis. Morphologic topics
18 credits. include word formation and other morpho-
410/510 Experimental Course: [Topic] (1-5R) syntactic aspects. Prereq: LING 421/521, JPN 303
Prereq: instructor's consent. or instructor's consent.
Economics 83
UNDERGRADUATE STUDIES
Henry N. Goldstein, professor emeritus. B.A., 1950,
North Carolina at Chapel Hill; M.S., 1953, Ph.D.,
1967, Johns Hopkins. (1967)
Myron A. Grove, professor emeritus. B.S., 1957,
M.S., 1959, Oregon; Ph.D., 1964, Northwestern.
(1963)
Chulsoon Khang, professor emeritus. B.A., 1959,
Michigan State; M.A., 1962, Ph.D., 1965, Minne-
sota. (1966)
Raymond Mikesell, professor emeritus. B.A., 1935,
M.A., 1935, Ph.D., 1939, Ohio State. (1957)
Barry N. Siegel, professor emeritus. B.A., 1951,
Ph.D., 1957, California, Berkeley. (1961)
Paul B. Simpson, professor emeritus. B.A., 1936,
Reed; PhD., 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.
ECONOMICS
Mark A. Thoma, Department Head
435 Prince Lucien Campbell Hall
(541) 346-4661
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, professor (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, PhD., 1980, California, Berkeley.
(1994)
David N. Figlio, assistant professor (public, political
economy, urban and regional). B.S., 1991, George
Washington; M.A., 1992, Ph.D., 1995, Wisconsin,
Madison. On leave 1998-99. (1995) Economics is the social science that addresses
Jo Anna Gray, professor (macroeconomic theory). the problem of using scarce resources to satisfy
B.A., 1971, Rockford; A.M., 1973, Ph.D., 1976, society's unlimited wants. The discipline is divid-
Chicago. (1989)
ed into two general areas-microeconomics andWilliam T. Harbaugh, assistant professor (environ-
mental, natural resources). B.S., 1983, M.S., 1986, macroeconomics. Microeconomics explores
Montana State; Ph.D., 1995, Wisconsin, Madison. questions about the way society allocates
(1995) resources; it applies to public policy in such areas
Stephen E. Haynes, professor (international finance, as urban, industrial organization, and labor
econometrics). B.A., 1968, Ph.D., 1976, California, economics. Macroeconomics considers such
Santa Barbara. (1978) questions as the causes of inflation and unem-
Van W. Kolpin, associate professor (game theory, ployment; it applies to such areas as monetary,
microeconomic theory). B.A., 1982, Coe; M.S., development, and international economics.
1983, M.A., 1984, Ph.D., 1986, Iowa. (1986) internships, jobs, and graduation requirements.
Emilson C. D. Silva, assl'stant professor (public The Department of Economics offers an under- Th h' h . f P .e resource room, w IC contams our entJUmfinance, development, international trade). B.S., graduate major leading to a bachelor's degree.
d d n S h computers that are networked to university com-1986, Universi ade e BraSilia; M..,1988, P .D., Undergraduate courses in economics provide
1993 Ill' . tUb Ch . (1993) puting facilities, contains another study area., mOiS a r ana- ampalgn. broad knowledge of the field as a part of the pro-
Larry D. Singell Jr., associate professor (labor, public gram of liberal education offered by the College On-line Courses. Two economics courses are
finance). B.A., 1983, M.A., 1984, Ph.D., 1988, Cali- of Arts and Sciences. They also give a substantial offered via the Internet-Principles of Micro-
fomia, Santa Barbara. (1988) foundation in economics to students interested economics (EC 201) and Principles of Macro-
Joe A. Stone, W. E. Miner Professor of Economics . f' I d ... . economics (EC 202). These courses are self-(labor economics, international trade); dean, arts m pro eSSlOna gra uate trammg In economics or
and sciences. B.A., 1970, Texas at EI Paso; M.A., in careers in business, law, government, or paced, and the examinations are administered on
1974, PhD., 1977, Michigan State. (1979) journalism. the World Wide Web. The courses, which must
Mark A. Thoma, associate professor (macroeco- For more detailed information students are be completed within a standard ten-week term,
nomics, econometrics). B.A., 1980, Califomia State, encouraged to inquire at the department office. are open to enrolled and community-education
Chico; PhD., 1985, Washington State. (1987) students and to high school students who want
Anne van den Nouweland, assistant professor Preparation. Suggested preparation for entering accredited university course work. More infor-
(game theory, microeconomic theory). B.A., 1984, freshmen is four years of high school mathemat- mation is available from the department or at
M.A., 1989, University of Nijmegen; Ph.D., 1993, ics. Prospective majors are strongly urged to sat- <http://distanceeducation.uoregon~edu>~-----
Tilburg University. (1996) isb'J>art of their s_dence.group=quirementwith---,-r:o-:=:=---r:==:-=====:::::--:::::===;;-::::=----,*",n--",-,-mo~-f -~(~b---~·~)-Bn--.Ac--~ Careers. Career opportunities in economics are
--------- VV. IOU vv lllte,aw, pro essor ur an economics. .., an introductory calculus sequence, to be taken in
1963 Montana' Ph D 1968 Massachusetts Instl' found in federal, state, and local government
, ,.." - the freshman or sophomore year. Suggested
tute ofTechnology. (1967) agencies; private industry; various nonprofit or-preparation for two-year college transfers isWesley W. Wilson, associate professor (industrial ganizations; and journalism. A bachelor's degree
organization, transportation economics). B.S., B.A., (1) the equivalents of Introduction to Economic in economics provides an excellent background
1980, North Dakota; M.A., 1984,Ph.D., 1986, Analysis: Microeconomics (EC 201) and Intro- for admission to both law school and business
Washington State. (1989) duction to Economic Analysis: Macroeconomics
school. Students with superior undergraduateJames Ziliak, assistant professor (labor, applied (EC 202) and (2) the equivalents of either Calcu- d f I d
aca emic records requent y go on to gra uate
econometrics, public economics). B.A., B.S., 1988, Ius for Business and Social Science tIl (MATH k h hid .
P d M A 1990 Ph D 1993 I eli (1993) wor in economics, w ic ea s to careers Inur ue; .., ,.., , n ana. 241,242) or Calculus I,Il,III (MATH 251,252, higher education, economic research organiza-Special Staff 253) and Introduction to Methods of Probability
and Statistics (MATH 243). tions in government, and private industry.
Cathleen S. Lew§, associate professor (labor, econo-
metrics); director, Social Science Instructional Undergraduate Resources. Rooms 405-407 in Major Requirements
Laboratory; director, Social Science Data Services Prince Lucien Campbell Hall house the econom- 1. Introduction to Economic Analysis: Micro-
Laboratory. B.A., 1978, California State, Chico; ics undergraduate resource center. Close to the economics (EC 201) and Introduction to
Ph.D., 1985, Washington State. (1987) department's main office and to faculty and Economic Analysis: Macroeconomics (EC 202).
Emeriti graduate teaching fellow offices, this area has Should be completed by the end of the sopho-
Robert Campbell, professor emeritus. B.A., 1947, facilities for study-group meetings, research, and more year
California, Berkeley; B.S., 1950, U.S. Merchant consultation with peer advisers. Its convenient 2. Calculus for Business and Social Science tIl
Marine Academy; Ph.D., 1953, California, Berkeley. location makes it easy to reach between classes (MATH 241,242) or Calculus I,ll (MATH 251,
(1952) or while waiting to see a faculty member. The 252). Should be completed by the end of the
Richard M. Davis, professor emeritus. B.A., 1939, undergraduate study room and peer-advising
Colgate; M.A., 1941, Ph.D., 1949, Cornell. (1954) facility houses information on graduate schools, sophomore year
84 College of Arts and Sciences
3. Introduction to Methods of Probability and
Statistics (MATH 243) or Econometrics (EC 423)
for students who have completed MATH 253.
Should be completed by the end of the sopho-
more year
4. Intermediate Microeconomic Theory (EC 311)
and Intermediate Macroeconomic Theory
(EC 313) or Advanced Microeconomic Theory
(EC 411) and Advanced Macroeconomic
Theory (EC 413). Should be completed by the
end of the junior year
5. Introduction to Econometrics (EC 420,421) or
Econometrics (EC 423, 424); EC 425 is recom-
mended. Should be completed by the end of
the junior year
6. Additional 28 credits in economics courses
numbered 300 or above, with at least 20 credits
in courses numbered 400 or above. At least 12
of the 28 credits must be taken at the UO
7. Grades of C- or better in all courses taken to
satisfy the major requirements
A student who has already received credit for a
400-level course cannot apply the credit earned
in a corresponding 300-level course to the eco-
nomics major. For example, if a student has
earned credit for one of the 400-level courses in
international economics (EC 480, 481), the
student cannot use International Economic
Issues (EC 380) to satisfy part of the major course
requirements
Professional Concentrations
Given the breadth of a degree in economics,
students are encouraged to choose one or more
professional concentrations that are consistent
with their career path. Seven professional con-
centrations are described below. Sample pro-
grams for each concentration, concentration
advisers, descriptions of career possibilities, and
recommendations for additional preparation are
available in the undergraduate resource center
and the department office.
Business Economics-Banking and
Finance
1. Complete major requirements including
a. Money and Banking (EC 370) or Monetary
Policy (EC 470)
b.lssuesin Industrial Organization (EC 360)
or Iheones of Industnal OrganizatIOn
(EC 460) or Industrial Organization and
Public Policy (EC 461)
c. International Finance (EC 480) and Interna-
tional Trade (EC 481)
2. Complete a minor or approved equivalent in
business administration
Business Economics-Management,
Marketing, and Accounting
1. Complete major requirements including
a. Labor Market Issues (EC 350) or Labor
Economics (EC 450) or Topics in Labor
Economics (EC 451)
b. Urban and Regional Economics (EC 430) or
Issues in Urban and Regional Economics
(EC 431) or Economy of the Pacific North-
west (EC 432) or Public Economics (EC 440)
c. Issues in Industrial Organization (EC 360)
or Theories of Industrial Organization
(EC 460) or Industrial Organization and
Public Policy (EC 461)
2. Complete a minor or approved equivalent in
business administration
Economics and Public Policy and
Administration
1. Complete major requirements including
a. Issues in Public Economics (EC 340) or
Public Economics (EC 440)
b. Urban and Regional Economics (EC 430) or
Issues in Urban and Regional Economics
(EC 431) or Economy of the Pacific North-
west (EC 432)
c. Issues in Industrial Organization (EC 360)
or Theories of Industrial Organization
(EC 460) or Industrial Organization and
Public Policy (EC 461)
d. Labor Market Issues (EC 350) or Labor
Economics (EC 450) or Topics in Labor
Economics (EC 451)
2. Complete a minor or equivalent in political sci-
ence or planning, public policy and manage-
ment
Environmental Economics
1. Complete major requirements including
a. Resource and Environmental Economic
Issues (EC 333) or Environmental Econom-
ics (EC 433)
b. Issues in Public Economics (EC 340) or
Public Finance (EC 440)
c. Issues in Industrial Organization (EC 360),
Theories of Industrial Organization
(EC 460) or Industrial Organization and
Public Policy (EC 461)
2. Complete the environmental studies minor or
an approved equivalent
Graduate Preparation in Economics and
Mathematical Economics
1. Complete major requirements including
a. Advanced Microeconomic Theory (EC 411)
and Advanced Macroeconomic Theory
(EC 413)
b. Calculus I,Il (MATH 251, 252)
c. Econometrics (EC 423, 424)
d. Topics in Mathematical Economics (EC 429)
2. Complete a minor in mathematics
International and Development
Economics
1. Complete major requirements including
a. International Finance (EC 480) and Interna-
tional Trade (EC 481)
b. Problems and Issues in the Developing
Economies (EC 390), or Economic Growth
and Development (EC 490), or Issues in
Economic Growth and Development
(EC 491)
c. Issues in Industrial Organization (EC 360)
or Theories in Industrial Organization
(EC 460)
d. Money and Banking (EC 370) or Monetary
Policy (EC 470)
2. Complete a minor or the equivalent in busi-
ness administration, political science, history,
international studies, or an area studies pro-
gram
Law and Economics and Political
Economy
1. Complete major requirements including
a. Issues in Public Economics (EC 340) or
Public Economics (EC 440)
b. Labor Market Issues (EC 350) or Labor
Economics (EC 450)
c. Issues in Industrial Organization (EC 360)
or Industrial Organization (EC 460) or
Industrial Organization and Public Policy
(EC461)
d. International Economics (EC 380) or
International Trade (EC 481)
2. Complete a minor or equivalent in political
science
Departmental Honors
Qualified students may apply to graduate 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 intend
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
Intennediate Macroeconomic Theory (EC 313) 4
T,wo additio~al 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.
A student who has received credit for a 400-level
course cannot receive credit toward the econom-
ics minor for a corresponding 300-level€ourse.
Mii:fille anaSecondary School
Teaching
The College of Education offers a fifth-year
program for middle-secondary teaching licensure
in social studies. This program is described in the
Educational Leadership, Technology, and
Administration section of this bulletin.
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.). Graduate fields include eco-
nomic theory, which is required of all graduate
students; advanced macroeconomics; applied
econometrics; applied game theory; economic
growth and development; industrial organiza-
tion; international economics; labor economics;
public finance; and urban-regional economics. A
detailed description of degree requirements may
be obtained from the department office.
Economics 85
General information about graduate work at the b. Research Option. Five elective field 3. Students must file an approved program of
University of Oregon is available in the Gradu- courses, at least two of which must be at the study by December 15 following the qualifying
ate School section of this bulletin. 600 level. No more than 5 credits in EC 601 examination
Applicants for admission must submit the may be applied to the 45-credit minimum 4. Two-term EC 607 sequences in two fields of
for the research paper and no more than 9 economics must be completed with a 3.00
following to the department: credl'ts I'n EC 503 may be appll'ed to the 51- GPA b B' t t f th thO dor etter. yWIn er erm 0 e Ir year,
1. Scores on the general test of the Graduate credit minimum for the thesis a research paper for at least 6 credits of Research
Record Examinations (GRE) sent by the testing The thesis or research paper, on a topic (EC 601) must be completed in one of the
center from the area of economics in which a 600- fields and approved by two members of the
2. Three letters of recommendation level field course was taken, must be ap- faculty with specialties in that field
3. Complete transcripts of previous work sent by proved by two department faculty mem- 5. Five elective EC 607 courses in economics
the issuing institutions bers. The candidate's committee must have must be taken outside the two fields
At minimum, applicants should have a knowl- approved a prospectus for the thesis or re- Advancement to candidacy may be requested
edge of mathematics equivalent to Calculus search paper before the term in which the after the student has completed the above
I,Il,III (MATH 251,252,253). Knowledge equiva- thesis or research paper is approved requirements and orally defended a prospec-
lent to Several-Variable Calculus I,Il (MATH 281. 4. All courses taken to satisfy the master's degree tus for the dissertation, which must include a
282) and Linear Algebra (MATH 341. 342) is requirements (except EC 503,508,601. and minimum of 6 credits in Research (EC 601).
recommended. 605) must be taken for letter grades with at Students must be enrolled for at least 3 cred-
Applicants whose native language is not English least a 3.00 cumulative grade point average its during the term of their advancement
and who have not graduated from an American Time Limits. Students who choose the course 6. A PhD. dissertation of significant contribution
university must also submit their scores on the work option must complete all master's degree to the field must be completed in conjunction
Test of English as a Foreign Language (fOEFL). requirements within three years. Students who with at least 18 credits of Dissertation (EC 603).
Applicants to the Ph.D. program whose native choose the research option must complete all A formal, public defense must take place on the
language is not English must also submit a master's degree requirements within five years. UO campus at a date set by the committee chair
Speaking Proficiency English Assessment Kit The master's degree typically requires five to six and approved by the Graduate School
(SPEAK) or Test of Spoken English (TSE) score. terms of full-time work. A few well-qualified Time Limits. The Graduate School's seven-year
Master's Degree students have satisfied requirements for the time limit for completion of all Ph.D. degree
degree in four terms, including a term spent requirements begins with the most recent year
The Department of Economics offers a master's completing the research paper or thesis. of three consecutive terms of full-time enroll-
degree program for students planning to teach in ment in permanently numbered graduate courses.
two-year colleges, seeking research careers in Environmental Studies The economics department requires that every
government or private industry, or pursuing Interdisciplinary master's degree is offered by the Ph.D. student in economics complete all degree
advanced study in economics prior to additional Environmental Studies Program. Graduate requirements in eight years, beginning with the
graduate studies. courses in geography; planning, public policy student's first term of enrollment in the econom-
The master's degree program consists of the fol- and management; biology; economics; and other ics doctoral program.
lowing departmental requirements in addition to disciplines make up the program. Courses other than those described above or
university and Graduate School requirements for Address inquiries to the Director, Environmental courses taken at other schools may not be substi-
the master of arts (MA) or the master of science Studies Program, 10 Pacific Hall, 5223 University tuted without the approval of the Ph.D. program
(M.S.) degree. Each master's degree candidate of Oregon, Eugene OR 97403-5223. committee and the department head. In no in-
chooses either the course work or the research stance can the qualifying examination be waived.
option. Doctor of Philosophy Degree
The doctorate in economics at the University ofCredit Requirements. The course work option Graduate students seeking the Ph.D. degree in d f fOregon is designe as a our-year program or
requires a minimum of 48 graduate credits. The economics at the University of Oregon must full-time students. Students in the Ph.D. pro-
research option requires a minimum of 45 gradu - complete the following departmental requirements b d d ' dgram may apply to e awar e a master s egreeate credits if the candidate writes a research paper as well as all university requirements. Except for d d
upon advancement to can i acy.or a minimum of 51 graduate credits if the candi- EC 601. 603, 605, and 609, all economics courses
date writes a thesis. must be taken for letter grades. More detailed information is given in the depart-
ment's pamphlet, Graduate-Studiesin-Economics.---Course Requirements 1. Core requirements must be completed in the
- --1-;-'Fhree-terms-of-Econumetrics-(Ee523-;~---first year and musfinclilll<re"thhrwe"'e~teo;;r,wm;cs<;e~acClh;-;o:;tf'-ISi:'TUnp:i1porO\1RiYTT'SCi:E:DR'VICES
525) or equivalent to be completed by the end microeconomic theory, macroeconomic Social Science Data Services
of the first full academic year theory, and econometrics. Students who com-
2. Two terms of economic theory (EC 511, 513) to plete these nine courses :Vit.h a GPA .of 2:90?r Laboratory
be completed by the end of the first full aca- higher may take the qualifying examination In Cathleen S. Leuer Director
demic year. microeconomic and macroeconomic theory 12 Prince Lucien Campbell Hall
when it is offered In early July. Records of stu-
3. Elective economics courses excludingEC 503, dents whose GPA is lower than 2.90 are exam_ (541) 346-1335
508,601, 605, ~09, and Ph.D.-level mlcro- and ined to determine eligibility for the qualifying The Social Science Data Services Laboratory
macroeconomics core courses (EC 6,07). Ph.D. examination. Students who fail the qualifying specializes in data acquisition, access to on-line
students who transfer to the master s program examination may be permitted to retake it data, and the archiving of local data. The
and who have completed the mlcro- and early the following September laborato~r'smembership in the Inter-University
macroeconomics core courses (EC 607) may . . •J
2 S d t h th l'fyi t Consortium for Political and Social Researchapply those courses to master's degree . tu en s w 0 pass e qua ~ ng examm~ IOn
requirements but have a GPA below 3.00 In ~co~om.etncs entitles the university community to order data
" must take a competency exammatlOn In from the largest data archive in the world. Data
a. Course Work Option. Se~en elective field econometrics, which is administered the available to consortium members include panel
courses, at least four of.whlch must .be ~t Thursday before the first week of fall classes. study of income dynamics, international financial
the 600 level and must Include ~emlnar. Students who fail the competency examination statistics, census data, national crime statistics,
EconometriCs I (EC 607) or Seminar: must retake each econometrics course in and current population surveys. The laboratory
Econometrics II (EC 607). The 600-level hich the received a grade lower than mid-B also participates in the National Center forco~ses must be approved by the ca~did~te's :nd pass Xwith a grade of mid-B or better Health Statistics Public Use Data Tape Program.
adVlser before the course work optIOn IS The laboratory stores data from the panel study
begun of income dynamics, international financial
statistics, Citibase, and the Organization for
Economic Cooperation and Development. 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
Cathleen S. Lew~, Director
72 Prince Lucien Campbell Hall
(541) 346-2547
The Social Science Instructional Laboratory is a
state-of-the-art microcomputer laboratory. Staff
members assist social science instructors with
educational technology applications and help
them publish on the World Wide Web and
design multimedia presentations. Staff members
teach students computer applications, offer con-
suiting services, help students find and retrieve
real-world data, and provide research assistance
to social science graduate students. Any DO
student may use the laboratory when it is not in
use by a class.
The laboratory's hardware includes twenty-nine
networked computers, three X-terminals, a Sun
workstation, three laser printers, two color print-
ers, and two digitizers. The laboratory offers a
variety of software including statistical, spread-
sheet, graphic, word-processing, and course-
specific applications. The Internet and the World
Wide Web can be accessed easily from the
laboratory.
The Social Science Instructional Laboratory
houses the instructional geographic information
systems (GIS) laboratory, in which students can
use the powerful Arc/Info software to create
maps and conduct spatial analyses.
86 College of Arts and Sciences
313 Intermediate Macroeconomic Theory (4) 411/511 Advanced Microeconomic Theory (4)
Determination of aggregate income, employ- Advanced theory of consumer and firm behavior,
ment, and unemployment; evaluation of macro- market structures. Prereq: calculus. Ellis, Silva.
economic policies. Prereq: EC 202, 311. 413/513 Advanced Macroeconomic Theory (4)
330 Urban and Regional Economic Problems Advanced theory about the determination of
(4) Topics may include urban and metropolitan aggregate income, employment, unemployment;
growth, land use, race and poverty, education evaluation of macroeconomic policies. Prereq:
systems, slums and urban renewal, transporta- EC 411/511. Thoma.
tion, crime, and pollution and environmental 420/520,421/521 Introduction to Econometrics
quality. Prereq: EC 201, 202. Figlio, Whitelaw. (4,4) Application of classical statistical techniques
333 Resource and Environmental Economic of estimation, hypothesis testing, and regression
Issues (4) Economic analysis of replenishable to economic models. Sequence. Prereq: MATH
and nonreplenishable natural resources; envi- 241, 242, 243 or equivalents. Grove, Haynes,
ronmental issues and policies. Prereq: EC 201. Wilson. Includes two-hour laboratory section in
Harbaugh, Whitelaw. Social Science Instructional Laboratory.
340 Issues in Public Economics (4) Principles 423/523,424/524,425/525 Econometrics (4,4,4)
and problems of government financing. Expendi- Regression problems of autocorrelation, hetero-
tures, revenues, debt, and financial administra- skedasticity, multicollinearity, and lagged depen-
tion. Production by government versus produc- dent variables; special single-equation estimating
tion by the private sector. Tax measures to techniques; the identification problem in a
control externalities. Prereq: EC 201, 202. Ellis, simultaneous equation setting; development of
Harbaugh, Silva, Singel!. simultaneous equation estimating procedures;
350 Labor Market Issues (4) Topics may include the properties of these estimators; applications of
the changing structure of employment, the mini- these procedures to the problem of obtaining
mum wage, the dual labor market hypothesis, estimates of structural parameters in economic
collective bargaining, discrimination, and health models containing many equations. Prereq:
and safety regulation. Prereq: EC 201, 202. MATH 251, 252, 253 and elementary statistics.
Singell, Stone, Ziliak. Haynes, Singell, Wilson, Ziliak.
360 Issues in Industrial Organization (4) Top- HIST 425/525 Economic History of Modern
ics may include analysis of market power, trends Europe (4) See History
in industrial structure, the role of advertising, 429/529 Topics in Mathematical Economics (4)
pricing policies and inflation, impact of social Mathematical formulations of economic theory.
regulation (e.g., OSHA, EPA), and international Linear programming, elementary growth mod-
comparisons. Prereq: EC 201, 202. Blonigen, els, matrices, stability analysis and equilibrium
Wilson. behavior under uncertainty, production func-
370 Money and Banking (4) Operations of tions, and Slutsky equation analysis of consumer
commercial banks, the Federal Reserve System, demand. Prereq: EC 311,313 and elementary
and the Treasury that affect the United States calculus. Kolpin, van den Nouweland.
monetary system. Prereq: EC 201, 202. Goldstein, 430/530 Urban and Regional Economics (4)
Gray, Siege!. Students cannot receive credit for both Location theory; urbanization and metropolitan
EC 370 and FINL 314. growth; regional analysis; intraurban rent, loca-
380 International Economic Issues (4) Exchange tion and land use, size distribution of urban
across international boundaries, theory of com- areas; welfare economics, political economy, and
parative advantage, balance of payments and urban problems. Prereq: EC 311. Figlio, Whitelaw.
ECONOMICS COURSES (EC) adjustments, international financial movements, 431/531 Issues in Urban and Regional Economics
exchange rates and international financial (4) Race and poverty; education systems, de facto
101 Contemporary Economic Issues (4) Exam- institutions, trade restrictions and policy. Prereq: segregation; housing, residential segregation,
ines contemporary public policy using economic EC 201, 202. Goldstein, Haynes. slums and urban renewal; transportation, financ-
principles. Topics may include balanced budgets 390 Problems and Issues in the Developing ing l.ocal governme~t;crime;environment~I __
_ a=n",d=--=tax~r~ef:c:o",rm=,,-,~u=n~em:c-:rp-'Clo::-,ym~e=n",t"-,=h=ea"'l=th-'--=ca=r=e,'-Jp"-'o"-'v'---_--jEeeeenemies#}-'Fepies-may_inelude-4e-rele-ef quali1:y;-Urbllll-plannmg Prereq:BCJILWllltelaLl'lw"---- _
erty and income redistribution, environmental central planning, capital formation, population 432/532 Economy of the Pacific Northwest (4)
policy, and international trade policy. growth, agriculture, health and education, inter- Locational factors influencing development of
199 Special Studies: [Topic] (1-5R) action between economic and cultural change, the region's major industries; recent changes in
201 Introduction to Economic Analysis: and the "North-South debate." Prereq: EC 201, income and population; problems and govern-
Microeconomics (4) First term of introductory 202. Silva. mental policies in the areas of taxation, environ-
sequence in principles of economics. MATH 111 393 Historical Foundation of Economics (4) ment, and planning. Prereq: EC 311. Whitelaw.
recommended. Major schools of economic thought and their role 433/533 Resource and Environmental Eco-
202 Introduction to Economic Analysis: in understanding contemporary economic issues. nomics (4) Appropriate time pattern of harvest
Macroeconomics (4) Second term of introduc- Topics may include free trade, minimum wage, for a replenishable resource and appropriate rate
tory sequence in principles of economics. Prereq: central government, tax reform, and income dis- of exhaustion of a nonreplenishable resource.
EC 201. tribution. Prereq: EC 202. Issues in natural resource and environmental
HC 204 (H) Honors College Introduction to 399 Special Studies: [Topic] (1-5R) policies. Prereq: EC 311. Harbaugh, Whitelaw.
Microeconomics (4) See Honors College 401 Research: [Topic] (1-21R) 440/540 Public Economics (4) Theory of public
HC 205 (H) Honors College Introduction to 405 Reading and Conference: [Topic] (1-21R) gOO?S and their ?ptimal ~rovisio~. C~lle~tive
Macroeconomics (4) See Honors College .. chOice versus prIvate chOICe and ImplicatIOns for
407/507 Semma~: [Top~c] (1-5R) Yearly offer- resource allocation and efficiency. Prereq: EC 311,
311 Intermediate Microeconomic Theory (4) mgs vary dependmg on mterests and needs of 313. Ellis Figlio Harbaugh Silva.
Consumer and firm behavior, market structures. t d t d '1 b'I'ty ff Ity b '"
s u en s an on aVal a II. 0 acu mem ers. 441/541 Public FI'nance (4) Public budgeting,General equilibrium theory, welfare economics,
collective choice, rules for evaluating economic 408/508 Workshop: [TopiC] (1-21R) detailed consideration of the principles of taxa-
policy. Prereq: EC 201, MATH 111. Students can- 410/510 Experimental Course: [Topic] (1-5R) tion and expenditure, analysis and comparison of
not receive credit for both EC 311 and FINL 311. various forms of taxation, government enterprises.
Prereq: EC 311,313. Kolpin.
4501550 Labor Economics (4) Supply and determination of prices and volumes in interna-
demand for labor wage determination under tional trade, tariffs, quotas, customs, unions, free
various market structures, low-wage labor mar- versus restricted trade. Prereq: EC 311, 313.
kets, segmentation, the role of trade unions, Blonigen, Goldstein, Stone.
wage differentials, discrimination, and the nature 490/590 Economic Growth and Development
of work. Prereq: EC 311. Singell, Stone, Ziliak. (4) Experience of developed countries and theo-
4511551 Topics in Labor Economics (4) Theories ries of development. Analysis of specific develop-
of unemployment, alienation, inequality, human ment programs, role of agriculture, sources of
resources, and the impact of unions. Economic investment, techniques and strategies of invest-
policy affecting labor markets, particularly poli- ment planning. Prereq: EC 311,313. Silva.
cies and institutions relating to unemployment. 491/591 Issues in Economic Growth and
Prereq: EC 311. SingeR Stone, Ziliak. Development (4) Economic issues in developing
4601560 Theories of Industrial Organization countries, including use of central planning or
(4) Theories, quantitative measures, and institu- markets, capital formation, agriculture, popula-
tional descriptions of the structure, conduct, and tion growth, health and education systems, and
results that characterize American industry. the "North-South debate." Prereq: EC 311,313.
Emphasis is on the determinants and conse- Silva.
quences of market power. Prereq: EC 311. 4931593 The Evolution of Economic Ideas (4)
B1onigen, van den Nouweland, Wilson. Economic thought from the ancient world to the
4611561 Industrial Organization and Public 20th century. Major schools of economic thought
Policy (4) Major policy instruments that have and their relationship to other social ideas of
been developed to cope with social problems their times. Prereq: EC 311, 313. Siegel, Thoma.
created b¥market-pQw~1'·-Th€-twe-rrHinll€lcillJp>aat-l-----zt4~/59;-Issues-inModernEconoimc Thougllt
instruments are antitrust and income policies. (4) Contemporary works that have been, or are,
Prereq: EC 311. B1onigen, van den Nouweland, influential in shaping economic policy. Linkages
Wilson. among current comprehensive social theories
HIST 4631563, 4641564 American Economic and their relationship to earlier ideas. Prereq:
History (4,4) See History EC 311. Siegel.
4701570 Monetary Policy (4) Federal Reserve 503 Thesis (1-16R) PIN only
System strategies and methods of monetary and 601 Research: [Topic] (1-16R) PIN only
credit control. Effects of federal policies on 602 Supervised College Teaching (1-5R) PIN
prices, output, and employment. Prereq: EC 311, only
313. Gray, Thoma.
603 Dissertation (1-16R) PIN only471/571 Monetary Theory (4) Monetary theo-
ries of income, employment, and the price level. 605 Reading and Conference: [Topic] (1-16R)
Critiques of Keynesian and classical analysis. 607 Seminar: [Topic] (1-5R) Recent topics are
Prereq: EC 311,313. Gray, Thoma. Applied Econometrics, Economic Growth and
4801580 International Finance (4) Foreign Development, Game Theory, Industrial
exchange markets, interaction between spot and Organization, International Trade and Finance,
forward markets, speculation and interest Labor Economics, Macroeconomic Theory,
arbitrage, balance-of-payments accounting, Microeconomic Theory, and Public Finance.
measures of deficits and surpluses, "open- 608 Workshop: [Topic] (1-16R)
economy" macroeconomic issues. Prereq: EC 311, 609 Practicum: [Topic] (1-3R) PIN only.
313. Goldstein, Haynes. Graduate teaching fellows may receive 3 credits a
481/581 International Trade (4) Theories of term; available to other graduate students with
international trade, direction of trade flows, department head's consent.
English 87
ENGLISH
John T. Gage, Department Head
118 Prince Lucien Campbell Hall
(541) 346-3911
(541) 346-1509 fax
Department of English, 1286 University of
Oregon, Eugene OR 97403-1286
http://darkwing.uoregon.edu/-engl
FACULTY
Martha J. Bayless, associate professor (Middle
English literature). B.A., 1980, Bryn Mawr; M.A.,
1984, Ph.D., 1990, Cambridge. (1989)
Louise M. Bishop, senior instructor (Old English,
medieval and Renaissance literature). B.A., 1978,
Fairleigh Dickinson; M.A., 1980, Ph.D., 1984,
Fordham. (1987)
Elizabeth A. Bahls, associate professor (18th-century
literature). B.A., 1979, Mount Holyoke; Ph.D., 1989,
Stanford. (1998)
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, professor (pedagogy, rhetoric,
women writers). B.A., 1961, M.A., 1965, Oregon;
Ph.D., 1980, California, Irvine. (1990)
James R. Crosswhite, associate professor (rhetoric
and composition). B.A., 1975, California, Santa
Cruz; M.A., 1979, Ph.D., 1987, California, San
Diego. (1989)
Dianne M. Dugaw, associate professor (18th-century
literature). B.A., 1971, Portland; M.A., 1976, Ph.D.,
1982, California, Los Angeles. On leave spring 1999.
(1990)
Ian H. Duncan, Barbara and Carlisle Moore Profes-
sor of English (19th-century British novel, Scottish
literature, historical fiction). B.S., 1977, Cambridge;
Ph.D., 1989, Yale. (1995)
James W. Earl, professor (Anglo-Saxon literature).
B.A., 1967, Bucknell; Ph.D., 1971, Cornell. (1987)
Susan J. Fagan, senior instructor (business and tech-
nica
 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). A.B., 1963, MacMurray; M.A.,
1966, Ph.D., 1971, illinois. (1971)
Karen J. Ford, associate professor (poetry and poet-
ics, modern poetry, American literature); director,
graduate studies. B.A., 1978, California State, Sac-
ramento; M.A., 1981~CalifOrnia,DaVis;pn:D-.,---
1989, Illinois at Urbana Champaign. (1992j'-----
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)
Olakunle George, assistant professor (Anglophone
African literature, literary theory, cultural studies).
B.S., 1984, M.A., 1986, University of Ibadan (Nige-
ria); Ph.D., 1992, Cornell. (1996)
Roland Greene, professor. See Comparative
Literature
Shari M. Huhndorf, assistant professor (Native
American literature; autobiography, American
cultural history). B.A., 1985, Redlands; M.A., 1991,
Ph.D., 1996, New York University. (1996)
Kathleen Rowe Karlyn, assistant professor (film
studies). B.A., 1969, Connecticut; M.L.A., 1973,
Johns Hopkins; Ph.D., 1992, Oregon. (1994)
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)
88 College of Arts and Sciences
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)
C. Anne Laskaya, assistant professor (medievai lit-
erature, women writers, composition); director,
composition. B.A, 1976, Lawrence University;
B.Mus., Lawrence Conservatory of Music; M.A,
1978, Ph.D., 1989, Rochester. (1983)
Clare A Lees, associate professor. See Compara-
tive Literature
Julia Lesage, associate professor (telecommunica-
tion and film). M.A, 1962, Ph.D., 1972, Indiana.
(1988)
Ajuan Maria Mance, assistant professor (African
American literature). B.A, 1988, Brown; M.A,
1992, Ph.D., 1995, Michigan, Ann Arbor. (1995)
Joan K. Mariner, senior instructor (developmental
expository writing). B.A., 1984, M.A., 1987, Or-
egon. (1988)
Margaret 1. McBride, senior instructor (business
communications, expository writing, science
fiction). M.A., 1975, Oregon. (1981)
Candace Glass Montoya, senior instructor (exposi-
tory writing). B.A., 1970, M.A., 1976, San Diego
State; M.F.A., 1982, Arizona. (1988)
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. (1966)
William Rossi, associate professor (19th-century
American literature). B.A, 1972, M.A, 1979,
Missouri; Ph.D., 1986, Minnesota. (1989)
George Rowe, professor (Renaissance literature);
editor, Comparative Literature. B.A, 1969, Brandeis;
M.A., 1971, Ph.D., 1973, Johns Hopkins. (1985)
Gordon M. Sayre, assistant professor (early Ameri-
can literature, 18th-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, Oregon 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
Angeles; Ph.D., 1978, Indiana. (1976)
Richard 1. Stein,professor (Victorian literature,
literature and the fine artsl-. B.A., 1965, Amherst;
AM., 1966, Ph.D., 1970, California, Berkeley. (1976)
Richard C. Stevenson, associate professor (English
novel, Victorian literature); associate department
head; director, English honors. AB., 1961, AM.,
1963, Ph.D., 1969, Harvard. (1968)
Nathaniel Teich, professor (Romanticism, writing,
criticism). B.S., 1960, Carnegie-Mel1on; M.A., 1962,
Columbia; Ph.D., 1970, California, Riverside. On
leave 1998-99. (1969)
Louise Westling, professor (20th-century American
literature). B.A, 1964, Randolph-Macon Woman's;
M.A, 1965, Iowa; Ph.D., 1974, Oregon. On leave
fa111998 and spring 1999. (1985)
Elizabeth A Wheeler, assistant professor (post-1945
literature, cultural studies). AB., 1982, Bowdoin;
M.A., 1988, City University of New York; Ph.D.,
1996, California, Berkeley. (1996)
John C. Witte, senior instructor (creative writing);
editor, Northwest Review. B.A, 1971, Colby; M.F.A,
1977, Oregon. (1979)
Daniel N. Wojcik, associate professor (folklore).
B.A, 1978, California, Santa Barbara; M.A, 1986,
Ph.D., 1992, California, Los Angeles. (1991)
HenryB. Wonham, assistant professor (19th- and
20th-century American literature). B.A., 1983,
Princeton; Ph.D., 1991, Virginia. (1995)
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 BordwelI, associate professor emerita.
B.A., 1931, Oregon; M.A., 1932, Washington State;
diploma in linguistics, 1970, University Col1ege,
London. (1947)
Wil1iam Cadbury, professor emeritus. B.A, 1956,
Harvard; M.S., 1957, Ph.D., 1961, Wisconsin,
Madison. (1961)
Edwin 1. Coleman II, professor emeritus. B.A., 1961,
M.A, 1962, San Francisco State; Ph.D., 1971, Or-
egon. (1971)
Thelma Greenfield, professor emerita. B.A, 1944,
M.A, 1947, Oregon; Ph.D., 1952, Wisconsin,
Madison. (1963)
Clark Griffith, professor emeritus. AB., 1947,
Central Missouri State; M.A., 1948, Southern
Methodist; Ph.D., 1952, Iowa. (1970)
Robert Grudin, professor emeritus. B.A, 1960,
Harvard; M.A., 1963, Ph.D., 1969, California, Ber-
keley. (1971)
John A Haislip, professor emeritus. B.A., 1950,
Ph.D., 1965, Washington (Seattle). (1966)
Joseph A Hynes Jr., professor emeritus. AB., 1951,
Detroit; AM., 1952, Ph.D., 1961, Michigan. (1957)
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,
Coe; 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)
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,
eatifumia;i)erketey.-tl910)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Participating
T. Giv6n, linguistics
Russel1 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 stu-
dent to literature as a humanistic discipline. Its
upper-division courses emphasize the humanis-
tic values that emerge from studying literature
and allied disciplines analytical1y and in depth.
Careers. The study of English opens doors to
many careers. All fields of endeavor place high
value on the ability to read intel1igently and to
write clearly. The English major may lead most
directly to careers in education, journalism, or
communications; it is also highly regarded as
undergraduate training for law, government,
social work, community service, and business.
Indeed, the ability to handle the language with
clarity and cogency is the one skil1 most frequently
cited by business professionals as desirable. A
major in English, with judiciously selected
electives, prepares students not only to find that
essential first job but also to possess the breadth
of outlook and depth of perspective that become
increas\ngly 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.
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 second language. Majors should
construct their programs in consultation with an
adviser. The major requirements for the degree of
bachelor of arts (B.A.) in the Department of
English 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.
All 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 fol1ows:
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 theoryar criticism course
(not limited to ENG3OO):::::: ~mm;mumof 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 ful1y compatible with courses and
requirements in the department.
Honors Program Admission. Students are rec-
ommended by a faculty member for admission to
the honors program during their sophomore
Master of Arts Degrees
The Department of English offers an M.A. 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
(described 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 department 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
Minor in English
The English minor consists of 24 credits of ap-
proved course work listed in University ofOregon
English Major Requirements and courses bearing
the ENG and/or WR prefixes in the Annual Advis-
ing Supplement excluding Introduction to
Literature: Poetry and Drama (ENG 103) and In-
troduction to Literature: Fiction (ENG 104); ENG
401, 403, or 405; and any creative-writing course
taught outside the Department of English. The
publications listed above are available in the de-
partment office.
Minor Requirements. A total of 24 credits, a
maximum of 8 credits may be in lower-division
courses. All upper-division course work for the
minor must be taken in residence at the Univer-
sity of Oregon. Courses taken for the minor must
be passed with grades of mid-C or better.
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
review 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
senior 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 will be awarded the degree of bach-
elor of arts with honors in English.
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
verbal section of the general test and the lit-
erature 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 department's graduate secretary
2. Send the first copy to the UO Office of
Admissions with a $50 admission fee and the
remaining copies to the graduate secretary
3. Arrange to have two official copies of graduate
and undergraduate transcripts sent, one to the
UO Office of Admissions, the other to the
graduate secretary
4. Submit or have sent to the graduate secretary
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
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 and a
decision is made about whether the candidate
Middle and Secondary School should continue graduate study.
Teaching Degree Requirements
The College of Education offers a fifth-year Completion of the degree requires reading
program for middle-secondary teaching licensure knowledge of a second language (Graduate Stu-
in language arts. This program is described in the dent Foreign Language Test, or GSFLT, score of
Educational Leadership, Technology, and 25th percentile or its equivalent). The language is
Administration section of this bulletin. typically French, German, Russian, Spanish, Ital-
GRADUATE STUDIES ian, Latin, or Greek, although in special circum-
_._.__ _ stanceS-anQtMl'-language-rnay-ee-aJlGwea'~.---
!he Department of Englis~ offers graduate work Students must take the followin :
In English and Amencan literature. It offers the . ~..
master of arts (M.A.) and doctor of philosophy 1. IntroductIOn to Graduate Studies In English
(Ph.D.) degrees in English. A detailed description (ENG 690)
of these programs is sent with the Graduate 2. Eleven formal courses (excluding Research,
Admission Application form. 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
graduate course work at the UO is required for
completion of the M.A. degree. At least ten
courses must be taken in residence at the Univer-
sity 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.
English 89
Doctor of Philosophy Degree
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
(M.A.) 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.
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 re-
quirement to mean enrollment in at least two for-
mal English graduate courses (excluding 601, 603,
605,611-613) per term for one academic year,
and enough of a second to ensure a total mini-
mum of six classroom courses or seminars com-
pleted on this campus. This on-campus
requirement must be satisfied during the first
full year for which the student has been admitted;
candidates should not apply for admission unless
they are prepared to meet this requirement. Note
that Graduate School regulations insist on a
minimum of 9 credits a term for three consecutive
terms to fulfill thedoctoralyearofresidency---
r-equiremertt, altd that two courses a telm mayor
may not equal this minimum. Note also that
although the Graduate School allows the inclu-
sion of a summer session among these consecu-
tive terms, the department's regulations specify a
fall-through-spring academic year.
Degree Requirements
Second 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 second-
year sequence) or very high competence in one
language (minimum GSFLT score of 70th percen-
tile or completion of a third-year sequence).
Typically the languages are French, German,
Greek, Italian, Latin, Russian, or Spanish,
although in special circumstances another
language may be allowed.
Teaching. Doctoral candidates must have experi-
ence as classroom teachers in the department be-
fore they receive the degree.
90 College of Arts and Sciences
Courses. The student must take: completion of the Ph.D. may not continue in the Exemptions. A score of 710 and above on the
1. Introduction to Graduate Studies in English graduate program in English. If they have com-College Board (CB) recentered Scholastic Assess-
(ENG 690) the first term it is available pleted fifteen graduate-level English courses (ten ment Test (SAT I) waives the first-term writing
taken at the university) and attained reading course. No credit is given for this waiver. A test2. A 600-level seminar in literary theory b Iknowledge of one second language, they may score of 650 on the SAT I-Ver a examination
3. History of the English Language (ENG 522) or apply for the M.A. degree. taken before recentering (April 1995) also waives
English Grammar (ENG 595). Equivalency Ph.D. Oral Examination WR 121. A student with a CB score of 5 on the
may be granted for undergraduate or graduate Ad d PI t (AP) Engll'sh Ll'terature andAfter students in the Ph.D. program have com- vance acemen
work done elsewhere if it was completed within C 't' . t' a 4 or 5 on the APpleted their course work, they must take a two- omposl IOn examma lOn, or
seven years of entering the Ph.D. program and-a-half-hour oral examination. This examina- English Language and Composition examina-
4. Fifteen additional courses in English, at least tion tests students' comprehensive knowledge of tion, receives credit for both WR 121 and 122. A
nine of which must be at the 600 level (exclud- a topic and field of their choice as well as their student with a score of 4 on the AP English
ing ENG 611, 612, and 613). With prior approval understanding of the general outline of English Literature and Composition examination, or a 3
from the director of graduate studies, graduate and American literary history. It is divided into on the AP English Language and Composition
courses in related departments may be substi- two parts: examination, receives credit for WR 121 only. For
tuted for some of these courses. Courses used students who take the American College Test
to meet the first three requirements above do 1. A prepared presentation by the student on a (ACT), a score of 32 waives WR 121. No credit is
not count toward these fifteen courses. The topic or problem of the student's choice, given for this waiver.
f'f b d' 'b d f II followed by a discussion of that topicI teen courses must e Istn ute as 0 ows: Waiver Examinations. Waiver examinations for
a. Distribution Requirement. One course in 2. A discussion of a relatively broad field that WR 121 and 122 are offered during the first week
each of seven areas listed below; at least provides a context for the topic or problem of classes, fall through spring terms, at the UO
three of the areas must be in groups 1 examined in part 1 Testing Office, 238 Student Health Center; tele-
through 4 The topic and areas covered by the oral examina- phone (541) 346-3230. Call or visit the Testing
(1) Literature and language before 1500 tion are defined by the student in consultation Office to sign up for an examination. No credit is
with an adviser or advisers and must be ap- awarded for waiver examinations, and students(2) Renaissance literature
proved by the English department graduate com-may not take waiver examinations for both(3) English literature from 1660 to 1780 'tt A u Itt th Ph D I l'ml ee. sa s pp emen 0 e .. ora exam - courses in the same term. The essay exams are
(4) English literature from 1780 to 1900 nation, a student may choose to complete a one- graded pass/no pass by three members of the
(5) American literature to 1900 to two-hour written examination on part 2. The Department of English composition committee.
(6) Modern British and American literature Ph.D. oral examination may be retaken only Students who do not pass may not retake the
(7) Folklore and ethnic literature once. examination and should register for the appro-
Ph.D. Dissertation priate writing course as soon as possible. Stu-(8) Women and literature After completing all other degree requirements, dents who pass the exam have an "exemption by
(9) History and theory of criticism the candidate should consult with a faculty exam" notation for either WR 121 or 122 placed
(10) Rhetoric and theory of composition adviser willing to work in the area of the on their transcripts. Waiver exams are not
(11) Film student's interest and submit a dissertation pro- returned to students, nor are they used as a
(12) Literature and the environment spectus for approval by the student's dissertation teaching device. Additional help and special
committee. Once the prospectus is approved by tutoring is available to students through the
b. Specialization Requirement. Of the remain- C fAd L S'the committee and the director of graduate stud- enter or ca emic earning ervlces.ing eight courses, six must be in a single
f ies, the student is advanced to candidacy. A Nonnative Speakers. Students for whomarea or in two related areas 0 specializa-
ff fr h three-year period for completion of the disserta- English is the native language are placed in theirtion, which must be di erent om t e seven
tion begins when the Graduate School approves first writing course based on the Test of Standardareas used to fulfill the distribution
the advancement to candidacy. The department Written English (TSWE), which is required of all
requirement d bl f f
requires a consi era y aster rate 0 progress new students and of transfer students who have
5. A cumulative GPA of 3.30 or better in all d I t' f th d f dtowar comp e IOn 0 e egree or stu ents not satisfied the writing requirement. Students
graduate work at the University of Oregon is holding graduate teaching fellowships. See the should sign up for the TSWE at the University
the minimum requirement for satisfactory E I' h d t t' A . t t d Rng IS epar men s ppom men an eap- Counseling Center Testing Office before regis-
progress toward the Ph.D. pointment of Graduate Teaching Fellows regula- tration. Studentsfm whOJTI_English isno~~ _
_-~Q"r-u_aftlriIy-i'-~i_n-,g"---rE'7x~a_m----in--_a_ti~o_n~~--:c:-:-:-::-.--.-:-c~TCCC-:=- t_io_n_s,--,_av_a_i_Ia_b_Ie_in_t_h_e_o_f_fi_·c_e_. natille_QLprimaJ:}'language_aLe.plac-".edloLUinLL..!JthU'e"'i-'-r _
The Ph.D. qualif)ling examination must be taken The dissertation may be a work of literary or first writing course on the basis of a placement
by doctoral candidates no later than the fourth linguistic scholarship or, with the approval of the test, which is administered before registration.
term after enrollment. This examination, which committee, a collection of three substantial essays Nonnative speakers should inquire at the Ameri-
covers the whole of English and American litera- exhibiting internal coherence though not neces- can English Institute, 107 Pacific Hall, for place-
ture, is based on a reading list compiled by mem- sarily treating a single subject. The candidate gives ment test dates. Depending on TSWE scores or
bers of the faculty. This reading list may be sub- an oral presentation or defense of the dissertation placement test results, students may be reqUired
ject to periodic change. A committee of faculty when it is completed and found acceptable by the to satisfy additional prerequisites for placement in
members administers the examination twice a committee. WR 121. These may include WR 49 or LING 91,
year, in the fall and spring tenns. Students who 92, 93 (taught in the Department of Linguistics).
fail the qualifying examination may retake it EXPOSITORY WRITING Transfer students in doubt about the equivalency
once, the next term it is offered. The English department offers required and elec- of courses taken elsewhere should bring tran-
Students who pass the qualifying examination tive courses in expository writing for all univer- scripts and catalog deSCriptions to the composi-
complete remaining course work during the next sity students to help them improve their ability to tion office, Department of English, for evaluation.
three terms and begin preparing for the Ph.D. write clearly and effectively. Students must fulfill ENGLISH COURSES (ENG)
oral examination. Those who have completed the university writing requirement of two com-
fifteen graduate-level English courses (ten taken position courses or be cleared according to estab- Not roery course listed here can be offered every
at the university), attained reading knowledge of lished waiver and exemption policies. The require- year; students should consult the current DO
one second language, completed requirements 1 ment is WR 121 and either WR 122 or 123, or Schedule of Classes.
and 2 above, and maintained a cumulative GPA their approved equivalents. Students should 103 Introduction to Literature: Drama and
of 3.30 or better may apply for the M.A. degree complete the writing requirement-with course Poetry (4) Works representing the principal liter-
with a specialty in English or American literature. work, by exemption, or by waiver examination- ary genres of drama and poetry. Ford, Kintz, Stein.
Students whose work at this stage does not early in their studies. 104 Introduction to Literature: Fiction (4)
demonstrate sufficient potential for successful Works representing the principal literary genre of
fiction. Bayless, Duncan, George, Westling,
Wheeler, Wood.
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.
Earl, George, Pyle, Sayre, 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, 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. Earl, Peppis, 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.
Gage, Rossi, Sayre, Westling, Wickes, Wonham,
Wood. Not offered 1998-99.
220, 221, 222 Introduction to the English Major
(4,4,4) Chronological study of literary works in
English considered in the context of cultural his-
tories. 220: beginnings to 17th century. 221: 17th
to 19th centuries. 222: 19th century to present.
Boren, Greene, 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.
HUhndorf, Larson, Strange.
250 Introduction to Folklore (4) The process
and genres of traditional (Le., 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
pictures, and video. Karlyn, Lesage.
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.
Karlyn, Lesage.
Sophomore standing or above is a prerequisite for
300-level courses.
300 Introduction to Literary Criticism (4)
Various techniques and approaches to literary
criticism (such as historical, feminist, formalist,
deconstructionist, Freudian, Marxist, semiotic)
and their applications. Clark, Crosswhite, Farwell,
Huhndorf, 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,
Dugaw, Laskaya. Not offered 1998-99.
309 Studies in Genre: Tragedy and Comedy
(4) Examination of the history and nature of the
major literary genres of tragedy and comedy.
Rowe, Stein. Not offered 1998-99.
310 Mrican American Prose (4) Forms, themes,
and styles in the fictional and nonfictional prose
of Africa, the West Indies, and African America.
English 91
Novels, short stories, essays, autobiographies, from Plato and Aristotle through the New Critics.
and other narratives. Coleman, Mance. Clark, Pyle, Shankman.
311 African American Poetry (4) The study of 419/519 Contemporary Literary Theory (4)
African, West Indian, and African American Developments in critical thinking after the New
poetry. Coleman, Mance. Criticism. Crosswhite, George, Kintz, Pyle.
312 African American Drama (4) Major 421/521 The Bible and Literature (4) The Bible,
achievements in African, West Indian, and Old and New Testaments, as a model for and
African American drama. Coleman, Mance. influence on secular literature. Earl.
315 Women Writers' Cultures: [Topic] (4R) 422/522 History of the English Language (4)
Women's writing in a particular cultural matrix Origins and development of English from medi-
(race, ethnicity, class, sexual orientation, region, eval to modern times. Study of syntactic, mor-
religion) examined in the context of feminist phological, and semantic changes in the word
literary theories. R when topic changes. Clark, stock. Development of British and American
Dugaw, Karlyn, Kintz, Wood. English. Prereq: LING 290. Bayless. Not offered
316 Women Writers' Forms: [Topic] (4R) 1998-99.
Women's writing in a particular genre or form 423 The Age of Beowulf (4) A reading of Anglo-
(prose, fiction, drama, poetry, autobiography, Saxon literature and culture as the intersection of
folksong) examined in the context of current Germanic, Celtic, and Christian traditions. Read-
feminist literary theories. R when topic changes. ings include Irish epic, Welsh romance, Norse
Dugaw, Farwell, Ford, Kintz, Westling, Wood. mythology, and Icelandic saga. Earl.
321,322,323 English Novel (4,4,4) 321: rise of 425 Medieval Romance (4) Study of selected
the novel from Defoe to Austen. 322: Scott to romances in the context of European intellectual
Hardy. 323: Conrad to the present. Bohls, and social history. May include elementary
Duncan, Stevenson. linguistic introduction to Middle English. Boren.
325 Literature of the Northwest (4) Survey of 427 Chaucer (4) Close textual study of selected
significant Pacific Northwest literature as set Canterbury Tales in Middle English; instruction in
against the principles of literary regionalism. the grammar and pronunciation of Chaucer's
Clark, Love. language. Bayless, Boren, Earl, Lees.
326 Western American Literature (4) Major 428/528,429/529,430/530 Old English I,ll,Ill
literary works of the American West from fron- (4,4,4) 428/528: introduction to Old English lan-
tier times to the present. Huhndorf, Love, Pyle. guage. 429/529: continued study of Old English
391,392 American Novel (4,4) Development of language. 430/530: study of Beowulfin Old
the American novel from its beginnings to the English. Sequence. Bayless, Earl, Lees.
present. 391: beginnings to 1900. 392: 1900 to 431/531 Renaissance Thought (4) Major Conti-
present. Love, Rossi, Sayre, Wonham, Wood. nental and British theorists in aesthetics, meta-
394,395 20th-Century Literature (4,4) Modem physics, theology, and statecraft such as Petrarch,
literature from American, British, and European Pico della Mirandola, Machiavelli, Castiglione,
cultures. Significant works of poetry, fiction, Boccaccio, Erasmus, Montaigne, More, and
drama, and nonfiction in relation to intellectual Francis Bacon. Freinkel, Grudin, Rowe.
and historical developments. 394: 1890 to 1945. 432/53216th-Century Poetry and Prose (4)
395: 1945 to present. Clark, Ford, Gage, George, Development of Tudor poetry and prose from
Kintz, Peppis, Stein, Wonham. Wyatt and Surrey to Sir Philip Sidney and
399 Special Studies: [Topic] (1-5R) R when Shakespeare. Freinkel, Greene, Rockett, Rowe.
topic changes. 434/534 Spenser (4) Examines the works of
Junior standing or above is a prerequisite for 400- Edmund Spenser. Greene, Rowe.
level courses. 436/536 Advanced Shakespeare (4) Detailed
401 Research: [Topic] (1-21R) study. of selected plays andlor poetry. Freinkel,
403 Thesis (1-21R) Grudm;Rowe.· ---------------- _
405 R d' d C f [T' ] (1 21R)~71537 Medieval and fuaorOrama(~~
ea mg .an on ~rence: °PIC - opment of English drama from its medieval ori-
407/507 Semmar: [TopiC] (1-5R) Selected gins to the death of Christopher Marlow. Rowe.
seminars offered each year. Not offered 1998-99.
408/508 Workshop: [Topic] (1-21R) 438/538 Shakespeare's Rivals (4) Representa-
410/510 Experimental Course: [Topic] (1-5R) tive plays by Ben Jonson, Thomas Middleton,
Selected topics offered each year. John Webster, and other early 17th-century
411/511 Dramatic Screenwriting (4) Writing of dramatists. Rowe. Not offered 1998-99.
dramatic screenplays for film and television. 440/540 17th-Century Poetry and Prose (4)
Prereq: ENG 260 or instructor's consent. Lesage. Poetry from the Metaphysicals and Jonson to the
414/514 Classical and Medieval Literary Restoration; prose from Burton and Bacon to
Theory (4) Origins of literary theory beginning Hobbes and Milton. Rockett, Rowe.
with Plato through Plotinus and the Middle 442/542 Milton (4) Paradise Lost, Paradise
Ages, with attention to its importance for under- Regained, and Samson Agonistes. Greene, Rockett.
standing the assumptions of later literary theory 446/546,447/547,448/548 Restoration and
including contemporary. Shankman. Not offered 18th-Century Literature (4,4,4) 446/546:
1998-99. Restoration period. 447/547: primarily Swift,
415/515 Literary Theory and Pedagogy (4) Gay, Defoe, and Pope. 448/548: Johnson and his
Literary theory and practices of reading from the circle; classic to romantic; relations between
point of view of pedagogy. Examines professional England and the Enlightenment in France. Bahls,
issues involved with teaching and learning in Dugaw, Shankman.
literary studies. Clark. 451/55119th-Century Studies: [Topic] (4R)
417/517 History of Literary Criticism (4) Studies Comparative studies of selected problems and
in the theory and practice of literary criticism
92 College of Arts and Sciences
figures on both sides of the Atlantic; treating top- in historical romances, dime novels, detective that fulfill the university's writing requirement.
ics in literature, the fine arts, and social history. fiction, westerns, and new journalism as expres- Laskaya.
Duncan, Pyle, Rossi, Stein, Stevenson, Teich. sions of popular and folk culture and the Ameri- 613 Graduate Teaching Fellow Composition
R when topic changes. can experience. Sherman. Apprenticeship (1-3) PIN only. Supervised
452/55219th-Century British Fiction: [Topic] 488/588 Race and Representation in Film (4) practical experience in all aspects of teaching WR
(4R) Oose study of selected novels. Duncan, Screening, interpretation, and analysis of films 121, 122. Prereq: ENG 611 or equivalent or
Stevenson. R once when topic changes for maxi- from Latin America and other developing non- instructor's consent. Laskaya.
mum of 8 credits. Not offered 1998-99. European cultures and by people of color. 615 Advanced Studies in Literary Theory:
454/554,455/555 English Romantic Writers Mechanisms of racism in dominant U.S. media. [Topic] (5R) Intensive study of one to three ma-
(4,4) Romantic thought and expression. 454/554: Prereq: ENG 260. Huhndorf, KarIyn, Lesage. Not jor theorists or a significant theoretical problem.
the first generation including Blake, Coleridge, offered 1998-99. Clark, Crosswhite, George, Westling, Wood. R
Dorothy and William Wordsworth. 455/555: the 489/589 Native American Literature: [Topic] when topic changes.
second generation including Byron, Keats, Mary (4R) In-depth study of topics related to Native 620 Medieval Literature: [Topic] (5R) Recent
and Percy Shelley. Pyle, Teich. American literature. Huhndorf, Larson. R thrice offerings include Chaucer's Troilus and Criseyde,
457/557,458/558 Victorian Literature and when topic changes for maximum of 16 credits. Humor and Vulgarity in Medieval Literature.
Culture (4,4) Survey of major works, 1837-1901. 490/590 Film Directors and Genres: [Topic] Bayless, Boren, Earl, Laskaya, Lees. R when topic
Readings primarily in Victorian poetry and non- (4R) Aesthetic, historical, and theoretical analysis changes.
fictional prose; study of selected works of drama, of films, video, and television. Prereq: ENG 260. 630 Renaissance Literature: [Topic] (5R) Re-
fiction, and visual arts. Duncan, Stein. KarIyn, Lesage, Pyle. R when topic changes. cent offerings include Hamlet, Jacobean Potboilers,
461/561 American Literature to 1800 (4) Read- 492/592 History of Rhetoric and Composition Renaissance Irrationalities. Freinkel, Greene,
ings in American poetry, nonfiction prose, drama, (4) History of rhetoric as related to the theory Grudin, Rockett, Rowe. R when topic changes.
and fiction. Rossi, Sayre. and practice of writing, relations between rheto- 64518th-Century Literature: [Topic] (5R)
462/562 American Literature 1800-1900 (4) ric and poetics, and rhetorical criticism through Intensive study of one to three major authors or
Readings primarily in American poetry, nonfic- the 19th century. Crosswhite, Gage. Not offered selected topics from the 18th century. Recent
tion prose, drama, and fiction. Rossi, Wood. 1998-99. offerings include Enlightenment and Revolution.
467/567 American Literature 1900-Present (4) 493/593 Modern Rhetorical Criticism (4) Theo- Bohls, Dugaw, Sayre, Shankman. R when topic
Reaclings in American poetry, nonfiction prose, retical topics addressed by 20th-century rhetori- changes.
drama, and fiction. Ford, Gage, Love, Westling, cal critics. Varieties of rhetorical interpretation, 650 19th-Century Literature: [Topic] (5R)
Wickes. from neo-Aristotelian to reader-response, post- Recent offerings include Scottish Fiction and
469/569 Literature and the Environment (4) modernist views of metaphor. Clark, Crosswhite, Cultural Nationalism, Heroine and the English
Relationship between literature and the natural Gage. Not offered 1998-99. Novel. Duncan, Pyle, Stein, Stevenson, Teich.
worlds: "reading" nature from a literary perspec- 495/595 English Grammar (4) Survey of gram- R when topic changes.
tive and literature from an ecological perspective. matical, syntactic, and morphological structures 660 American Literature: [Topic] (5R) Recent
Crosswhite, Rossi. of English in terms of semantic and functional offerings include African American Women
471/571 Modern British Literature (4) Historical criteria. Givan, Tomlin. Writers, Evolutionary Theories and Narrative,
survey of dominant British genres, movements, 496/596 Feminist Film Criticism: [Topic] (4R) Sentimental Novel, V. Deloria and Native Ameri-
works, and authors from 1900 to the present. Critical analysis of film and television texts from can Cultural Values. Coleman, Ford, Larson,
Gage, Peppis, Wickes. a feminist perspective. Prereq: ENG 260. KarIyn, Mance, Rossi, Westling, Wickes, Wonham,
475/575 Modern Poetry (4) 20th-century British Lesage. R when topic changes. Not offered 1998- Wood. R when topic changes.
and American poetry with emphasis on the mod- 99. 670 Modern Literature: [Topic] (5R) Recent
ernist period, 1910-45. Representative authors 497/597 Feminist Literary Theory (4) Current offerings include H. James, Modernist Politics.
include Yeats, Stein, Pound, Eliot, H. D., Williams, andlor historical schools of literary theory that Kintz, Peppis, Westling, Wickes. R when topic
and Stevens. Ford. depend primarily on gender analysis. Clark, changes.
476/576 Modern Fiction (4) Representative Farwell, Kintz, Wood. 680 Folklore: [Topic] (5R) Intensive study of se-
modem fiction writers in English, American, and 498/598 Studies in Women and Literature: lected topics in folklore. Recent offerings include
Continental literatures, such as Joyce, Woolf, [Topic] (4R) Topics vary from year to year. The Topics in Folk Art, Film and Folklore Fieldwork.
Stein, Faulkner, Proust, Kafka, and Mann. following list is representative: African American Sherman, Wojcik. R when topic changes.
Peppis, Wickes. Not offered 1998-,-99. Women Writers, Gender of Modernism, Lesbian 690 Introductionto Graduate Studies in
1---~7-ta::l+-M{}'GernDrama (4) Growtl+Bf-tHe--ffiG4_._--.-.L-iit-,,-er_a--,t--,u,re=-a~n_dc--.T~h_e=-ory'L'-,~R=-e-,,-n;,a:;cisc:::s~a=-n~ce,---=-W_oc;m~e~n=-, ~__E""n"""gl""i",sh,,-,(5) Examination of selected professional,
ern theater in Europe, development of European Women's Autobiography. Clark, Farwell, Ford, methodological, and theoretical issues. Ford.
and American drama and experimental theater Kintz, Mance, Westling, Wood. 691 Composition Theory: [Topic] (5R) Inten-
from an international perspective. Kintz. Instructor's consent is required for 600-level courses. sive study of topics related to rhetorical theory
479/579 Major Authors: [Topic] (4R) In-depth 503 Thesis (1-16R) PIN only and the teaching of writing. Crosswhite, Gage,
study of one to three major authors from medieval 601 Research: [Topic] (1-16R) PIN only Laskaya, Teich. R when topic changes.
through modem periods. R when topic changes. 602 Supervised College Teaching (1-16R) 695 Film Studies: [Topic] (5R) Graded only.
481/581 Theories of the Moving Image: PIN only Intensive study of selected topics related to film
[Topic] (4R) Film, television, and video theory 603 Dissertation (1-21R) PIN only. Prereq: studies and literature. Recent topics include Intro-
and criticism from formative film criticism to the instructor's consent. duction to Film Theory; Feminism, Comedy, and
present. Prereq: ENG 260 or instructor's consent. 605 Reading and Conference: [Topic] (1-16R) the Carnivalesque; Melodrama. Karlyn, Lesage.
Cadbury, KarIyn, Lesage. R when topic changes. R when topic changes.607 Seminar: [Topic] (1-5R) Selected seminars
482/582 Studies in Mythology (4) Survey of offered each year. 696 Women and Literature: [Topic] (5R)
comparative mythologies of many cultures Recent offerings include Hurston and Walker,
through time, with attention to world views, 608 Workshop: [Topic] (1-16R) Women and the Essay. Clark, Farwell, Laskaya,
theoretical schools of interpretation, and myth in 610 Experimental Course: [Topic] (1-5R) Mance, Westling, Wood. R when topic changes.
literature. Sherman. 611 Composition Graduate Teaching Fellow EXPOSITORY WRITING
484/584 American Folklore (4) American folk- Seminar I (1-3) Graded only. Issues in peda- C ()
lore; its connections in American history and cul- gogy related to the university's writing require- OURSES WR
ture; its role in the development of the writings ment. Laskaya. WR 49 is a self-support course offered through the
of selected American authors (e.g., Hawthorne, 612 Composition Graduate Teaching Fellow Continuation Center, 333 Oregon Hall. A sepa-
Melville). Sherman, Wojcik. Seminar II (1-3) Graded only. Discussions de- rate fee that is assessed for students enrolled in
487/587 American Popular Literature and signed to increase the effectiveness of first-year these courses must be paid in addition to regular
Culture (4) Surveys cultural aesthetics reflected graduate teaching fellows as teachers of courses tuition. This course carries credit for enrollment
(eligibility) but not toward graduation; it satisfies
no university or college requirement.
49 Developmental Composition (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. Mariner.
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 (4) Written reasoning
as discovery and inquiry. Frequent essays explore
relationship of thesis to structure and audience.
Strong focus on the process of revising. Regular
work on editing. Prereq: Test of Standard Written
English (TSWE) score of 38 or better, WR 49, or
equivalent.
122 College Composition II (4) Written reasoning
as a process of argument. Developing and sup-
porting theses in response to complex questions.
Attention to critical reading in academic setting.
Continuing focus on revising and editing. Prereq:
WR 121 or equivalent.
123 College Composition III (4) Written reason-
ing in the context of research. Practice in writing
documented essays based on the use of sources.
Continuing focus on revising and editing. 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] (1-5R)
320 Scientific and Technical Writing (4) Em-
phasis on form and style of scientific, professional,
and technical writing; weekly writing assign-
ments include reports, proposals, instructions,
and correspondence. Use of graphics and docu-
mentation in publication. Prereq: completion of
university writing requirement, upper-division
standing, Fagan.
1- ---J3""2Ll-J:B>U1!siness-Communi~ns_{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.
399 Special Studies: [Topic] (1-5R) R when
topic changes. Prereq: sophomore standing or
above.
408/508 Independent Writing Projects (1-4R)
Supervised writing projects in nonfiction prose.
Prereq: WR 122 or equivalent, composition
director's consent.
410 Experimental Course: [Topic] (1-5R) R
when topic changes. Prereq: junior standing or
above.
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
Daniel Udovic, Program Director
10 Pacific Hall
(541) 346-5006
(541) 346-5954 fax
Environmental Stuclies Program, 5223 University
of Oregon, Eugene OR 97403-5223
ecostudy@oregon.uoregonedu
http://darkwing.uoregon.edu/-ecostudy
FACULTY
Robert W. Collin, associate professor (environmen-
tal equity, land use law, civil rights law). BA, 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)
Courtesy
Chester A. Bowers, courtesy professor (cultural edu-
cational, and technical issues related to the envi-
ronment). B.S., 1958, Portland State; Ph.D., 1962,
California, Berkeley. (1967)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Program Committee
Patricia F. McDowell, geography
Ronald B. Mitchell, political science
Mark H. Reed, geological sciences
Daniel Udovic, biology
Louise Westling, English
Participating Faculty
Michael D. Axline, law
John H. Baldwin, planning, public policy and
management
Patrick J. Bartlein, geography
Ann Bettman, landscape architecture
Aletta Biersack, anthropology
James Blanchard, physical activity and recreation
services
Shawn Boles, special education and community
resources
John E. Bonine, law
Gregory D. Bothun, physiCS
G. Z. Brown, architecture
George C. Carroll, biology
Garelyn-b.--Gaffier,geegraphyr------
Richard W. Castenholz, biology
Suzanne Clark, English
Robin Morris Collin, law
James R. Crosswhite, English
Robert G. Darst, political science
Jane 1. Dawson, political science
Matthew Dennis, history
Philip J. DeVries, biology
Irene Diamond, political science
Alan Dickman, biology; internship coordinator
Jerome Diethelm, landscape architecture
Bryan T. Downes, planning, public policy and
management
Richard B. Emlet, biology
Paul C. Engelking, chemistry
Arthur M. Farley, computer and information science
John B. Foster, sociology
John T. Gage, English
Maradel K. Gale, planning, public policy and
management
Richard P. Gale, sociology; undergraduate adviser
Daniel Goldrich, political science
Environmental Studies 93
Jane Gray, biology
William T. Harbaugh, economics
Kenneth I. Helphand, landscape architecture
Michael Hibbard, planning, public policy and
management
Richard G. Hildreth, law
Janet Hodder, OIMB
Carl J. Hosticka, planning, public policy and
management
David Hulse, landscape architecture
Jon L. Jacobson, law
Bart Johnson, landscape architecture
Lauren J. Kessler, journalism and communication
Russell S. Lande, biology
Michael R. Lynch, biology
Michael Manga, geological sciences
Emilia P. Martins, biology
Gregory McLauchlan, sociology
Jerry F. Medler, political science
Robert Z. Melnick, landscape architecture
Geraldine Moreno, anthropology
Alexander B. Murphy, geography
Jeffrey Ostler, history
Robert B. Pena, architecture
Stephen E. Ponder, journalism and communication
Daniel A. Pope, history
David C. Pavey, planning, public policy and
management
Robert C. Proudfoot, international studies
Gregory J. Retallack, geological sciences
John S. Reynolds, architecture
Robert G. Ribe, landscape architecture
Elizabeth M. Rocha, planning, public policy and
management
William Rossi, English
Charles W. Rusch, architecture
Michael V. Russo, management
Gordon M. Sayre, English
Alan Shanks, biology
Lynda P. Shapiro, biology
Paul Slavic, psychology
Richard P. Suttmeier, political science
Nora B. Terwilliger, biology
Dennis Todd, honors college
Douglas R. Toomey, geological sciences
Nancy Tuana, philosophy
Peter A. Walker,gcography _
IerrLWarpinski fine and appJied--aIts-----
Peter B. Wetherwax, biology
Ray J. Weldon, geological sciences
Cathy Whitlock, geography
A. Michelle Wood, biology
Mary C. Wood, law
Philip D. Young, anthropology
ABOUT THE PROGRAM
Environmental studies crosses the boundaries of
traditional disciplines such as the sciences, social
sciences, humanities, management, policy, design,
and law. It challenges faculty members and stu-
dents to look at the relationship between humans
and their environment from a new perspective.
The Environmental Studies Program is dedicated
to (1) gaining greater understancling of the natural
world from an ecological perspective; (2) devising
policies and behaviors that address contemporary
environmental problems; and (3) promoting a
rethinking of basic cultural premises, ways of
structuring knowledge, and the root metaphors of
contemporary society.
UNDERGRADUATE STUDIES
Faculty. The program committee and participat-
ing faculty members listed above have demon-
strated professional interests in environmental
studies by researching environmental issues,
teaching courses that meet program
requirements, and participating in a variety of
program activities. They are available to advise
students who are interested in environmental
studies. More infonnation about the faculty is
available on the World Wide Web.
Resources. The program's resource center has a
small collection of books, journals, newsletters,
and documents related to environmental topics.
University of Oregon students and faculty and
staff members may borrow items for up to two
weeks.
94 College of Arts and Sciences
Introduction to Environmental Studies: Natu- Students submit a formal proposal for their
ral Sciences (ENVS 202), Introduction to project, which must discuss the focus of the
Environmental Studies: Humanities (ENVS project and the desired distribution of cred-
203). These courses may be taken in any order. its. Admission is based on the quality of the
Consult an adviser for possible substitutions proposal-general focus, integration of ac-
2. Mathematics and Natural Science tivities, detailed planning-and an evalua-
(20 credits) tion of the student's academic record
a. Majors must take at least one university- Courses (20 credits). Choose five courses
level mathematics course numbered 100 or from the approved list of undergraduate
higher; MATH 111 is recommended electives including at least two natural-
b. Choose a three-course combination from science courses and at least two social-
science or humanities courses. No moreone of the following four groups
than three upper-division electives from a
Chemistry. General chemistry (CH 211- single department may be applied to the
213) or (CH 221-223) or transfer equivalent major
Earth Sciences. Introduction to Geology: Project (12 credits). Credits are earned in
The Dynamic Earth, The Face of the Earth, Research (ENVS 401), Thesis (ENVS 403),
The Evolving Earth (GEOL 101-103) or Field Studies (ENVS 406), Workshop (ENVS
The program offers undergraduate training GIG I E h' I . H d
enera eo ogy: art s ntenor eat an 408), or Practicum (ENVS 409) for work thatleading to a bachelor of arts (B.A.) or bachelor of D' E h' S f P dynamlcs, art surace rocesses an focuses on an environmental theme or issue
science (B.S.) degree. M hiE I' f h E horp 0 ogy, vo utlOn 0 teart and leads to a written product
Students who major or minor in environmental (GEOL 201-203) or
studies have considerable latitude in designing a Th N I ( OG) c. Honors Option. Students who want to
e atura Environment GE 101 , graduate with honors in environmental
course of study that combines theory and prac- GI b IE' t I Ch (GEOG
o a nVlronmen a ange studies must have a 3.30 overall grade pointtice, that invites active participation, and that fits 102) d I t d t' t G I Th
,an n ro uc lOn 0 eo ogy: e average (GPA) and a 3.50 GPA in courses
their specific interests, needs, and aptitudes. The E I' E th (GEOL 103) G I
vo Vlng ar or enera required for the maJ·or. Honors candidates
major provides a well-rounded basic education G I E I t' f th E th (GEOL 203)
eo ogy: vo u Ion 0 e ar must also complete a research-based thesisthat prepares students for entry-level positions in Life Sciences. Introduction to Chemical or creative proJ'ect under the direction of abusiness, government, nongovernmental organi- Principles (CH 111) and General Biology faculty adviser. Students preparing to
zations, and for a variety of graduate and profes-
I d I,III: Cells, Populations (BI 211, 213) or graduate with honors should notify thesiona egree programs. Students are encouraged
k d f I · General Biology I,Il,III: Cells, Organisms, honors coordinator no later than the firstto ta e a vantage 0 career p annmg services
offered by the Career Center. Populations (BI 211-213) or equivalent or term of their senior year
Foundations I,1l,III,N: Genetics and Evolu- Courses (24 credits). Choose six coursesStudents should plan their programs early in
tion, Molecular Genetics, Biochemical Basis from the approved list of undergraduatetheir undergraduate careers with the aid of an
environmental studies academic adviser. Envi- of Life, Biological Interactions (BI261-264) electives including at least two natural-
I d·· d'd Physical Sciences. Introduction to Chemi- science courses and at least two social-ronmenta stu les majors are urge to conSI er
I d cal Principles (CH 111), Physics of Energy science or humanities courses. No morecomp eting a secon major or a minor in a re-
lated field. A tip sheet listing courses that meet and Light (pHYS 161), Solar Energy than three upper-division electives from a
environmental studies major and minor require- (PHYS 162) or single department may be applied to the
ments is published each term. General Physics (PHYS 201-203) or transfer major
R l'S d C . I Th VI' t I equivalent Project (8 credits). Honors students who doev e urncu urn. e new en ronmen a -
. h . f h' I d' c. Choose one course from a dl'fferent group not complete a student-initiated projectsCIence emp aSlS or t e enVlronmenta stu les
. h b d A ... or from the following list of additional ap- must earn 8 credits of Research (401) and/or
major as een approve. major m enVlron- Thesis (403) in environmental studies or
mental science that is being planned. proved lower-division courses:
another appropriate department. These
Up-to-date information and the tip sheet are Introduction to Human Evolution credits, which must be distributed over at
avail~le in the program office or on the web (ANTH 170), Evolution of Human Adapta- least two tenns, may not be~pjlliedto_t~ _
page. tion (ANTH 172), Global Ecology (BI 124), elective requirement. Honors students who
t--~~~-------------------~Introctm;rtOInoEcology (Bt13~Ofl')r,i1Inn1tCrrr>ortduITcrc----~co=m~p-o-le~t~e~a~s=t~u=-Od=en=t=-=iru='=ti=a=te=d~p~r=o~J'=ec=t=m~u=st~----
MaJ' or Requirements t' tEl t' (BI 131) ( t' .lOn 0 vo u lOn no m conJunc- have the project reviewed by the student's
The major requires a minimum of 64 credits tion with BI 213), Science and Society project supervisor and the honors coordina-
including32 lower-division credits and a minimum (CH 101 or 102) (not in conjunction with tor to determine whether the project meets
of 32 upper-division credits. Upper-division any other chemistry course) the thesis or creative-project standards
credits may be earned through course work or 3. Electives. Choose one of the following expected for graduation with honors
through a combination of course work and a options: 4. Issues Course (4 credits). Environmental
student-initiated project or honors thesis. A a. Courses-Only Option (28 credits). Issues (ENVS 411)
12-credit skills package (typically three 4-credit Choose seven courses from the approved
courses that are used to satisfy requirements for list of undergraduate electives including at Minor Requirements
another major or minor) can be substituted for least three natural-science courses and at The interdisciplinary minor in environmental
one upper-division elective course. No other least three social-science or humanities studies includes five required courses and four
upper-division course that is used to satisfy courses. No more than three upper-division upper-division elective courses for a minimum of
requirements for another major or minor can be electives from a single department may be 36 credits. Courses applied to the minor, except
applied to an environmental studies major or applied to the major. With prior approval environmental studies courses number 401
minor. Approved skills packages are listed below. from the undergraduate adviser, 4 credits of through 409, must taken for letter grades and
Courses applied to the major, except environ- Research (ENVS 401), Thesis (ENVS 403), passed with grades of C- or better. At least 12 of
mental studies courses numbered 401 through Field Studies (ENVS 406), Workshop (ENVS the 36 credits must be taken at the University of
409, must be taken for letter grades and passed 408), or Practicum (ENVS 409) may be in- Oregon. With the adviser's consent, a course
with grades of C- or better. At least 24 credits cluded numbered 407,408, or 410 can be substituted for
must be taken at the University of Oregon. b. Courses and Student-Initiated Project one of the elective courses. Students may also
1. Core (12 credits). Introduction to Environ- Option (32 credits). Admission to this submit a petition to the minor adviser to substi-
mental Studies: Social Sciences (ENVS 201), limited-enrollment program is competitive. tute other courses.
Environmental Studies 95
The Environmental Studies Program offers
graduate study leading to a master of arts (M.A.)
or master of science (M.S.) in environmental
studies and an interdisciplinary doctor of phi-
10sophy (Ph.D.) degree in environmental sciences,
studies, and policy.
Students may choose from courses offered in
appropriate disciplines to design their own
course plans based upon their individual goals
and backgrounds.
Limited financial support for graduate students
in the Environmental Studies Program may be
available through graduate teaching fellowships.
Support generally consists of a small stipend and
a tuition waiver.
A brochure containing admission requirements
and details of the master's and doctoral programs
Choose one: Adventure Education (PEOL 451),
Environmental Education (PEOL 453), Principles
of Outdoor Leadership (PEOL 455)
GRADUATE STUDIES
Society (SOC 304), Issues in Sociology of the
Environment (SOC 416)
Approved Skills Packages
Business. Choose two: Introduction to Business
(BA 101), Business Economics (FINL 201), Intro-
duction to Accounting I (ACTG 211), GlobaL
LegaL Social Environment of Business (BE 325).
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 num-
bered 320 or higher
Second Language. Completion of the third year
ofa second 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 Tournalists a101), Information
Gathering a202), Writing for the Media a203).
Choose one: Reporting I a361), Communication
Theory and Criticism a388), Tournalism and
Public Opinion a394), Communication and
Democracy a418)
Mathematics. Three MATH courses numbered
231 or higher, or two MATH courses numbered
231 or higher and one upper-division statistics
course from any department
Outdoor Pursuits. Choose nine I-credit courses
-numbered P-EOL285-38i:---------
sozoic and Cenozoic Marine Fossils (GEOL 432),
Paleontology III: Nonmarine Fossils (GEOL 433),
Paleopedology (GEOL 435), Ground-Water Hy-
drology (GEOL 451), Neotectonics and Quater-
nary Geology (GEOL 452), Exploration Geo-
physics (GEOL 464), Aqueous Geochemistry
(GEOL472)
Landscape Architecture. Principles of Applied
Ecology (LA 441/541)
Social Science and Humanities
Architecture. Environmental Control Systems
I,Il (ARCH 491, 492), Solar Heating (ARCH 493),
Passive Cooling (ARCH 494), Daylighting
(ARCH 495)
Art History. Native American Architecture
(ARH463)Electives: 16 creditsChoose two natural-science electives and two
social-science or humanities electives from the
list of upper-division electives. No more than
two courses may be taken in anyone department.
Required Courses: 20 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 may be taken in
any order.
Choose two courses from one of the three-course
combinations listed under Mathematics and
Natural Science in the major requirements.
Choose an additional course from a different sci-
ence group or from the list of additional natural-
science courses.
Economics. Resource and Environmental
Economic Issues (EC 333), Urban and Regional
Economics (EC 430), Issues in Urban and Regional
Economics (EC 431), Economy of the Pacific
Upper-Division Electives Northwest (EC432), Resource and Environmental
Consult the program's tip sheets or inquire in the Economics (EC 433), Economic Growth and
program office about courses numbered 399, 407, Development (EC 490)
or 410 that fulfill upper-division elective English. Literature of the Northwest (ENG 325),
requirements. Literature and the Environment (ENG 469)
Natural Science Geography. Population and Environment
Anthropology. Human Ecology (ANTH 360), (GEOG 341), Political Geography (GEOG 441),
Human Evolution (ANTH 361), Food and Culture Urban Geography (GEOG 442), Environmental
(ANTH 365), Human Adaptation (ANTH 367) Alteration (GEOG 461), Historical and Contem-
Biology. Forest Biology (BI 307), Freshwater porary Views of the Environment (GEOG 462),
Biology (BI 308), Microbiology (BI 330), Microbi- Geography, Law, and the Environment
ology Laboratory (BI 331), Plant Diversity and (GEOG 463)
Physiology (BI 340), Invertebrate Biology (BI 351), History. The American West (HIST 466,467),
Marine Biology (BI 357), Ecology (BI 370), Bio- The Pacific Northwest (HIST 468), American
logical Diversity (BI 375), Evolution (BI 380), Ani- Indian History (HIST 469), American Environ-
mal Behavior (BI 390), Marine Field Studies mental History (HIST 473), Latin America's
(BI 412), Algae and Photosynthetic Bacteria Indian Peoples (HIST 482)
(BI 431), Mycology (BI 432), Systematic Botany
(BI 442), Field Botany (BI 448), Invertebrate Zool- International Studies. International Community
ogy (BI 451), Insect Biology (BI 452), Marine Development (INTL 420), Gender and Interna-
Birds and Mammals (BI 455), Marine Biology tional Development (INTL 421), Aid to Develop-
(BI 457), Biological Oceanography (BI 458), Field ing Countries (INTL 422), World Value Systems
Ornithology (BI 459), Population Ecology (INTL 430), Cross-Cultural Communication
(BI 471), Community Ecology (BI 472), Quantita- (INTL 431)
tive Ecology (BI 473), Marine Ecology (BI 474), Landscape Architecture. Site Analysis (LA 361),
Freshwater Ecology (BI 475), Microbial Ecology Landscape Architectural Design (LA 389), Urban
(B141'7), Advanced Evolutionary Genetics (BI-482), Farm (LA 390), Landscape Planning (LA 411),
--GGflSewaOOR-llielegy-fgI-483j,-¥ale~-aftd------IrnrGdttetion-te-bartdseape-flanning*'alysis
Paleoecology (BI 485), Methods of Pollen (LA 440), Land and Landscape (LA 443), Land-
Analysis (BI 495) scape Preservation (LA 480), National Parks (LA
Chemistry. Organic Ch mistry I (CH 331) 482), Landscape Perception (LA 484), Contem-
e porary American Landscape (LA 485), Site Plan-
Geography. Climatology (GEOG 321), Geomor- ningand Design (LA 489)
phology (GEOG 322), Biogeography (GEOG 323), . ..
Advanced Climatology (GEOG 421), Advanced Planning: Pubhc Pohcy a~dManagement.
Geomorphology (GEOG 422) Advanced Bioge- Introductlon to Pubhc SeIVlce Management
ography (GEOG 423), Soil G~nesis and Geogra- (PPPM 322), Public Service Policies and .
ph (GEOG 424) H dr I and Water Resources Programs (pPPM 323), IntroductIOn to Pubhc(G~OG 425), Flu~lGe~~~rphology (GEOG 427), Law (PPPM 418), Environmental Planning
Quaternary Environments (GEOG 430) Quater- (PPPM 426), Natural Resource Policy (PPPM 443),
nary Vegetation History (GEOG 431), Climata- Communities an~ Regional Development
logical Aspects of Global Change (GEOG 432) (PPPM 445), EnVIronmental Health Planning
(PPPM459)
Geological Sciences. The Fossil Record (GEOL
304) Volcanoes and Earthquakes (GEOL 306) Political Science. Feminism and Ecology (PS 434),
Oce~nography (GEOL 307) Geology of Oreg~n Government and Politics of Latin America I,II
and the Pac'fc North t (GEOL 308) Earth (PS 463, 464), Politics and Ecology (PS 474),
Resources a~~ the Enwe~nment(GEOL 310) International Environmental Politics (PS 477),
Sedimentology and S~~tigraphy (GEOL 334), Feminist Theory (PS 483), Environmental Politics
Structural Geology (GEOL 350), Geology of Ore (PS 497)
Deposits (GEOL 425), Paleontology I: Paleozoic Sociology. World Population and Social Struc-
Marine Fossils (GEOL 431), Paleontology II: Me- ture (SOC 303), Community, Environment, and
96 College of Arts and Sciences
ENVIRONMENTAL STUDIES
COURSES (ENVS)
198 Laboratory Projects: [Topic] (1-2R) PIN
only. R with instructor's consent.
199 Special Studies: [Topic] (1-5R)
201 Introduction to Environmental Studies:
Social Sciences (4) Contributions of the social
sciences to analysis of environmental problems.
Topics include human population; relations
between social institutions and environmental
problems; and appropriate political, policy, and
economic processes.
may be obtained from the program office. The
admission packet contains a program brochure,
admission forms, an order form for the UO
undergraduate and graduate bulletin, answers to
frequently asked questions, and a list of faculty
members and their research interests. Students
applying for graduate admission must submit all
necessary materials by January 15.
Master's Degree
Students admitted to the two-year master's
degree program must complete 63 credits
distributed as follows:
Breadth-Area Courses (16 credits). These
courses may overlap with the concentration ar-
eas. One course each in areas of natural systems;
resource law, policy, and planning; environment
and society; and perspectives on the environment.
Seminars (3 credits). Three terms of weekly,
I-credit environmental studies graduate
seminars.
Internship (3 credits). Ninety hours or more of
environmental internship.
Concentration Areas (minimum of 45 credits).
Four graduate-level courses related to an environ-
mental theme in each of three concentration
areas
Thesis or Terminal Project (9 credits)
Concurrent Master's Degree Programs
Environmental studies students may obtain con-
current degrees in other disciplines. For more
information, contact the program office.
Doctor of Philosophy Degree
The interdisciplinary Ph.D. degree is offered by
the Environmental Studies Program under the
umbrella of the Joint-Campus Graduate Program
in Environmental Sciences, Studies, and Policy,
established by Oregon State University, Portland
State University, and the University of Oregon.
The environmental sciences, studies, and policy
program requires three to four years of post-
master's degree study. Faculty members from the
three participating institutions contribute to
program seminars and workshops.
Admissions Procedure
AdmISsion to the Ph.D. program musfbe granted
by both the Environmental Studies Program and
by an academic unit that offers a Ph.D. degree--
the focal department. Applications are reviewed
independently by the admissions committees in
the Environmental Studies Program and in the
focal department, and both committees must
approve the application before the applicant can
be accepted into the program.
Requirements
Ph.D. students satisfy breadth and concentration
requirements established by the Environmental
Studies Program and the requirements of the fo-
cal department. After admission to the program,
each student meets with a preliminary advisory
committee to discuss a proposed course plan for
completion of the degree.
Students should consult the Graduate School
section of this bulletin for information about uni-
versity admission, residency requirements, and
degree reqirements. Departmental requirements
are outlined in a handbook for new students that
is available in the program office.
Focal Department Course Work. Varies by 202 Introduction to Environment Studies:
department. Natural Sciences (4) Contributions of the natu-
Environmental Studies Breadth Course Work ral sciences to analysis of environmental prob-
(16 credits) lems. Topics include biological processes, eco-
logical principles, chemical cycling, ecosystem
Concentration Area Course Work (16 credits characteristics, and natural system vulnerability
in each area) and recovery.
Seminars (5 credits). Five terms of weekly 203 Introduction to Environmental Studies:
I-credit environmental studies graduate seminars. Humanities (4) Contributions of the humanities
Assessments of Competency. After passing and arts to understandings of the environment.
assessment of competency in the focal depart- Emphasis on the diverse ways of thinking, writing,
ment and in the Environmental Studies Program, creating, and engaging in environmental discourse.
students are advanced to candidacy and begin 399 Special Studies: [Topic] (1-5R)
work on the doctoral dissertation. 401 Research: [Topic] (1-3R) PIN only. R with
instructor's consent.Doctoral Dissertation (18 credits). Every
degree candidate must submit a dissertation that 403 Thesis (1-6R) PIN only
is the result of original research and shows 404 Internship: [Topic] (1-18R) PIN only
evidence of ability in independent investigation. 405 Reading and Conference: [Topic] (1-18R)
The dissertation must be a real contribution to 406 Field Studies: [Topic] (1-5R) PIN only.
knowledge, show a mastery of the literature, and R with instructor's consent.
be written in a creditable prose style. A format 407/507 Seminar: [Topic] (1-5R)
public defense must take place on the UO
campus at a date set by the committee chair and 408/508 Workshop: [Topic] (1-5R) PIN only
approved by the Graduate School. 409 Practicum: [Topic] (1-5R) PIN only. R with
instructor's consent.
Graduate Courses 410/510 Experimental Course: [Topic] (1-5R)
Graduate students typieally choose courses that 411/511 Ertvitbtffilentanssues:[Topicl(4RtIn=---
eeooilmte-te-tfieir-ffidiviE!tral-envirimffiefitaaJlc---,ctiie"'p"toy,h<e>'Ox'Oanm'\iinnocatHl"onn7o<ff"a'p"afrrfin7'cUITlbacrr"enn~Vl1r'r"'onnnm"efrn"'tocalt----
focus from the Departments of Anthropology; topic such as global warming, ecosystem restora-
Architecture; Biology; Chemistry; Economics; tion, energy alternatives, geothermal develop-
English; Geography; Geological Sciences; His- ment, environmental justice, ethics, or environ-
tory; Landscape Architecture; Philosophy; Phys- mental literature. R twice when topic changes for
ics; Planning, Public Policy and Management; maximum of 12 credits.
Political Science; and Sociology and from the 503 Thesis (1-9R) PIN only
International Studies Program and the School of 601 Research: [Topic] (1-9R) PIN only. R with
Law. Consult the individual department listings instructor's consent.
in this bulletin for course descriptions. 602 Supervised College Teaching (1-5R) PIN
only. R with instructor's consent.
604 Internship: [Topic] (1-5R) PIN only. R for
maximum of 10 credits
605 Reading and Conference: [Topic] (1-5R)
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] (1-5R)
608 Workshop: [Topic] (1-5R) PIN only
609 Terminal Project (1-9R) PIN only
610 Experimental Course: [Topic] (1-5R)
ETHNIC STUDIES
Elizabeth C. Ramirez, Program Director
304M Gerlinger Hall
(541) 346-0900
Program Committee
Steven W. Bender, law
Roland Greene, comparative literature
Forest Pyle, English
Elizabeth C. Ramirez, theater arts
Quintard Taylor Jr., history
Participating Faculty
Keith Aoki, law
Edwin L. Coleman II, English
Robin Monis Collin, law
Linda O. Fuller, sociology
Dennis Greene, law
Shari M. Huhndorf, English
Linda Kintz, English
Sidner Larson, English
Ajuan Maria Mance, English
Barbara D. May, Romance languages
Sandra L. Morgen, sociology
Barbara Corrado Pope, women's studies
Judith Raiskin, women's studies
Cheyney C. Ryan, philosophy
Mia Tuan, sociology
Mary E. Wood, English
Philip D. Young, anthropology
ABOUT THE PROGRAM
The Ethnic Studies Program examines the
construction and context of ethnicity in the
United States with a primary focus on Americans
of African, Asian, Latino, and Native American
descent. As an element of American identity that
cuts across disciplinary categories, ethnicity
requires a mode of study that draws on the
humanities and the social sciences as well as
interdisciplinary sources such as cultural studies.
Ethnicity also must be addressed historically and
comparatively, paying attention to the five centu-
ries of North American minority experience and
the perspectives of other New World societies-
such as Mexico, Brazil, and Peru-where cognate
experiences have had their own cultural and
political expressions. In that spirit, the partici-
pating faculty of the program is an open roster of
scholars committed to giving students a wide
array of approaches to this challenging topic.
Many courses, including the introductory
sequence, are interdisciplinary. Above all, the
program seeks to convey knowledge and under-
standing of ethnicity in the United States and
to help students learn about the opportunities
and responsibilities they have as citizens in an
increasingly multicultural nation.
UNDERGRADUATE STUDIES
Students may earn a major, certificate, or minor
in ethnic studies. A primary goal of the program
is to encourage students to become more aware of
the ethnic and culture-based dimensions and
applications of their particular major fields.
Students 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 academic programs.
See Group Requirements and Multicultural
Requirement in the Registration and Academic
Policies section of this bulletin for ethnic studies
COlUses that satisfy university general-education
requirements.
Courses applied to a major, certificate, or minor
in ethnic studies may not be used to satisfy
major, certificate, or minor requirements for
other programs.
Major Requirements
The Ethnic Studies Program offers an under-
graduate major in ethnic studies leading to a
bachelor of arts or a bachelor of science degree.
A total of 52 credits are required, distributed as
follows:
Lower Division 20 credits
Introduction to Ethnic Studies (ES 101, 102) ..... 8
One two-course sequence selected from African
American History (HIST 250,251), Introduction
to the Asian American Experience (ES 252,
253), Introduction to the Chicano and Latino
Experience (ES 254, 255), Introduction to the
Native American Experience (ES 256, 257) 8
One 200-level ES course or an approved 100- or
200-level course from another department (e.g.,
anthropology, English, geography, history,
international studies, linguistics, sociology) ... 4
Upper Division 32 credits
Five approved courses in ethnic studies and
other departments (e.g., anthropology, com-
parative literature, economics, English, geogra-
phy' history, humanities, international studies,
political science, sociology, Spanish, theater
arts) 20
Two approved courses, selected from Special
Studies (ES 399), Research (ES 401), Reading
and Conference (ES 405), Field Studies (ES 406),
Seminar (ES 407), Practicum (ES 409),
Experimental Course (ES 410) 8
Ethnic Studies Proseminar (ES 499) 4
Majors must complete required courses with
grades of mid-C or better and a grade point aver-
age of 2.50 or higher. At least 24 of the required
upper-division credits must be taken in residence
at the University of Oregon.
Certificate Requirements
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
approved electives as listed below.
Ethnic Studies Core 12 credits
Introduction to Ethnic Studies (ES 101, 102) 8
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 director
two terms before graduation for course work
approval and transcript evaluation and to arrange
the field experience. Students must complete
major requirements for an undergraduate degree
in another department or school of the university.
Ethnic Studies 97
Minor Requirements
The interdisciplinary minor in ethnic studies
requires a minimum of 27 credits, with at least 15
upper-division credits, distributed as follows:
Course Requirements 27 credits
Introduction to Ethnic Studies (ES 101, 102) 8
Special studies course (ES 199) 4
Related upper-division courses from areas
such as anthropology (ANTH), comparative
literature (COLT), East Asian languages and
literatures (EALL), English (ENG), folklore
(FLR), geography (GEOG), history (HIST),
international studies (INTL), law (LAW), reli-
gious studies (REL), sociology (SOC), Spanish
(SPAN), theater arts (TA), and women's studies
(WST) 15
The minor program must be planned in consulta-
tion 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)
101,102 Introduction to Ethnic Studies (4,4)
Multidisciplinary study focuses on Americans of
African, Asian, Latina and Latino, and Native
American descent. Topics include group identity,
language in society and culture, forms of resis-
tance, migration, and social oppression. Sequence.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
98 College of Arts and Sciences
199 Special Studies: [Topic] (1-5R) By arrange-
ment with instructor and approval of program
director. Prereq: ES 101.
HIST 250,251 African American History (4,4)
See History
252,253 Introduction to the Asian American
Experience (4,4) 252: histories of Asian Ameri-
can groups in the United States: Chinese, Fili-
pino, Japanese, Korean, and others. Investigates
issues of Asian American history, community,
and identity. Beginnings to World War II. 253:
uses a general historical approach to examine the
Asian American experience in the United States.
Investigates socioeconomic, political, and cul-
tural issues from World War II to the present.
Sequence. Prereq: ES 102.
254,255 Introduction to the Chicano and
Latino Experience (4,4) Examines the historical
experiences of people of Mexican and Latin
American backgrounds in the United States. Fo-
cuses on historical, societal, and cultural contri-
butions by Chicanas and Chicanos, Latinas and
Latinos to American society and the annals of
American and world history. 254: beginnings to
late 19th century. 255: late 19th century to
present. Sequence. Prereq: ES 102.
HIST 255 African Americans in the West (4)
See History
256, 257 Introduction to the Native American
Experience (4,4) Examines the historical experi-
ences of Native Americans in the United States.
Focuses on historical, societal, and cultural con-
tributions by American Indians to American soci-
ety and the annals ofAmerican and world history.
256: beginnings to late 19th century. 257: late
19th century to present. Sequence. Prereq: ES 102.
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)
401 Research: [Topic] (I-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)
HIST 449 Race and Ethnicity in the American
West (4) See History
452/552 Asian Americans and the Law (4)
Investigates critical theory relevant to Asian
Americans in the legal system. Prereq: ES 102.
454/554 Chicanos and the Law (4) Investigates
topics relevant to Chicanas and Chicanos in the
legal system. Includes immigration, affirmative
action, the Treaty of Guadalupe Hidalgo, and the
North American Free Trade Act. Prereq: ES 102.
499 Ethnic Studies Proseminar (4) Graded
only. Capstone seminar. Focuses on concluding
work and experience in ethnic studies through
independent research, preparation and presenta-
tion of research paper. Prereq: completion of
required courses for ethnic studies major or
instructor's consent.
ADDITIONAL COURSES
Other upper-division courses with related sub-
ject matter may be included in an ethnic studies
major, certificate, or minor program by arrange-
ment with a course's instructor and the director
of ethnic studies.
EUROPEAN STUDIES
George J. Sheridan Jr., Program Director
221 Johnson Hall
(541) 346-5851
(541) 346-2023 fax
European Studies Program, 1271 University of
Oregon, Eugene OR 97403-1271
European Studies Committee
Warren B. Brown, management
Kenneth S. Calhoon, Germanic languages and
literatures
Evlyn Gould, Romance languages
Massimo Lollini, Romance languages
Grant F. McKemie, theater arts
Alexander B. Murphy, geography
George J. Sheridan JL, history
Marian Elizabeth Smith, music
Malcolm Wilson, classics
Ronald Wixman, geography
Virpi Zuck, Germanic languages and literatures
ABOUT THE PROGRAM
European studies offers an interdisciplinary
certificate for undergraduates in any major or
professional school discipline. The program is
designed for students who seek to enhance work
in the major with a broad and comparative
knowledge of Europe. The program of study
provides a focus on Europe emphasizing both
coherence and diversity.
"Europe" is here understood in the broadest
conceptual and regional sense, including the
variety of territories, cultures, and political units
of the region Europe, as well as the several topi-
cal themes, constructs, and experiences of
Europe, considered both historically and in
contemporary settings. The program seeks to
elicit new interests and perspectives on Europe
in a manner consistent with the individual
student's needs, career goals, and intellectual
and personal pursuits. Individual advising by a
European studies adviser is therefore essential
early in the student's program planning.
Requirements for the European
Studies Certificate
The College of Arts and Sciences administers an
undergraduate certificate program in European
studies, overseen by the European Studies
Committee.
To earn a certificate, a student must take the two
core courses, in any order, and four elective
courses approved by the European studies
adviser, and must also complete the second-
language and the independent-project require-
ments as specified below.
Core and elective courses applied to the certifi-
cate must be taken for letter grades and passed
with grades of C- or better.
Students seeking to qualify for a European
studies certificate should consult the program
director as early as possible, to be assigned a
European studies adviser with whom a program
of study is planned. No later than two terms
before graduation, the student must notify the
program director of intent to graduate for verifi-
cation of European studies course work and
transcript evaluation. Students must complete
major requirements for an undergraduate degree
in another department or school of the university.
Core (8 credits)
Geography of Europe (GEOG 202) and The Idea
of Europe (HIST 420)
Electives (12-16) credits
Four 3- or 4-credit courses-at least two at the
300 or 400 level-that provide a combination of
diversity (linguistic, national, subregional, disci-
plinary, or methodological) and coherence. The
courses must be offered by a department other
than the student's major department and must
be approved by the student's European studies
adviser.
Possible courses might be in anthropology, clas-
sics, comparative literature, economics, English,
Finnish, French, geography, German, Greek, his-
tory, honors college, humanities, international
stuclies, Italian, Latin, linguistics, Norwegian,
philosophy, political science, Romance languages,
Russian, Russian and East European studies,
Scandinavian, Spanish, Sweclish, theater arts,
and women's studies. Selected courses in art his-
tory, marketing, music, and the natural sciences
are other possibilities.
Foreign languge
For bachelor of arts degree candidates, one
European second language through the third-
year college level. For other bachelor's degree
candidates, one European second language
through the second-year college level.
Independent Project
A research paper or project that requires perfor-
mance or creative work and is appropriate to the
student's interests and major is the final require-
ment for the certificate. The project should inte-
grate different perspectives on Europe or on any
of its constituent cultures, nations, or subregions.
The student undertakes this project, under the
supervision of an adviser in the appropriate dis-
cipline, for 3 graded credits (e.g., 403 Thesis). The
project may, but need not, be developed from an
existing course. Whatever the origin or context of
the project, the topic must be approved in advance
by the European studies adviser. The project
adviser evaluates the project.
EUROPEAN STUDIES COURSES
(EURO)
399 Special Studies: [Topic] (1-5R)
403 Thesis (1-9R) PIN only
405 Reading and Conference: [Topic] (1-6R)
407 Seminar: [Topic] (1-6R)
410 Experimental Course: [Topic] (1-6R)
Exercise and Movement Science 99
GRADUATE STUDIES
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
Minimum of two 400-level courses 8
Students who began the major requirements in
1996-97 may take Motor Development (EMS 331)
instead of one 400-level course.
Honors
To be recommended by the faculty for gradua-
tion with honors, a student must complete the
exercise and movement studies prerequisites and
major requirements with a grade point average of
3.50 in these courses and complete an honors
thesis. Four or more credits in honors research
may count as one 400-level course.
University bachelor's degree requirements are
described in the Registration and Academic
Policies section of this bulletin.
ABOUT THE DISCIPLINE
UNDERGRADUATE STUDIES
The study of exercise and movement science
involves the exploration and understanding of the
functional and structural mechanisms that under-
lie human performance in all of its manifestations
from fundamental motor skills to sustained and
demanding exercise. The analysis of movement
and exercise requires the integration of several
subdisciplines, which are rooted in the fields of
biology, chemistry, and physics. Human perfor-
mance is influenced by the quality of physiological
regulation, sensorimotor control, and tolerance to
mechanical and psychological stresses.
Emeritus
Barry T. Bates, professor emeritus. B.S.E., 1960,
Princeton; M.Ed., 1971, East Stroudsburg; Ph.D.,
1973, Indiana. (1974)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
EXERCISE AND
MOVEMENT SCIENCE
FACULTY
Marjorie Woollacott, Department Head
122C Esslinger Hall
(541) 346-4107
(541) 346-2841 fax
Department of Exercise and Movement Science,
1240 University of Oregon, Eugene OR 97403-
1240
http://darkwing.uoregon.edu/-rtroxel/
Alan Hreljac, visiting assistant professor (biome-
chanics). B.S., 1977, Waterloo; B.Ed., 1978,
Lakehead; M.S., 1988, San Diego State; Ph.D.,
1992, Arizona State. (1997)
Gary A. Klug, professor (physiology of exercise).
B.S., 1970, M.S., 1973, Wisconsin State; Ph.D.,
1980, Washington State. (1985)
V. Patteson Lombardi, senior instructor with title of
research assistant professor. See Biology
Louis R. Ostemig, professor (sports medicine); direc- The Department of Exercise and Movement Th D f E . d Md d S 96 M S I e epartment 0 xerclse an ovementtor, gra uate stu ies. B. .,1 5, ..,1967, Ca i- Science offers a program leading to either a S ff (M ) dfomia State, Hayward; Ph.D., 1971, Oregon. (1971) cience 0 ers the master of science .S. an
G M S ( bachelor of science (B.S.) or a bachelor of arts the doctor of philosophy (Ph.D.) degrees. Eachregory . trum, adjunct instructor anatomy).
B.A., 1975, Northwestern; M.D., 1979, lllinois (B.A.) degree. The undergraduate curriculum student's program of study is planned in consul-
School of Medicine. (1997) emphasizes depth and breadth in the biological tation with the student's adviser and program
Richard K. Troxel, senior instructor (sports medicine). and physical sciences that are relevant to the committee. An integral part of the graduate pro-
B.S., 1975, M.S., 1977, Oregon. (1976) study of exercise and movement science. gram is the exchange of information and inquiry
Paul van Donkelaar, visiting assistant professor Careers. The exercise and movement science with other disciplines throughout the university.
(motor control). B.P.E., 1987, M.P.E., 1990, British program provides the scientific foundation D t IF
Columbia; Ph.D., 1994, Calgary. (1997) epar menta ocus
necessary for postgraduate study in medicine, The central focus of the department is the role of
Marjorie Woollacott, professor (motor control). B.A., nursinCT physical therapy, occupational therapy,1968, Ph.D., 1973, Southern California. (1980) 0' movement and exercise in human biological
and podiatry as well as sports medicine, bio- development and adaptation across the life span.
Courtesy mechanics, motor control, and physiology of This focus is studied from mechanical and physi-
Anne Bekoff, courtesy professor (motor control). exercise. ological perspectives.
B.A., 1969, Smith; Ph.D., 1974, Washington Preparation. High school preparation should G d T h' d R h(St. Louis). (1997) ra uate eac mg an esearc
include a strong background in English, math- Fellowsh'pJohn Brandon, courtesy instructor. A.D., 1984, Lane 1 S
Community; B.S., 1976, Ricker; M.S., 1980, Oregon. ematics, biology, chemistry, psychology, and The Department of Exercise and Movement Sci-
(1996) sociology. ence, in cooperation with Physical Activity and
Vicki Ebbeck, courtesy associate professor (social Transfer students. Transfer students should Recreation Services, offers graduate teaching and
psychology of sport and exercise). Diploma in have completed as many university requirements research fellowships (GTFs) to qualified students.
Teaching, 1981, Catholic Teachers College, Sydney; and prerequisites to maJ'or courses as possible. GTFs teach undergraduate laboratories or assistB.Ed., 1984, Catholic College of Education, Sydney;
M S 1986 Ph D 1990 0 (1993) in research projects, teach physical-education
.., , .., ,regon. MaJ'or Requirements
Stephanie A. Harris, courtesy assistant professor. activity courses, or assist with the administration
B.A., 1972, California, San Diego; M.D., 1979, Prerequisite and major-requirement courses or provision of recreation and intramural pro-
Oregon Medical School. (1997) must be taken for letter grades. Students must grams and athletic training. Each term a GTF
Fay Horak, courtesy professor (motorcontrolr.;-B":.S"'.''--------;in"'-ccal"'·il;;-;t-,ooa:i;-;ri"'-ac;;--c;-;2"".0;:c;O~gr'S:-o;ca;;-d ..e~Pcco;:;:inc;;t:o_;a""v;_e-ra-'g.J.e_o_-v_e:..r..:.a_ll_i_n _---,w"i;;,th~··i:a-c;n:._:a~pc':p~o~inc:_tc:_m~en=ti_:gr'Se7a"te~rDt\h:::a~n;::0i.r-;:.e::.:q~u~a=1~to=- _----197T,Wlscons~7~a;pn.D., courses reqUired tor the maJor. 0.20 full-time equivalent (FfE) receives a mon-
1982, Washington (Seattle). (1997) t t' db d th I I f the app I' tThe introductory chemistry sequence should be e ary s Ipen ase on e eve 0 0 n -
Stanley 1. James, courtesy professor (sports medi- taken in the first year. ment and pays no tuition on the first 16 credits of
cine). B.S., 1953, M.D., 1962, Iowa. (1979) course work. Applications are available from the
Jody 1. Jensen, courtesy assistant professor (motor Prerequisites 53-61 credits department's director of graduate studies.
control). B.S., 1973, Drake; M.S., 1978, Massachu- General Biology I,II,ill: Cells, Organisms, Popula-
setts at Amherst; Ph.D., 1989, Maryland. (1990) tions (BI 211, 212, 213) or Foundations I,II,III: General Requirements
Donald C. Jones, courtesy associate professor (sports Genetics and Evolution, Molecular Biology, Bio- Master's Degree
medicine). B.S., 1969, Centenary (Hackettstown); chemical Basis of Life (BI 262,261,263) ...... 12-15
M.D., 1973, Louisiana State. (1983) Introductory General Chemistry (CH 211,212,213) The master's degree program requires a minimum
Jane Macpherson, courtesy associate professor or General Chemistry (CH 221, 222, 223) ......... 12 of 45 credits of graduate work, 30 of which must
(motor control). B.S., 1973, Queen's University; Calculus for Business and Social Science I be taken in the Department of Exercise and
Ph.D., 1979, Toronto. (1997) Movement Science.
Ph'lli M Ki h . (b' (MATH 241) or Calculus I (MATH 251) 4I P c nney, courtesy researc associate 10- G I Ph . (pHYS 201 202 203) 12 The degree requires a thesis, a published research
mechanics and sports medicine). B.Med.S., 1981, enera YSlcs " ..
Portland; B.Med.S., 1984, D.P.M., 1986, California General Chemistry Laboratory (CH 227, 228, paper, a research project, or a comprehensive
College of Podiatric Medicine. (1997) 229) or Introductory Physics Laboratory examination. Department faculty members, in
Scott Pengelly, courtesy assistant professor. B.A., (PHYS 204, 205, 206) 6 consultation with the student, decide which
1965, Beloit; M.A., 1974, M.A., 1977, Ph.D., 1985, Mind and Brain (pSY 201), Mind and Society option the student should complete.
Oregon. (1995) (pSY 202), and either Thinking (PSY 330) or Doctoral Degree
Anne Shumway-Cook, courtesy assistant professor Development (pSY 375) or Abnormal The doctoral degree program consists of a
(motor control). B.S., 1969, Indiana; M.S., 1979, Psychology (427) 12 . . f 135 d' b d th b hI'
Ph.D., 1983, Oregon. (1992) minimum 0 cre Its eyon e ac e or s
MaJ'or Requ';rements 44 d';ts degree; at least 60 of these credits must be com-Kenneth M. Singer, courtesy professor (sportsmedi-' cre ,
cine). B.S., 1961, Massachusetts Institute of Tech- Human Anatomy UI (BI 311,312) 8 pleted in exercise and movement science courses.
nology; M.D., 1965, Columbia University College of Human Physiology I,ll (BI 313, 314) 8
Physicians and Surgeons. (1994)
100 College of Arts and Sciences
alliances with health-care providers. For more
information see the Research Institutes and
Centers section of this bulletin.
Written and oral doctoral comprehensive exami-
nations are taken after completing a substantial
part of the program of study. Upon passing these
examinations the student is advanced to candi-
dacy and may enroll in Dissertation (EMS 603). A
final oral defense is held after completion of the
dissertation and after all other degree require-
ments have been met.
INTERNATIONAL INSTITUTE
FOR SPORT AND HUMAN
PERFORMANCE
The institute promotes research and synthesizes
findings in research related to human movement
that benefits the inter- and cross-disciplinary
areas in sport, exercise, and human movement
sciences. The institute works in collaboration
with the Department of Exercise and Movement
Science to infonn lay people, athletes, coaches,
athletic trainers, teachers, and allied health and
medical professionals about issues in health and
exercise sciences. Communication occurs by
means of publications, workshops, symposiums,
conferences, continuing-education courses, and
related to the acquisition of postural, locomotor,
and eye-hand coordination skills. Prereq: EMS 331.
437/537 Clinical Gait Analysis (4) Study of typi-
EXERCISE AND MOVEMENT cal and atypical patterns of human locomotion
including changes associated with aging and
SCIENCE COURSES (EMS) pathology. Introduction to assessment techniques.
101 Exercise as Medicine (4) The effects of Prereq: EMS 332 or 381 or 682; PHYS 201.
exercise on health and in the prevention and 462/562 Issues in Sports Medicine (4) Current
treatment of disease. issues in sports medicine, their basis in research,
Admission Requirements 102 Exercise and Wellness across the Life Span and their impact on sport and exercise. Prereq:
Applications for admission to either the master's (4) Processes affecting physical activity and exer- BI 312.
or the doctoral degree program are available cise from infancy through elder adulthood. Topics 463/563 Sports Nutrition (4) Current concepts
from the director of graduate studies. Admission include physiological, sensory-motor, and cogni- and research in sports nutrition. The effects of
into the department's graduate programs is tive factors across the life span. diet and exercise in disease prevention and
based on the applicant's academic record and the 103 Exercise and Performance (4) Structure enhancement of athletic performance. Prereq:
following: and function of the human body including move- BI314.
1. Minimum Graduate Record Examinations ment analysis. Topics include training and exer- 471/571 Training in Health and Performance
(GRE) scores cise responses; sport, daily living, and workplace (4) Investigates how regular exercise influences
M 'd 470 b 1 500 performance; and injury adaptations, quality of life, longevity, and ability to performa, aster s egree program: ver a,
quantitative or combined GRE verbal and 199 Special Studies: [Topic] (l-4R) physical activity. Emphasizes integration of
quantitative scores of 1000 with neither 221 Psychological Dimensions of Sport (3) Not theory and practice. Prereq: BI 312, EMS 371.
below 450 offered 1998-99. 472/572 Exercise and Special Populations (4)
b. Doctoral degree program: 520 verbal, 560 321 Social Psychology of Sport and Exercise Investigates the use of exercise as a potential
quantitative or combined GRE verbal and (4) Not offered 1998-99, treatment for such diseases as diabetes, hyper-
t 't t' f 1100 'th 'th 331 Motor Development (4) The development tension, atherosclerosis, and obesity. Prereq:quan I a Ive scores 0 WI nel er
below 500 of motor skill: understanding the integration of BI 312, EMS 371.
2 A ., f 5 0 h T f E l' h neurophysiolooical, morpholooical, and cogni- 4811581 Lower Extremity Biomechanics (4). mmlmum score 0 5 on t e est 0 ng IS O' O'
tive function in producing changes in motor Investigates functional aspects of the lower
as a Foreign Language (TOEFL) if the appli- . 1 d ..
skills across the life span. extremities in various situations inc u ing actlVl-
cant's native language is not English . f d '1 I' . d' d l' . 1332 Motor Control (4) Introduction to the ties 0 al y IVlng, sport an exerCise, an c mica
3. Candidate's statement of up to 500 words processes of control and coordination in the and rehabilitative interventions. Prereq: EMS 381
that indicates or instructor's consent.performance of motor skills. Neurophysiological,
a, goals and objectives for pursuing the gradu- mechanical, and cognitive bases of motor skill 482/582 Impact Biomechanics (4) Multifaceted
ate degree acquisition. investigation of impact in relation to various
b. the applicant's background and interests as 361 Sports Medicine (4) Analysis of exercise as a human movement applications. Topics include
they relate to the department's central focus physical stressor and resulting bodily adaptations. mechanical principles, human tolerance levels,
and specific faculty interests as they are Prereq: BI 311, 312. and biomechanical ramifications. Prereq: EMS 381
d 'b d' h d 'd or instructor's consent.escn e m t e epartment s gra uate 371 Physiology of Exercise (4) Physiological
brochure effects of muscular exercise, physical condition- 503 Thesis (1-16R) PIN only
4, At least two letters of recommendation from ing, and training; significance of these effects for 601 Research: [Topic] (1-16R) PIN only
individuals who can attest to the applicant's health and performance in activity programs. 602 Supervised College Teaching (1-5R)
potential for master's or doctoral study Prereq: BI 313,314. 603 Dissertation (1-16R) PIN only
5. Favorable recommendation from the depart- 381 Biomechanics (4) Mechanics applied to the 605 Reading and Conference: [Topic] (1-16R)
ment faculty member who agrees to serve as analysis of human movement. Emphasis on 606 Special Problems: [Topic] (1-16R) Study of
the student's adviser developing abilities to analyze human movement selected problems in the field of exercise and
Eugene Evonuk Memorial Graduate quantitatively. Prereq: MATH 111,112; PHYS 201. movement science.
___~el1ows1tip .. __ .. 399 Special Studies: [Topic] (l-4R) 607 Seminar:JTopicJJ1-.5R)_Seminars...offered _
1__----'T'-'h~is"-"-aw"'..':"ar~d';-'w"'..':"as"-'e'::'s~ta"'b""l~is"'h"::e':'d-'to";_"a":id'Jp""r~o"'m"'i"'si"!n,og~---:::4~Ol:c--~R:::e:::-se~a=r:..::c,=ch.'-:"-,[T~o,:!p:::i,=:C],--(~1,;:-~2.::'lR~-=);-::-;:-:_-=- ---'-'re~g:u"""'la':':r"Jly'-'i'!Jn'-'B"'i':om~e~ch':"a"'nics,ExeLcise and Move-
advanced doctoral students whose research focus 404 Internship: [Topic] (5-16R) PIN only. ment Science, Exercise Physiology, Motor Con-
is applied physiology, particularly environmental Field experience in an agency, institution, or trol, and Sports Medicine.
or stress physiology. The amount of the award business, Emphasizes application of knowledge 608 Workshop: [Topic] (1-16R)
varies from year to year; $5,000 is the amount for from previous courses: planning, organizing, 609 Practicum: [Topic] (1-16R)
1998-99. The application deadline is March 1; directing, evaluating, and developing profes-
direct inquiries to the department's director of sional competence. 610 Experimental Course: [Topic] (1-5R)
graduate studies. 405 Reading and Conference: [Topic] (1-21R) 621 Social Psychology of Sport: Socialization
Reading and assignments in connection with (4) Not offered 1998-99,
other courses for extra credit. Honors readings. 622 Social Psychology of Sport: Motivation (4)
Prereq: instructor's consent. Not offered 1998-99.
406 Special Problems: [Topic] (1-21R) 623 Psychological Skills in Sport (4) Not
407/507 Seminar: [Topic] (1-5R) Topics are offered 1998-99.
offered regularly in such areas as health sciences, 634 Neurological Mechanisms underlying
motor control, biomechanics, and physiology. Human Movement (4) Neurophysiology
408/508 Workshop: [Topic] (1-21R) underlying the control of human movement.
Prereq: BI 311,312,313,314 or instructor's
409 Practicum: [Topic] (1-21R) Current topics consent.
include Preoccupational Therapy and Prephysical
Therapy. 635 Theory of Motor Control and Learning (4)
Exploration of current theories of motor control
410/510 Experimental Course: [Topic] (1-5R) from the perspective of neurophysiology,
432/532 Typical and Atypical Motor Develop- biomechanics, and psychology, Prereq: EMS 634
ment (4) Normal and abnonnal development of or instructor's consent.
sensory, motor, and higher cognitive functions
Folklore 101
the data easily retrievable. Located in 453 Prince
Lucien Campbell Hall, the archive is open to the
public.
UNDERGRADUATE STUDIES
GRADUATE STUDY IN
FOLKLORE
Students may earn a certificate in folklore while
completing major and degree requirements in
another department or school. A primary goal of
the program is to encourage students to become
more aware of the culture-based dimensions and
applications 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 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 elec-
tives listed below:
Folklore Core 12 credits
Introduction to Native American Literature
(ENG 240) 4
Introduction to Folklore (ENG 250) 4
Either Introduction to Cultural Anthropology
(ANTH 110) or Oregon Native Americans
(ANTH 344) 4
Approved Electives 27 credits
Practicum: Field Experience (FLR 409) or field-
based courses 6
Related upper-division courses 21
At least two terms before graduation, students
who want to apply for a folklore certificate must
consult a folklore adviser to obtain authorization
and course-work approval.
FOLKLORE COURSES (FLR)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (l-6R)
403 Thesis (l-6R) PIN only
404 Internship: [Topic] (l-6R)
405 Reading and Conference: [Topic] (1-6R)
406 Field Studies: [Topic] (l-6R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-5R)
409 Practicum: [Topic] (l-6R)
ABOUT THE PROGRAM
Sharon R. Sherman, Program Director
466 Prince Lucien Campbell Hall
(541) 346-3539
Participating Faculty
Doug Blandy, arts and administration
Richard P. Chaney, anthropology
Edwin 1. Coleman II, English
Matthew Dennis, history
Janet W. Descutner, dance
Dianne M. Dugaw, English
Kenneth M. George, anthropology
Shari M. HUhndorf, English
Mark Levy, music
Anne Dhu McLucas, music
Jeffrey Ostler, history
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
FOLKLORE
The interdisciplinary Folklore Program offers
perspectives on ethnic, regional, occupational,
age, gender, and other traditional identities of
individuals in specific societies and cultures.
Students in the program study the extent to
636 Motor Skill Learning (4) Theoretical bases which tradition continues to enrich and express
of motor skill acquisition. Topics include cogni- the dynamics of human behavior throughout the
tive representational systems, conditions of prac- world. Folklore courses examine the historical,
tice, and knowledge of results. Prereq: EMS 332 cultural, social, and psychological dimensions of
or equivalent or instructor's consent. Offered such expressive forms of behavior as myth,
1998-99 and alternate years. legend, folktale, music, folksong, dance, art, and
663,664,665 Sports Medicine (4,4,4) Health architecture; delve into specific cultures; and
implications of human physical activity. Sequence. make cross-cultural comparisons. Theoretical To earn a master of arts (M.A.) or master of
Prereq: HI 311, 312. analysis, research methods, and fieldwork tech-science (M.S.) degree in Interdisciplinary Studies:
671,672,673 Gross Anatomy (3,3,3) Regional niques, with emphasis on film and video docu- Individualized Program: Folklore, students create
approach to human anatomy: extremities, trunk mentation and presentation, are integral parts of a plan of study that combines folklore and two
and abdomen, head and neck. Application to the program offerings in folklore. additional areas of interest. Students typically
body movement, sports medicine, and perfor- RESOURCES select English or anthropology as the second
mance. Prereq: HI 311, 312 or equivalents. area, and the third area from such disciplines as
67TBiOcheIhicai PrinCiples ofExereise(4) Film and Folklore histoty~music,aft~jouma:lism, or geograpny.-A----
----The physiOlogIcal anachemlcall-;m=ec"'h"a"n"locsm~s---Am-;---o-n-g-loc.t-s-m-a-n-y-a-p-p-r-o-a~ch;-e-s-tc-o-tC;-h-e--s-:-tu-d-;y-o-;Cf-;Cfo--;I~k-- -'tFl'hesis or terminal prolect IS reqUIred for comple-
underlying the major functions of the body lore, a major strength of the University of Oregon tion of the degree. Students working toward an
during exercise. Folklore Program is its emphasis on the use of M.A. degree must demonstrate competence in a
678,679 Systems of Physiology 01 (4,4) film and video. Students who want to use film second language.
Advanced analysis of the responses of the cardio- and video in their study of folklore receive the Folklore may also be selected as an area of
vascular system and skeletal muscle to acute and theoretical and practical training necessary to concentration in a master's or doctoral degree
chronic exercise. document and present folklore visually. Tutorial program in the English or anthropology
681, 682, 683 Biomechanics (4,4,4) The basic training is available in equipment use, fieldwork departments.
mechanisms of movement; application of methodologies, and editing. Although the
mechanical principles and analysis of selected program encourages shooting in the field, the
movement patterns. Sequence. Prereq: EMS 381 School of Journalism and Communication and
or equivalent. the off-campus Community Cable Access Center
691 Statistical Methods 1(4) Statistical tech-offer studio training.
niques applied to research including the normal Folklore Archive
probability curve, correlation and regression, and
hypothesis testing techniques (t-test, one- and The Randall V. Mills Archive of Northwest Folk-
two-way analysis of variance). Prereq: PSY 302 or lore, the largest facility of its kind in the North-
equivalent. west, is a research repository available to folklore
693 Critique and Interpretation of Research (4) scholars and students. It houses raw field data,
Critical analysis of contemporary research. Intro- student and faculty research projects, and audio
duction to basic research design. and visual materials including audiotapes, video-
694 Applied Multivariate Statistics (4) Not tapes, and more than 7,000 slides. A six-part
offered 1998-99. indexing and cross-referencing system makes
102 College of Arts and Sciences
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
relation of folklore to subcultural identity and
communication, and the ways folklore may chal-
lenge or reinforce dominant ideologies. Wojcik.
413/513 Folk Art and Material Culture (4)
Survey of the research by folklorists on contem-
porary 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,
beliefs, sayings, and tales expressed through oral
tradition. Coleman.
503 Thesis (1-{iR) PIN only
601 Research: [Topic] (1-6R) PIN only
604 Internship: [Topic] (l-6R)
605 Reading and Conference: [Topic] (1-6R)
606 Field Studies: [Topic] (1-{iR)
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
(410/510, 610)-may be applied to folklore certifi-
cate programs by arrangement with the instruc-
tOn'LandthefQlklore director. For descriptions of _
___tbe_fallo~ng_amrs.es,.s.eRdepartmental.s.ections_
of this bulletin.
Anthropology. Native North Americans (ANTH
320), Oregon Native Americans (ANTH 344),
Cultural Dynamics (ANTH 415/515), Anthropol-
ogy and Folklore (ANTH 419/519), Topics in
Pacific Ethnology (ANTH 425/525), Peoples of
South Africa (ANTH 426/526), Peoples of Central
and East Africa (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 Sociobiology (ANTH 468/568)
Architecture. Vernacular Building (ARCH 4341534)
Art History. Museology (ARB 411/511)
Arts and Administration. Art 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
Literature (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), Race and Represen-
tation in Film, (ENG 488/588), Native American
Literature (ENG 489/589), 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), Precolonial Africa (HIST 325), Colonial and
Postcolonial Africa (HIST 326), The American
West (HIST 466/566,467/567), 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 358), Music
of the Americas (MUS 359), 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)
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
John V. Leahy, Program Director
149 Willamette Hall
(541) 346-3288
http://darkwing.uoregon.edu/-gensci/index.html
Program Committee Faculty
Ralph J. Barnhard, chemistry
Gordon G. Goles, geological sciences
Marvin Gordon-Lickey, psychology
Gary A. Klug, exercise and movement science
Richard M. Koch, mathematics
John V. Leahy, mathematics
John R. Lukacs, anthropology
Karen U. Sprague, biology
Marliss G. Strange, academic advising and student
services
Cathy Whitlock, geography
Christopher B. Wilson, computer and information
science
Robert L. Zimmerman, physics
ABOUT THE PROGRAM
The general science curriculum allows students
to design academic programs that satisfy the
requirements for a bachelor of science degree
and provide more breadth than traditional sci-
ence programs. Many exciting areas of scientific
inquiry, such as the neurosciences, environmen-
tal sciences, and biophysical sciences, require
broad science backgrounds and encompass
several science 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 educa-
tion' or in a science-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 variety 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 expertise of
faculty members who serve on the program com-
mittee. Course sequences that meet requirements
General Science 103
Preparation for Teaching
An academic major in general science can pro-
vide a strong background for certain teacher-
education licensure programs. Students interested
in teaching general science in middle school and
junior high school should be aware that the inte-
grated science endorsement requires broader
preparation than the minimum requirements for
the general science major. The College of Educa-
tion offers a fifth -year program for middle-
secondary teaching licensure in science. See the
Educational Leadership, Technology, and
Administration section of this bulletin.
for professional schools and training programs 2. One course in computer and information 5. At least 24 upper-division credits must be
should be selected in consultation with program science selected from Concepts of Computing: completed at the University of Oregon to meet
advisers or committee members. Students should Computers and Computation (CIS 121), Intro- the general science residency requirement
seek assistance in program planning when they duction to Numerical Computation with FOR- Upper-division courses may be selected from:
identify or change career goals, because success- TRAN (CIS 133), Problem Solving in Pascal Anthropology. Courses in human and primate
ful application to professional schools and train- (CIS 134), or Computer Science I (CIS 210) anatomy and evolution (ANTH461-463, 467, 469)
ingprograms may require completion of additional 3. Three of the sequences or three-course
courses beyond those required for the general combinations listed below. At least two of the Biology. BI 307,308 and BI 311 or a higher num-
science mal·or. t· Idb· d bered coursesequences mus mc u e or e accompame
Some examples of cross-disciplinary fields, and by the corresponding laboratory sequences: Chemistry. CH 331-339 and CH 411-470
the subject-matter areas that might be combined Anthropology. Introduction to Human Evolu- Computer and Information Science. CIS 313-
in designing a program, are given below: tion (ANTH 170), and two from Evolution of 315 and CIS 413-471
Animal behavior and ethology: biology, psychol- Monkeys and Apes (ANTH 171), Evolution of Exercise and Movement Science. EMS 331-381,
ogy, anthropology Human Adaptation (ANTH 172), Human Evolu- 432,437,462,471,472,481, 482
tion V\NTH 361), Human Biological Variation
Biophysical sciences: biology, chemistry, physics (ANTH 362), Human Osteology Laboratory Geography. Physical geography courses
Cognitive sciences: psychology, computer and (ANTH 366) (GEOG 421-432)
information science, mathematics Geological Sciences. GEOL 311-350 andBiology. General BiologyUUIl: Cells, Organ-
Environmental sciences: biology, chemistry, isms, Populations (BI 211, 212, 213) or three from GEOL 414-473
geography, geological sciences, physics Foundations I,Il,Ill,IV: Genetics and Evolution Mathematics. MATH 315-352 and MATH 411-
Neurosciences: biology, chemistry, psychology (BI 261), Molecular Genetics (BI 262), Biochemi- 466
cal Basis of Life(BI 263), Biolooical Interactions Ph· PHYS 351 390 d PHYS 411-490General science majors are encouraged to consult o· YSlcs. - an(BI264)
with their advisers during the junior year to Psychology. Courses in the experimental and
ensure that their remaining course work is Chemistry. Introductory General Chemistry physiological areas (PSY 302-304, 430-450, 494)
structured to meet all the requirements for the (CH 211, 212, 213) with laboratories (CH 227,
major. A student should notify the General Sci- 228,229) or General Chemistry (CH 221, 222, Honors Program
ence Program office of their intention to 223) with laboratories (CH 227, 228, 229) or Students preparing to graduate with honors in
graduate at least one term before the proposed Honors General Chemistry (CH 224H, 225H, general science should notify the program director
graduation date. 226H) with laboratories (CH 237, 238, 239) no later than the first term of their senior year.
Preparation. High school students planning to Computer and Information Science. Honors in general science center on a thesis,
major in general science should take as much Computer Science I,Il,Ill (CIS 210, 211, 212) which is the culmination of research conducted
mathematics as possible, including two years of Geography. The Natural Environment under the direction of a faculty adviser. The ad-
algebra and trigonometry. They should also take (GEOG 101), Global Environmental Change viser does not need to be a member of the gen-
science courses in their areas of interest. Students (GEOG 102), and one from Climatology eral science committee.
planning to transfer into the General Science Pro- (GEOG 321), Geomorphology (GEOG 322), or To graduate with honors, students must have a
gram after two years at a community college or at Biogeography (GEOG 323) 3.50 overall grade point average and a GPA of
another college or university should complete Geological Sciences. Introduction to Geology: 3.75 in the sciences. In addition, they must com-
courses equivalent to the lower-division require- The Dynamic Earth, The Face of the Earth, The plete 9 credits of Research (401) or Thesis (403)
ments listed below and as many as possible of the Evolving Earth (GEOL 101, 102, 103) with labo- or both in the appropriate department. These
general university graduation requirements for a ratories (GEOL 104, 105, 106) or General Geol- credits must be distributed over at least two
bachelor's degree. Acceptance of transfer courses ogy: Earth's Interior Heat and Dynamics, Earth's terms and cannot be used to fulfill emphasis-area
and credits is determined by evaluators in the S f P d M hiE I t· f requI·rements.ur ace rocesses an orp 0 ogy, vo u IOn 0
Office of Admissions in consultation with general the Earth (GEOL 201, 202, 203) d d
science advisers or committee members. Upon approval of the thesis by the a viser an
Physics. General Physics (PHYS 201, 202, 203) the program director, honors in general sciences
Upon admission, transfer students should consult or General Physics with Calculus (pHYS 211, will be awarded.
a general science adviser in the General Science
Pregramoffice, 212, 213) with IntroductoryPhysics Laboratory _JQrgilldelines and calendar~generalscience
(PHYS 204, 205;206)- - adviser.
I------......a....r"'ecooer--so-.TIlelj("",cooe"'ncooer--a"I-cS~cI"'e:;:;n""ce""P"'ro;ocgr=a~m~alrt:lo:;:;wC-=s-----'U=p~p=-:e=-r~D~i'-'v=-:is=-=i-'-o~n~'--------------""'-'""'~~-------------------j
prehealth science students preparing for careers in Program PlanningThe upper-division requirements listed below
medicine, dentistry, or related fields to meet pro- are for students who declared the general science Information about program planning and detailed
fessional school admission requirements while major fall 1996 or later. Students who declared sample programs are available in the General
completing a bachelor's degree. General science, the major before fall 1996 follow the requirements Science Program office. Prehealth science
when combined with a minor or a second mal·or, tud t h h th I· . rthat were in effect when they declared the major. s en s w 0 c oose e genera sCIence malO
can work well for students planning careers in should design their programs to meet the admis-
science-related business, public relations, and 1. Complete a minimum of 32 credits in approved sion requirements of the professional school of
human services. science courses numbered 300 and above. At
least 24 of these credits must be taken for letter their choice. See also the Preparatory Programs
Graduate Studies. Students interested in gradu- section of this bulletin.
ate studies in science should select courses that grades and passed with grades of C- or better
will satisfy admission requirements. Most gradu- 2. Two areas of emphasis are required. At least
ate programs in science require a year each of 12 upper-division credits must be completed
physics and organic chemistry. in each of two sciences. Courses applied to the
emphasis requirement must be taken for letter
Major Requirements grades
Lower Division 3. Tutorials may not be included. Courses num-
The following lower-division courses must be bered 400-410,507,508, or 510 may not be
completed with grades of C- or P (pass) or included unless approved in advance by the
better. Courses graded N (no pass) or F may be general science coordinator
repeated for credit. 4. Upper-division credits used to satisfy mini-
1. Calculus UI (MATH 251, 252) mum requirements of another major may not
be used to satisfy upper-division requirements
in general science
104 College of Arts and Sciences
Minor Requirements
Students who minor in geography must complete
six geography courses with grades of C-or better.
The six courses must include one regional geog-
raphy course, one upper-division physical geog-
raphy course, and one upper-division human
Clyde P. Patton, professor emeritus. A.B., 1948, MA,
1950, Ph.D., 1953, California, Berkeley. (1958)
Edward T. Price, professor emeritus. B.S., 1937,
California Institute of Technology; Ph.D., 1950,
California, Berkeley. (1963)
Everett G. Smith Jr., professor emeritus. B.A., 1953,
MA, 1956, Illinois; Ph.D., 1962, Minnesota. (1965)
Alvin W. Urquhart, professor emeritus. BA, 1953,
MA, 1958, Ph.D., 1962, California, Berkeley. (1960)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Major Requirements
A grade of at least C- or P (pass) is required in
each of the twelve geography courses used to ful-
fill a major in geography. A grade point average
(GPA) of 2.25 or better in graded geography
GEOGRAPHY
FACULTY
Alexander B. Murphy, Department Head
107 Condon Hall
(541) 346-4555
(541) 346-2067 fax
Department of Geography, 1251 University of
Oregon, Eugene OR 97403-1251
uogeog@oregon.uoregon.edu
http://geography.uoregon.edu/
courses is required for majors. At least eight
courses in the major must be taken for letter grades.
Introductory Geography. Four courses: The
Natural Environment (GEOG 101), Global Envi-
ronmental Change (GEOG 102), Cultural Geog-
raphy (GEOG 103), and Geography and Environ-
ment (GEOG 104)
Techniques for Geographers. Two courses
selected from Cartographic Methods (GEOG 311),
Geographic Field Studies (GEOG 313), Geo-
graphic Data Analysis (GEOG 314), Advanced
UNDERGRADUATE STUDIES Cartography (GEOG 411), Advanced Geographic
Patrick J. Bartlein, professor (climatology, quantita- D An I . (GEOG 414) I t d t G
d ) BA 19 2 M S Undergraduate students in the Department of ata a YSls , n ro uc ory eo-tive metho s, water resources. .., 7, .., h' If' S (GEOG 416)
1975, Ph.D., 1978, Wisconsin, Madison. (1982) Geography develop an awareness of the natural grap IC n ormatIOn ystems ,
Aileen M. Buckley, assistant professor (cartography, and cultural landscapes of several regions of the Advanced Geographic Information Systems
geographic information systems, environmental world and investigate the processes that form (GEOG 472)
awareness). B.A., 1982, Valparaiso; M.A., 1993, them. Lower-division courses are open to any Physical Geography. Two courses selected from
Indiana. (1997) student at the university; with the exception of Climatology (GEOG 321), Geomorphology
Carolyn L. Cartier, assistant professor (environment Global Environmental Change (GEOG 102), (GEOG 322), Biogeography (GEOG 323),
and development, Asia, gender). A.B., 1982, M.A., none have prerequisites or require particular Advanced Climatology (GEOG 421), Advanced1985, PhD., 1991, California, Berkeley. (1994)
high school background. For students transfer- Geomorphology (GEOG 422), Advanced Bio-Shaul E. Cohen, assistant professor (political, his-
torical, cultural; Middle East). BA, 1983, Clark; ring to the university in their third year, prepara- geography (GEOG 423), Soil Genesis and Geog-
MA, 1987, Ph.D., 1991, Chicago. (1996) tion in introductory college geography courses is raphy (GEOG 424), Hydrology and Water
Patricia F. McDowell, professor (geomorphology, desirable. Resources (GEOG 425), Fluvial Geomorphology
soils, Quaternary environments). BA, 1971, MA, An undergraduate major in geography follows a (GEOG 427), Quaternary Environments
1977, Illinois Institute of Technology; Ph.D., 1980, broadly based general degree program. Both (GEOG 430), Quaternary Vegetation History
Wisconsin, Madison. (1982) (GEOG 431) Cli I' I A t f Gl b Ibachelor of arts (B.A.) and bachelor of science , mato ogica spec s 0 0 aAlexander B. Murphy, professor (cultural and politi- Ch (GEOG 432)
d (B.S.) degrees are offered in the department. angecal geography, Europe, law an geography). BA,
1977, Yale; J.D., 1981, Columbia; Ph.D., 1987, Geography majors must take one of the Human Geography. Two courses selected from
Chicago. (1987) following four sequences to satisfy the bachelor Population and Environment (GEOG 341),
GaryH. Searl, adjunct assistant professor (geographic of science degree's mathematics requirement: Geography of the World Economy (GEOG 342),
education, Oregon). B.BA, 1959, M.S., 1966, Society, Culture, and Place (GEOG 343), Political
Oregon. (1968) 1. MAll 105, 106, 107-emphasizes problem Geography (GEOG 441), Urban Geography
Peter A. Walker, assistant professor (cultural and solving and the interpretation of quantitative (GEOG 442), Geography of Languages
political ecology, human-environmental relations, information (GEOG 444), Culture, Ethnicity, and Nationalism
Africa). BA, 1986, California, Berkeley; M.S., 1990, 2 MAll 111 425 426 ph' th nal SI'SHarvard. (1997) ., , -em aSlzes e a y (GEOG 445), Geography of Religion (GEOG 446),
Cathy Whitlock, professor (biogeography, Quater- of data Environmental Alteration (GEOG 461), Histori-
nary paleoecology). BA, 1975, Colorado College; 3. MAll 241, 242 or MAll 251,252,253- cal and Contemporary Views of the Environment
M.S., 1979, Ph.D., 1983, Washington (Seattle). (1990) calculus sequences that should be taken by stu- (GEOG 462), Geography, Law, and the Environ-
Ronald Wixman, professor (former Soviet Union, dents planning graduate study in geography ment (GEOG 463), Environment and Develop-
eastern Europe, cultural geography). B.A., 1968, 4. CIS 121 and CIS 133 or 134-introduces com- ment (GEOG 465), Geography of Water Policy
Hunter; MA, 1972, Columbia; Ph.D., 1978, . and Politl'cs (GEOG 466)
Puter programmmgChicago. (1975)
Geography majors also must demonstrate profi- Regional Geography. One course selected from
Special Staff ciency in a second language either by passing a World Regional Geography (GEOG 201), Geog-
James E. Meacham, research associate (cartographic second-year university second-language course raphy of Europe (GEOG 202), Geography of
design and production, geographic information or an examination indicating an equivalent level Post-Soviet States (GEOG 204), Geography of
systems); administrative and research director, ( GG \ G h f0
InfoGraphics-I.;aboratorycRk, 1984, MA.;1992;- of-proficiency. - PacifieAsia- GE - -2Q-5'/T - eograp -y-a - regOfl----
1----Co:OlI1r€€>g?ifo>Iln~.\-1(1#9\);92lJ)----------------'l'hetb\: degree is recommendeQ--ror-smct~~EGG-We},-Geagraphy of the United States
Emeriti plannin~ to emphasize cultural or regional geog- (GEOG 207), Geography of the Middle East and
raphy. The B.S. degree is recommended for stu- North Africa (GEO~ 209), ~dvanced Geography
Stanton A. Cook, professor emeritus. A.B., 1951, of European Amencan Regions (GEOG 470)
Harvard,' Ph.D., 1960, California, Berkeley. (1960) dents planning to emphasize physical geography. - ,Advanced Geography of Non-European-
Carl L. Johannessen, professor emeritus. BA, 1950, Although a degree in geography is a liberal arts American Regions (GEOG 475)
MA, 1953, Ph.D., 1959, Califomia, Berkeley. (1959) degree, many graduates have found related voca- ..
William G. Loy, professor emeritus. B.A., 1958, tional opportunities in government or private Upper-1?i.v~sion Elective. One additional
Minnesota at Duluth; M.S., 1962, Chicago; Ph.D., employment, principally in planning, environ- upper-~IV1slon course selected from the above
1967, Minnesota. (1967) mental research, cartography, or geographic in- categones
formation systems. Honors Programs
Group Requirements. All undergraduates must The Clark Honors College student majoring in
satisfy group requirements. For details see Group geography must design a course of study in con-
Requirements in the Registration and Academic sultation with a major adviser in geography.
Policies section of this bulletin.
The Department of Geography also offers an
Geography majors should consult their advisers honors option for its majors. More information is
to determine which group-satisfying courses best available in the department office.
support their major.
Geography 105
geography course. At least four courses applied
to the minor must be taken for letter grades.
Middle and Secondary School
Teaching
The College of Education offers a fifth-year
program for middle-secondary teaching
licensure in social studies. See the Educational
Leadership, Technology, and Administration
section of this bulletin.
including the use of appropriate geographic are typically demonstrated by completing a mini-
techniques. The area of emphasis may combine mum of two approved courses and writing a
more than one traditional subfield of geography. program used in the thesis research.
The PhD. requires development of more in-depth
knowledge in the area of emphasis, and a sub- A committee of two geography faculty members
stantial independent research project resulting in supervises the research and writing of a master's
a dissertation. Areas of emphasis in human geog- thesis that shows evidence of original research
raphy include urban environments, landscape, and writing. The student must enroll for 9 credits
political geography, ethnicity, religion, language, of Thesis (GEOG 503), at least 3 of which must
nationality, and the diffusion of cultural traits. be taken during the term the degree is granted.
Ar f h ·· h 1 Every master's thesis must be presented at aGRADUATE STUDIES eas 0 emp aSls In p ysica geography include1 1 public lecture.ong-term c imate change, Quaternary environ-
Graduate work leading to the master of arts ments, vegetation history, palynology, plant Geography and Education. The geography and
(M.A.), master of science (M.S.), and the doctor ecology, fluvial geomorphology, and arid lands education option relates geographic research
of philosophy (Ph.D.) degrees is offered. geomorphology. Environmental studies in the methods and perspectives to the teaching of
A special option in the master's program empha- department focus on historical, cultural, political social studies. Course and seminar requirements
sizing geography and education is available for and legal dimensions of human-environment parallel those for the general master's program,
students with public school teaching licensure. relations, political ecology, and environment and but teacher licensure is deemed to be a substitute
Th d
development In geographl'c technl'ques data for foreign-language competence. Students must
e epartment's graduate programs emphasize . ,human geography, physical geography with an analysis and visualization, cartography, and take at least one workshop (GEOG 608) that is
h g
eographic informatl'on systems are emphasl' ed designed for this option. A fl'nal wrl' tten examl'na-
emp asis on environmental change and Quater- z .
nary studies, and environmental studies. The The department also offers course work and fac- tion administered by a departmental committee
master's program may be a more generalized ulty expertise in North America, Southeast Asia is required. A learning activity project is substi-
study of cultural, physical, or environmental and China, Europe (both West and East), the tuted for the thesis.
geography. The Ph.D. program closely follows former Soviet Union, the Middle East, and Africa. Students interested in this option must have
the research interests of the geography faculty. To ensure breadth of knowledge in the disci- public school teaching licensure and must indi-
Most students follow an individualized program pline, the department requires Ph.D. and cate their intent to pursue the option before
that also includes courses and seminars in related master's degree candidates to complete the fol- being admitted to the graduate program.
disciplines. lowing courses or their equivalents: Cartographic Completion of the geography and education
Although the department requires knowledge of Methods (GEOG 311) or Introductory Geo- option by itself does not lead to additionallicen-
the fundamentals of geography, it welcomes graphic Information Systems (GEOG 516); Geo- sure in the state of Oregon.
students whose undergraduate work has been in graphic Data Analysis (GEOG 314); two upper- Doctoral Program
other disciplines and who can apply their train- division courses in physical geography fromdifferent subfields' and two upp di" The Ph.D. program requires competent under-
ing to geographic problems. ,er- VlSlOncourses in human geography from different sub- standing of one of the systematic fields of geog-
Admission f h d th h kId f hields. Graduate students cannot receive gradu- rap yan a oroug nowe ge 0 t e geogra-
To apply for admission, send to the university ate credit for 300-level courses. phy of a major region of the world. While this
Office of Admissions the original copy of the program is designed to suit each individual's
Graduate Adml'ssl'on Appll'cah'on form and the Theory and Practice of Geography (GEOG 620) b k d d . db ac groun an mterests, prospective can idates
application fee and transcrl'pts as explal'ned I'n the must e taken during the first fall term the grad- h . Id . 1 . h
d
s ou pay partJcu ar attentIOn to t e systematic
Graduate School sectl'on of thl's bulleh·n. Appll'_ uate stu ent is in residence, and Current Trends . 1" d 1. G h specJa IzatJon an regiona interests of the
cants whose applicah'on materl'als are recel'ved by In eograp y (GEOG 621) must be taken winter d t t' fIb b f 1E h epar men s acu ty mem ers e ore app ying
January 15 are given preference for fall admission. term. ac graduate student must take 1 credit of for admission.
Workshop (GEOG 608) every winter and spring
The applicant should also send the following term that student is in residence. The candidate may use the flexibility of Research
application materials directly to the Department (GEOG 601) and Reading and Conference
of Geography: For students following the master's degree option (GEOG 605) f 11in geography and education, some substitutions to 0 ow specific interests with
1. The two carbon copies of the admission for these course requirements may be authorized individual members of the faculty. The Ph.D.
application by the-departmentalcoordinatodor thatoption.--- jJrogram, planned with faculty committee approval,
__ 2;Ufflcla11ranscripfS5fallundergradillITeeBa[jjniOdl-l~=~J::T~=:=-::T.-::-:~~ ~ ~is~m~e;a";su~rl<e":d','bl):y)':"'ac",h:,,i:,,ev~e"lm~e'1ln~t(Jo~f~th~e~s~t~a~te:<d~go~a<1'l~s _
graduate college work Master's Degree Program rather than by any specific number of credits.
3. Three letters of reference from people familiar The general master's degree in geography Ph.D. Requirements
with the applicant's academic background or emphasizes broad understanding of physical and In addition to completing Graduate School
relevant professional experience human geography and basic geographic tech- requirements and a master's degree in geogra-
4. A score from the Graduate Record Examina_ niques. Students develop specialized research phy or eqUivalent study that includes courses
tions (GRE) general test skills during work on the thesis. Beyond the gen- required for a master's degree in geography at
eral requirements for all graduate students in the University of Oregon, the Ph.D. program
5. A statement about interests to be pursued at geography, two graduate seminars in geography requires at least two graduate seminars in
the university. Applicants to the Ph.D. program (GEOG 507 or 607), one in human geography geography (GEOG 507 or 607), one in human
must include in the statement specific research and one in physical geography, are required of geography and one in physical geography, and
directions or possible dissertation topics each candidate. the completion of a second language or technical
6. If appropriate, the application for a graduate Students must demonstrate skill in a second skill. The second-language or skill requirement
assistantship or fellowship award language, which may be met either by passing a may be met in any of the following ways:
7. For international applicants, a Test of English as second-year college-level second-language 1. Proficiency in a second language at the level
a Foreign Language (TOEFL) score of at least course during the seven-year period prior to the required for the master's degree or computer-
550 receipt of the master's degree or by passing the programming skills
General Requirements Graduate Student Foreign Language Test 2. Advanced second -language training to the
I b h h
(GSFLT) in the twenty-fifth percentile or better. level required to pass a third-year college-level
n ot t e master's and Ph.D. programs,
students are expected to develop a broad back- Where appropriate for the thesis or dissertation course in composition and conversation
ground in the discipline of geography; in-depth topic and with the approval of the advisory com- 3. Mastery of a technique or method of geographic
knowledge in an area of emphasis; and the abil- mittee, computer programming skills may be research by passing three courses in cartogra-
ity to conduct and report independent research, substituted for the second language. These skills phy or advanced geographic information
106 College of Arts and Sciences
systems or three approved advanced-level 202 Geography of Europe (4) Physical and cul- 401 Research: [Topic] (1-21R) PIN only
courses from outside the department tural processes that have shaped the rural and 403 Thesis (1-21R) PIN only
After completing the appropriate course work, urban landscapes of Europe. Murphy. 405 Reading and Conference: [Topic] (1-21R)
graduate seminars, and language or technical 204 Geography of Post-Soviet States (4) Natu- PIN only
skills requirement, advancement to candidacy is ral regions, major population groups, and the 406 Field Studies: [Topic] (1-21R)
achieved by passing comprehensive written economic development of the former Union of
examinations in three areas: a world region, a Soviet Socialist Republics. Not offered 1998-99. 407/507 Seminar: [Topic] (1-5R) Loy.
systematic field of geography, and geographic 205 Geography of Pacific Asia (4) Physical, cul- 408/508 Workshop: [Topic] (1-16R)
thought and methodology. The student, in con- tural, and economic processes that have shaped 409 Practicum: [Topic] (1-21R) PIN only
sultation with a faculty committee, writes four the rural and urban landscapes of Pacific Asia. 410/510 Experimental Course: [Topic] (l-4R)
questions in each area for the comprehensive Cartier. Not offered 1998-99. Topics offered in 1998-99 are Remote Sensing,
examination. Two or three questions in each area 206 Geography of Oregon (4) Development of Field Studies in Biogeography, and Oregon
are then selected by the advisory committee, and Oregon's natural and cultural landscapes, its Landscapes. Searl, Whitlock.
the student prepares written answers to them natural and human resources, and its economic 411/511 Advanced Cartography (4) Advanced
during a six-week period. development and environmental problems. topics in map design and production. Use of color,
Within nine months of completing the compre- Searl. cartographic visualization, and computer-aided
hensive examination, the student must present a 207 Geography of the United States (4) Natu- techniques. Prereq: GEOG 311. Buckley, Meacham.
dissertation proposal for approval by the student's ral and cultural landscapes, settlement patterns 414/514 Advanced Geographic Data Analysis:
dissertation committee. The completed disserta- and urban systems, regional divisions and [Topic] (4R) Advanced topics in the analysis of
tion, the capstone of the doctoral program, integration. Not offered 1998-99. spatial data. Prereq: GEOG 314. Bartlein. R when
presents the results of substantive and original 209 Geography of the Middle East and North topic changes. Not offered 1998-99.
research on a significant geographic problem. It is Africa (4) Physical and cultural processes that 416/516 Introductory Geographic Information
defended in a public oral presentation. have shaped the rural and urban landscapes of Systems (4) Introduces fundamentals of geo-
Financial Assistance the Middle East and North Africa. Cohen. Not graphic information systems. Covers data
offered 1998-99. sources, input, manipulation analysis, data out-
A limited number of graduate teaching fellow- 311 Cartographic Methods (4) Theory and put, and product generation. Prereq: GEOG 311
ships (GTFs) are available. Fellows receive a laboratory production of thematic maps; study of or 314 or other course in geographic techniques
modest stipend and a tuition waiver but must the nature of map data, symbols, design, layout, or instructor's consent. Buckley, Meacham.
pay a small fee each term. GTFs usually register and the history of cartography. Buckley, 421/521 Advanced Climatology: [Topic] (4R)
for 15 credits of course work each term and are Meacham. Topics in climatology, including physical clima-
assigned duties for 87.5 hours per term for each 313 Geographic Field Studies (4) Research tology, dynamic and synoptic climatology, and
0.20 full-time equivalency of their fellowship. techniques in geography applied to local areas paleoclimatology. Prereq: GEOG 321. Bartlein.
Applications for fellowships should be received and problems. Field trip fee. Majors only. Not R when topic changes.
by January 15. offered 1998-99. 422/522 Advanced Geomorphology: [Topic]
The College Work-Study Program (underfederal 314 Geographic Data Analysis (4) Nature of (4R) Study of one principallandforming process,
funding for students from low-income families) geographical data sets, description and summari- its characteristics in time and space, and the
provides an alternative means of financial assis- zation of patterns, distributions, and relation- resulting landforms. Special fee. Prereq: GEOG
tance. The Department of Geography has several ships among geographical data. Bartlein. Majors 322. McDowell. R when topic changes.
positions under this program. To apply for loans only. 423/523 Advanced Biogeography: [Topic] (4R)
or grants or for work-study certification, a sepa- 321 Climatology (4) Energy and moisture in the Selected topics in biogeography including rela-
rate request for forms should be made to the atmosphere, atmospheric circulation, controls of tion of plants and animals to their environment,
Office of Student Financial Aid, 1278 University regional and microclimates, applied climatology, historical changes in plant distribution, and
of Oregon, Eugene OR 97403-1278. climatic variations, past and future climates. palynological analysis. Prereq: GEOG 323.
Prereq: GEOG 102. Bartlein. Whitlock. R when topic changes.GEOGRAPHY COURSES (GEOG) 322 Geomorphology (4) Landforming processes 424/524 Soil Genesis and Geography (4) Pedo-
101 The Natural Environment (4) The earth's with emphasis on mass movements, rivers, eoli- genic processes; description of soil profiles, soil
physical landscapes, vegetation patterns, an, glacial, and coastal processes. Prereq: GEOG classification; Quater~ary soil strat!graphy an~
weather,~ndgimate;emphasison the d)'Il'lIT\ic. 102 or GEOb 102. McDowell. _ georoorphology;.appJ1.c.atlnD.s....Qf sOlUnfmmatlon. _
interactions among climate, landforms, veg"et'"'a'--__-\l')~ Snecial fee Prere'" GEOG 322 orJnstJJJd'","ou.r'-"s~ _
- 323 Bioge-ugrnphyt4j'RetItion otplants ana ---J:'- M' "1'1 . d . 1 .hon, and soils. Whitlock. . 1 t th' d"b' f' d' consent. cDowe. ReqUire fie d tnps. Not
102 Gl b 1E . 1 h ( ) amma s 0 e enVironment, Istn ution 0 In 1- ff d 1998-99o a nVlronmenta C ange 4 Natural vidual species, historical changes in plant distri- 0 ere .
and human-induced climatic changes and their bution. Prereq: GEOG 102. Whitlock. 425/525 Hydrology and Water Resources (4)
impact on different environmental systems. 341 Pl' dE' (4) P Emphasis on surface water including precipitation,
Emphasizes biophysical systems. Prereq: GEOG opu atlOn an nVlro.nment atterns evapotranspiration, surface runoff, and stream
101. Bartlein. of popUlatl?~ growth over history a~d place, flow. Understanding and analysis of processes.
103 Cultural Geography (4) Ways in which current poliCies and programs, and Impacts and Management for water supply and quality. Prereq:
various cultures have evaluated and used their trends in United States and international con- GEOG 321 or 322 and MATH 111, 112 or instruc-
environments. Discussion of the changing distri- texts. Includes method and theory. Prereq: tor's consent. Bartlein.
butions of major cultural elements. Cohen, GEOG 103 or 104 or instructor's consent. Cohen. 427/527 Fluvial Geomorphology (4) Hydraulics
Murphy, Searl. 342 Geography of the World Economy (4) and hydrology of stream channels; channel mor-
104 Geography and Environment (4) Ways in Geographical evolution of the world economy. phology and processes; drainage network devel-
which the major physical systems and ecosystems Patterns and processes of trade, manufacturing, opment; fluvial deposits and landforms; field and
of the earth have been modified by human multinationals. Culture and society in the analytical methods. Special fee. Prereq: GEOG
actions. Emphasizes human systems. Cartier. creation of economic landscapes. Prereq: GEOG 322; MATH 111, 112. McDowell. Required field
196 Field Studies: [Topic] (1-2R) 103 or 104 or instructor's consent. Cartier, trips. Offered 1998-99 and alternate years.
199 Special Studies: [Topic] (1-5R) Murphy. 430/530 Quaternary Environments (4)
343 Society, Culture, and Place (4) Examines Evolution of the physical landscape during the
201 World Regional Geography (4) Introduc- Q . d EI f 1 1 1
tion to the world's cultural regions. Study of the ways in which geographical context reflects and uaternary peno. ements 0 pa eoc imato .-
cultural and environmental factors that make shapes cultural and social processes. Importance ogy, paleo~cology, and geomorphology. Spec~al
different parts of the world distinct. Not offered of place and territory in human affairs. Prereq: fee. Prereq. <?EOG 321, ~22, 3.23 or Instructor s
1998-99. GEOG 103 or 104 or instructor's consent. consent. Whitlock. ReqUired field tnps.
Murphy, Wixman.
Geological Sciences 107
FACULTY
GEOLOGICAL
SCIENCES
A. Dana Johnston, Department Head
100 Cascade HaJJ
(541) 346-4573
(541) 346-4692 fax
Department of Geological Sciences, 1272
University of Oregon, Eugene OR 97403-1272
http://darkwing.uoregon.edu/-dogsci/
431/531 Quaternary Vegetation History (4) Case studies from the Pacific Northwest, else-
Vegetation change through the Quaternary where in the United States, and in international
period as it appears in the paleoecological record; contexts. Prereq: GEOG 341 or 342 or instructor's
implications for modern ecology and biogeogra- consent. Cohen.
phy. Special fee. Prereq: GEOG 323 or BI 130 or 470/570 Advanced Geography of European-
370 or instructor's consent. Whitlock. Not offered American Regions: [Topic] (4R) Examination of
1998-99. the settlement patterns, regional economies,
432/532 Climatological Aspects of Global political organization, and character of the land-
Change (4) Role of the climatic system in global scapes of selected major regions of the European-
change, the Earth's climatic history, and poten- American world. Prereq: GEOG 201 or another
tial future climatic changes. Prereq: GEOG 321, course on the region of study or instructor's
322,323; or instructor's consent. Bartlein. Not consent. R when region changes. Not offered
offered 1998-99. 1998-99.
441/541 Political Geography (4) Spatial 472/572 Advanced Geographic Information Katharine V. Cashman, professor (volcanology, ig-
perspectives on global political patterns and Systems (4) Use of advanced geographic infor- neous petrology, crystallization kinetics). B.A,
I I I 1976, Middlebury; M.S., 1979, Victoria, Newprocesses. Re ationship of po itica territories to mation system (GIS) software packages for ana- Zealand; PhD., 1987, Johns Hopkins. (1991)
resources, ethnic patterns, and ideological com- Iytical and cartographic purposes. Prereq: GEOG Rebecca J. Dorsey, assistant professor (sedimentol-
munities. Impact of political arrangements on 411/511 or an introductory GIS course. Buckley, ogy, basin analysis). B.S., 1983, Vermont; M.A,
landscapes. Prereq: GEOG 103 or instructor's Meacham. 1986, Ph.D., 1989, Princeton. (1997)
consent. Murphy. 475/575 Advanced Geography of Non- Gordon G. Goles, professor (geochemistry). AB.,
442/542 Urban Geography (4) Urbanization European-American Regions: [Topic] (4R) 1956, Harvard; Ph.D., 1961, Chicago. (1966)
throughout the world, the structure of urban Examination of the settlement patterns, regional Eugene D. Humphreys, professor (seismology, re-
settlements; cities as regional centers, physical economies, political organization, and character gional tectonics). B.S., 1974, M.S., 1978, California,
places, and homes for people; geographic prob- of the landscapes of selected major regions of the Riverside; Ph.D., 1985, California Institute of Tech-
lems in major urban environments. Prereq: non-European and American world. Prereq: nology. (1985)
GEOG 103 or instructor's consent. Cohen. GEOG 201, another course on the region of A Dana Johnston, professor (experimental petrol-
Ik ogy, geochemistry). B.S., 1976, Bates; M.S., 1978,444/544 Geography of Languages (4) Present study, or instructor's consent. Cartier, Wa er. Ph.D., 1983, Minnesota. (1986)
distribution of languages in the world-who, R when region changes. M. Allan Kays, professor (metamorphic and igneous
where, and how many. Historical evolution of 480/580 Progress in Physical Geography (lR) petrology). B.A., 1956, Southern illinois; M.A.,
present linguistic patterns. The significance of PIN only. Recent developments in climatology, 1958, Ph.D., 1960, Washington (St. Louis). (1961)
other cultural phenomena to languages. Prereq: geomorphology, and biogeography. Lectures, Michael Manga, assistant professor (fluid mechan-
GEOG 103 or instructor's consent. Not offered reading, presentation of faculty and student ics, hydrology). B.S., 1990, McGill; S.M., 1992, Ph.D.,
1998-99. works-in-progress. 1994, Harvard. (1995)
445/545 Culture, Ethnicity, and Nationalism 481/581 Progress in Human Geography (lR) Mark H. Reed, professor (mineral deposits, aqueous
(4) R I t· h' f th . d t' I'ty geochemistry). B.A., 1971, Carleton; M.S., 1974,e a Ions Ip 0 e mc groups an na JOna I PIN only. Recent developments in cultural, po-
d ul I h Ph.D., 1977, California, Berkeley. (1979)to landscapes, perception, an c tura geograp ic litical, economic, and environmental geography.
h D· 'b' f h' d . I Gregory J. Retallack, professor (paleobotany,p enomena. Istn ution 0 et mc an natJOna Lectures, reading, presentation of faculty and Ph D 1978
P GEOG 103' , paleosols). B.A, 1973, Macquarie; .., ,groups. rereq: or Instructor s con- student works in progress. R five times with New England University, Australia. (1981)
sent. Murphy. Not offered 1998-99. instructor's consent for maximum of 6 credits. Jack M. Rice, professor (geochemistry, petrology).
446/546 Geography of Religion (4) Origin and Cartier, Cohen, Murphy, Walker, Wixman. AB., 1970, Dartmouth; M.S., 1972, Ph.D., 1975,
diffusion of religions; religion, world-view, envi- 503 Thesis (1-16R) PIN only Washington (Seattle). (1977)
ronmental perception and alteration; religion, Norman M. Savage, professor (Paleozoic paleontol-
territory, the organization of space. Prereq: 601 Research: [Topic] (1-16R) PIN only ogy, stratigraphy). B.Sc., 1959, Bristol; Ph.D., 1968,
GEOG 103 or instructor's consent. Wixman. 602 Supervised College Teaching (1-5R) Sydney. (1971)
461/561 Environmental Alteration (4) Human PIN only Douglas R. Toomey, associate professor (seismology,
60 D· . (1 16R) PIN I tectonics, midocean ridges); director, Computa-alterations of the earth's mal'or ecosystems. 3 Issertabon - on y I
tional Science Institute. B.S., 1981, Pennsy vania
Consequences of human activity at different times 605 Reading and Conference: [Topic] (1-16R) State; Ph.D., 1987, Massachusetts Institute of Tech-
and places with respect to soils, atmosphere, veg- PIN only nology and Woods Hole Oceanographic
etation, landforms, and water. Prereq: GE8G 101, 666 Field Studies:[Topicj(i-16R) - Institlifion.(I990)
------'184-0r-irtstrnetor's-eOflsent-;-Eartier. -=---------':6"'0":'7~S~e':cm.....in'::'a..r:"::"[T"=o""p'--I"'·c"]~(:':'1-"=5!.R~)'--S.:'e:':'m~in-a-r-t-o-p-ic-s-:f-o-r ---r:Hj';a~rv~e;;-'"S'.W[Ar.;aTiff',p~r;:;:o;Tfe;;;;s:;;;s~o;;-r T,.(e;;:n~v:;;ir:;;o;:;n;;;m;;:e;;:n~ta;'[l-;a;;:n~d'h;;;yff'dr;;ro;:;::---
462/562 HI'stor' I d ContemporaryVl'ews 10Dicai geophysics, tectonophysics). B.S., 1962,Ica an 1997-98 are River System Disturbance and Re- O'
fth E · t(4)W'n h'chhumans William and Mary; M.S., 1966,Ph.D., 1970,o e nVIronmen ays I w I covery, Tree and Forest in the Human Experience, Oregon. (1978)
have thought about their place in nature. Envi- Quaternary Environments of the Pacific North- f ( 1
I 'd h h' f Ray J. Weldon, associate pro essor structuraronmenta leas t at emp aSlze concepts 0 west. Cohen, McDowell, Whl·tlock. I' Q I ) BAgeo ogy, neotectomcs, uaternary geo ogy. . .,
ecology. Prereq: upper-division standing and [T ] R) PIN I 1977, Pomona; Ph.D., 1986, California Institute of
instructor's consent. Cartier. Not offered 1998-99. 608 Workshop: opic (1-16 on y,Murphy. Technology. (1987)
463/563 Geography, Law, and the Environment C t
(4) Values underlying American legal approaches 609 Practicum: [Topic] (1-16R) PIN only our esy
to environmental issues; the role of laws in 610 Experimental Course: [Topic] (1-5R) Arthur J. Boucot, courtesy professor (paleontology,
reflecting and shaping human understanding 620 Theory and Practice of Geography (4) PIN evolution). AB., 1948, AM., 1949, Ph.D., 1953,
Harvard. (1989)
and use of the environment. Prereq: GEOG 104 only, Overview of the nature of geography, its
h d I Jane Gray, courtesy professor (evolution, paleoecol-or ENVS 201 or instructor's consent. Murp y. development as an academic iscip ine, contem- ogy). See Biology
Not offered 1998-99. porary issues, and problems in major subfields. Allan B. Griggs, courtesy professor (regional and
465/565 Environment and Development (4) Emphasizes metatheory. Prereq: graduate stand- economic geology); research geologist. B.S., 1932,
Critical analysis of development concepts. Eco- ing in geography. Murphy. Oregon; Ph.D., 1952, Stanford. (1980)
nomic activity and environmental impacts. Sus- 621 Current Trends in Geography (3) PIN only. David Krinsley, courtesy professor (electron micros-
tainable development. Development projects and Current theoretical and substantive research copy). Ph.B., 1948, S.B., 1950, S.M., 1950, Ph.D.,
landscapes in the industrializing world. Prereq: trends in selected subfields of geography. Re- 1956, Chicago. (1991)
GEOG 341 or 342 or instructor's consent. Cartier. search proposal preparation. Emphasizes applied John M. Logan, courtesy professor (rock mechanics).
466/566 G h fW t P I· d P I' theory. Prereq: graduate standing, GEOG 620. B.S., 1956, Michigan State; M.S., 1962, Ph.D., 1965,eograp y 0 a er 0 ICy an 0 1- Oklahoma. (1997)
tics (4) Examines water conflicts at various scales Murphy. Martin G. Miller, courtesy assistant professor (struc-
and in differing political and cultural contexts. tural geology). B.A., 1982, Colorado College; M.S.,
1987, Ph.D., 1992, Washington (Seattle). (1997)
108 College of Arts and Sciences
UNDERGRADUATE STUDIES
Cathy Whitlock, courtesy 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)
Sam Boggs, professor emeritus. B.S., 1956, Kentucky;
Ph.D., 1964, Colorado. (1965)
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)
William N. Orr, professor emeritus. B.S., 1961,
Oklahoma; M.A., 1963, California, Riverside and
Los Angeles; Ph.D., 1967, Michigan State. (1967)
Lloyd W. Staples, professor emeritus. AB., 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.
limited professional positions as junior geologists Computer and Information Science.
or geophysicists. Introduction to Numerical Computation with
Geological Sciences Curriculum FORTRAN (CIS 133), Computer Science I,II,III(CIS 210, 211, 212), Algorithms (CIS 315)
The Department of Geological Sciences offers a
bachelor of science (B.S.) or a bachelor of arts (B.A.) Geography. Geomorphology (GEOG 322),
Advanced Geomorphology (GEOG 422),
degree with options in geology or geophysics. Hydrology and Water Resources (GEOG 425),
Grade Options and Standards. Geological sci- Fluvial Geomorphology (GEOG 427)
ence undergraduates must take for letter grades Geological Sciences. The Fossil Record
(the pass/no pass option is not acceptable) all (GEOL 304), any Set I course not taken to satisfy
geological science courses required in their de- the Set I requirement, and any 400-level course
gree program. Required courses taken outside offered by the Department of Geological Sciences
the Department of Geological Sciences (e.g.,
mathematics, chemistry, physics, biology) must Mathematics. Introduction to Differential Equa-
also be taken for letter grades. Required courses tions (MATH 256), Several-Variable Calculus I,ll
must be completed with grades of C- or better. (MATH 281, 282), Elementary Linear Algebra
Exceptions for honors students are noted under (MATH 341,342), Functions of Complex Vari-
Honors in Geological Sciences. abIes I,II (MATH 411,412), Differential Equa-
tions I,II (MATH 420,421), Statistical Methods
Geology Option I,II (MATH 425, 426)
Core Requirement 73-76 credits
Introduction to Geology: The Dynamic Earth, The Physics. Foundations of Physics II (pHYS 351,
Face of the Earth, The Evolving Earth (GEOL 101, 352,353), Mechanics, Electricity, and Magnetism
102,103) with Introductory Geology Laboratory (PHYS 411, 412, 413), X-ray Crystallography
(GEOL 104, 105, 106) or General Geology: (PHYS 427)
Earth's Interior Heat and Dynamics, Earth's Geophysics Option
Surface Processes and Morphology, Evolution of Core Requirement 72-75 credits
the Earth (GEOL 201, 202, 203) 12-15 Introduction to Geology: The Dynamic Earth, The
General Biology I,II,III: Cells, Organisms, Face of the Earth, The Evolving Earth (GEOL 101,
Th D f G 1 . 1S . d Populations (BI 211, 212, 213) or General Phys- 102, 103) wI'th Introductory Geology Laboratorye epartment 0 eo oglca clences un er- h
d . d d d ics (pHYS 201, 202, 203) or General P ysics (GEOL 104, 105, 106) or General Geology'.gra uate program IS esigne to provi e an . h C 1 1 (pHYS 211 212 213) 12
d f h 1 h Wit a cu us "................. Earth's Interl'or Heat and Dynamics, Earth'sun erstanding 0 t e materia stat constitute I d t G al Ch . try (CH 211 212 213)
ntro uc ory ener emls " Surface Processes and Morphology, Evolutionthe earth and the processes that have shaped the G al Ch . try (CH 221 222 223) 12
earth from deep in its interior to the surface envi- c?; ~ne; II IIt(~TH 251 252 253) 12 of the Earth (GEOL 201, 202, 203) 12-15
a cu us , , , , Introductory General Chemistry (CH 211, 212, 213)
ronment. Geology is a science that applies all the Mineralogy I: Physics and Chemistry of Minerals 1Ch (CH )
basic sciences-biology, chemistry, mathematics, (GEOL 311) M' 1 II S t t' M' or Genera emistry 221, 222, 223 ......... 12
, mera ogy : ys ema IC mer- General Physics with Calculus (PHYS 211, 212,
and physics-to the understanding of earth pro- alogy (GEOL 312) 10
............................................. 213 or Foundations of Physics I (PHYS 251,
cesses in a historical context of geologic time. It is F~enlderGal P
l
etrolo(GgyEO(G
L
E'?5LO)313) · ·.. · ·1·50 252, 253) 12
a science that explores problems by combining Ie eo ogy Calculus I,II,III (MATH 251, 252, 253) 12
field investigations with laboratory experiments Set I Requirement 20 credits Introduction to Differential Equations
and theoretical studies. The 20 credits of geological sciences must have (MATH 256) 4
Preparation. High school students planning to course numbers higher than GEOL 313. Generic Several-Variable Calculus I,ll (MATH 281,282) .. 6
major in geological sciences should include in courses may not be used to satisfy this require- Introduction to Numerical Computation with
their high school program algebra, geometry, ment. No more than 12 credits may be taken in FORTRAN (CIS 133) or a higher-numbered
trigonometry, geography, and science (physics, anyone of the following subdivisions of the field: CIS course 4
chemistry, biology, or earth science). S 1GIG h' GEOL 350 351 Mineralogy I: Physics and Chemistry of Minerals
truct
5
ura eo ogy- ~op YSlcs. 45 ' , (GEOL 311) 5
Students who transfer to the DO Department of 352,3 3,422,450,451, 52,453,454, 5,457, Structural Geology (GEOL 350, 351, 352) 5
Geological Sciences following two years of col- 463,464,465,466,467,468,469
--lege work elsewnere shouldhal1e completed a- Set I Requirement -------------2o-crl'di'nts.,-------
1__--::c:c":---:T~::-::-::~~~·~c::-:----:c::-__c-c:'__::_::~~--:---"M'="'in"e4rMa-log)'-Pe-tr-Qlj)~}'~Ge-o-chemistq:LGRO"-'I-----'111R-[t'Pe-920-credits of geological sciences must be in
Year of general chemistry, a year of general phys- 353 414 415 422 425 451 470 471 472 473
, , , , , , , " courses numbered higher than GEOL 311. Genericics, and a year of calculus. If available to the Stratigraphy-Sedimentology-Paleontology. courses may not be used to satisfy this requirement.
student, a year of general geology with labora-
. 1 d d I dd" f GEOL 334, 353, 416,431, 432, 433, 435, 451, 454, No more than 12 credits may be taken in anyone oftory IS a so recommen e . n a ItJon, trans er 455, 469 the following subdivisions of the field:
students should have completed as many as pos-
sible of the university requirements for Students who want to earn more than 12 credits Structural Geology-Geophysics. GEOL 353,
undergraduate degrees. in a particular area may apply the additional 422,451, 452, 453, 454, 455, 457, 463, 464, 465,
credits to the Set II requirement. 466,467,468,469Careers. Career opportunities for geologists are
best for students holding advanced degrees. A Set II Requirement 15 credits Mineralogy-Petrology-Geochemistry.
variety of professional positions are open to Students must take 15 credits of additional course GEOL 311, 312,313,353,414,415,422,425,451,
students with master of science degrees, includ- work in geological sciences or related sciences 470,471,472,473
ing work in applied geology with petroleum and (biology, chemistry, geography, mathematics, Stratigraphy-Sedimentology-Paleontology.
mining companies, environmental consulting physics). The geological science courses cannot be GEOL 334,353,416,431, 432, 433, 435, 451, 454,
firms, and state and federal agencies. Geologists generic. Courses must be selected from the fol- 455,469
and geophysicists with doctor of philosophy lowing list: Set II Requirement 15 credits
degrees have opportunities in university and Biology. Biology courses numbered 261 or above Same as for the geology option, with the under-
college teaching as well as research positions in Chemistry. Advanced General Chemistry Labo- standing that physics, computer science, and
federal agencies and private industry. Students ratory (CH 238,239), Organic Chemistry I,II,III mathematics courses required for the core cannot
are therefore advised to obtain a graduate degree (CH 331,335,336), Physical Chemistry (CH 411, be used to satisfy this requirement.
for most professional positions. Graduates with 412,413), Inorganic Chemistry (CH 432,433),
bachelor's degrees can qualify for positions as Chemical Thermodynamics (CH 444), Statistical
laboratory technicians or field assistants and for Mechanics (CH 445)
Geological Sciences 109
Honors in Geological Sciences
Honors students may apply a maximum of 6
credits of Thesis (GEOL 403) to the Set II
requirments. Application for graduation with
honors in geological 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 either a 3.50 grade point average
(GPA) or better in geological sciences courses
or a 3.00 GPA or better in all science courses
2. Submit and orally present an acceptable
honors thesis written under the supervision
of a department faculty member serving on a
committee with two other faculty members.
The 6-credit thesis should be presented no
later than three weeks before final examina-
tions 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:
student's interests. Students with minimal math- the Graduate Record Examinations (GRE), andEarth's Interior Heat and Dynamics, Earth's Sur-
face Processes and Morphology, Evolution of the ematics and science backgrounds may want to letters of recommendation. Nonnative speakers
Earth (GEOL 201, 202, 203). In addition, a mini- select two courses from the following: Geology of of English must also submit scores for the Test of
mum of 15 credits must be earned in other geo- National Parks (GEOL 303), The Fossil Record English as a Foreign Language (TOEFL) and the
logical science courses numbered 300-499. Any (GEOL 304), Volcanoes and Earthquakes (GEOL Test of Spoken English (TSE). Applications are
306) Oceanography (GEOL 307) Geology of welcome from students who are interested infive 300- or 400-level geological science courses' ,
listed in the UO Undergraduate and Graduate Bul- Oregon and the Pacific Northwest (GEOL 308), using their background in related fields, such as
letin may be used to meet this requirement, Earth Resources and the Environment (GEOL physics, chemistry, and biology, to solve geologic
except that no more than 8 credits in GEOL 303, 310). Three additional geological science courses or geophysical problems.
304,307,308, or 310 may be applied to the mi- must also be chosen. Students with strong sci- Responsibility for advising graduate students lies
nor. Possible choices are suggested below. A ence backgrounds may choose from Mineralogy with a guidance committee consisting of three
grade of C- or better is required in all courses. tIl (GEOL 311, 312), Sedimentology and Stratig- faculty members. This committee meets with
raphy (GEOL 334), Structural Geology (GEOL each student shortly after he or she arrives on
Suggested Minor Curricula for Science 350), Paleontology I,II,III (GEOL 431, 432, 433),
M ' campus and as often thereafter as necessary foraJors Paleopedology (GEOL 435)
Biology Majors. General Geology (GEOL 201, planning purposes.
202,203) plus at least 15 credits of course work Group Requirements Requirements
selected from: The Fossil Record (GEOL 304), Eleven geoloPical sciences courses are approved f do· Basic university requirements or gra uate
Oceanography (GEOL 307), Geology of Oregon to satisfy university science group requirements. degrees are described in the Graduate School
and the Pacific Northwest (GEOL 308), Sedi- See the Group Requirements section of this bulle- f h 11 dsection 0 t is bu etin. The epartment sets
mentology and Stratigraphy (GEOL 334), Pale- tin under Registration and Academic Policieso_ additional examination, course work, seminar,~ _
ontologyI;H;III(GEOL431;-432;433)--- M'ddl d S GIld""" ~c;h I and thesis requirements. Applicants should write------cC,."h.-e-~~.os--.try----.M--.a~Joo-r-so--.G"'e-n-er--,alcrG'-e--,ol.-ogy------,(""'GTCEO"'L'--=20=1-.--!'~lWI.l"e~adJnH'I.l-i~e(; ~ {JO{J01-----"'-""'--"'''''''''-'-'''~'''''''''''-''~~'''''''-'-'''-'''''''f~d':-''''ail~--
uu • T h' to the Department of Geological Sciences or et . s.
202, 203) plus at least 15 credits of course work eac Ing
selected from: Mineralogy I: Physics and Chem- The College of Education offers a fifth-year Programs
istry of Minerals (GEOL 311), Igneous Petrology program for middle-secondary teaching Graduate study in geological sciences may be
(GEOL 414), Metamorphic Petrology (GEOL licensure in science. See the Educational pursued in one or more of four broad areas:
415), Introduction to Geochemistry (GEOL 470), Leadership, Technology, and Administration mineralogy-petrology-geochemistry, stratigraphy-
Thermodynamic Geochemistry (GEOL 471), section of this bulletin. sedimentary petrology-paleontology, structural
Aqueous Geochemistry (GEOL 472), Isotope GRADUATE STUDIES geology-geophysics, and economic geology (min-
Geochemistry (GEOL 473) eral deposits). Students are encouraged to sample
The Department of GeoloPical Sciences offers k fr 11 f th I ddtPhysics Majorso General Geology (GEOL 201, o· course wor om a 0 ese areas. n epen en
Programs of graduate study leading to master of th' h b d . 'th202, 203) plus a minimum of 15 credits of eSls researc may e pursue In any area WI
science (M.S.), master of arts (M.A.), and doctor of th t f f Ity th . d'course work selected from Structural Geology e consen 0 a acu eSls a Vlser.philosophy (Ph.D.) degrees with opportunity for(GEOL 350), Neotectonics and Quaternary Mineralogy-Petrology-Geochemistry. The
research in a wide variety of specialty fields.
Geology (GEOL 452), Tectonics (GEOL 453), Course work is designed to meet individual needs, department has excellent analytical and other
Introduction to Geophysics (GEOL 463), Explo- research facilities for petrologic and geochemical
and students may pursue independent research in
ration Geophysics (GEOL 464) studies. The volcanic and metamorphic terranes
mineralogy, petrology, geochemistry, volcanology,
Suggested Ml'nor Currl'cula for 1 1 . h d' 1 of the Northwest offer an unsurpassed naturalpa eonto ogy, stratlgrap y, se Imentary petro -
Nonscience Majors ogy, geophysics, structural geology, and ore laboratory for research and graduate instruction
Introduction to Geology (GEOL 101, 102, 103) deposit geology. The master's degree program in the broad field of igneous and metamorphic
with laboratories (GEOL 104, 105, 106) or Gen- requires two years or more for completion. processes.
eral Geology (GEOL 201,202,203), and at least Admission to the graduate program is competi- Active research programs are diverse. They
15 credits of course work compatible with the include field and analytical study of igneous andtive and based on academic records, scores on
110 College of Arts and Sciences
Research Facilities
Related Research Activities
The Condon Museum of Geology, administered
by the geological sciences department, contains
an extensive collection of vertebrate fossils, paleo-
botanical specimens, and recent vertebrates that
are available to interested researchers for study.
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.
Laboratory and theoretical studies address both
the microscopic and the macroscopic nature of
partial melting in the upper mantle.
Mineral Deposits. Current research on ore
deposits includes studies of porphyry copper
deposits, epithermal veins, sediment-hosted base
metal deposits, and active geothermal systems.
These research efforts combine field mapping,
petrography, and chemical analyses with theoreti-
cal chemical modeling of processes of ore fluid
generation, alteration, and mineralization (e.g.,
red bed-brine reaction, boiling epithermal solu-
tions' effects of cooling hydrothermal solutions).
an x-radiography unit, photomicroscopes, 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
research assistantships from individual faculty
members whose research is supported by grant
funds. Sponsors of grant-funded research include
the American Chemical Society, Murdock Foun-
dation, National Aeronautics and Space Adminis-
tration, National Science Foundation, Office of
Naval Research, Oregon State Department 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
obtained 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. Waff.
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. Manga.
103 Introduction to Geology: The Evolving
Earth (4) Origin and early history of the earth;
time scales; fossilization; correlation; sedimentary
environments; sea-floor spreading; orogenesis;
stratigraphic history of North America; evolution
of plants and animals. Dorsey, Retallack.
104, 105, 106 Introductory Geology Laboratory
(1,1,1) Properties of minerals and rocks; reading
topographic and geologic maps; use of=-a,e_r~ia_l _
photographs; mOGel simulations of geologic
processes; fossIls.
198 Laboratory Projects: [Topic] (1-5R)
199 Special Studies: [Topic] (l-6R) Studies of
geologic topics combine background lectures
with gJlided field trips to areas of 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. For science majors,
Clark Honors College students, and students with
science backgrounds. Toomey.
202 General Geology: Earth's Surface
Processes and Morphology (4) Chemical and
physical processes that shape the earth. Topics
include classification of crustal materials; rocks
and minerals; evolution of the crust through
metamorphism and plutonism; weathering.
Includes a weekly two-hour laboratory. For
science majors, Clark Honors College students,
and students with science backgrounds. Kays.
metamorphic rocks in the Cascade Mountains
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, tectonics, and fluid mechanics 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
sedimentary rocks of Oregon; provenance and
diagenesis 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.
Opportunities for research in palynology are also
available through cooperation with the Depart- Students may use a variety of analytical facilities
ments of Biology and Geography. and equipment including a three-component
Structural Geology-Geophysics. Graduate broad-band (0.03-50HZ) seismic array, an elec-
work in the structural geology-geophysics area tron microprobe, a scanning electron microscope
involves the study of the earth's dynamic pro- with image analysis, x-ray diffraction, atomic ab-
cesses on all scales. sorption and emission, and wet-chemical analysiS.
Seismic imaging techniques using regional arrays An experimental petrology laboratory covers a
(e.g., tomography) provide powerful tools for wide range of crustal temperatures and pressures
understanding regional tectonics. Studies of and includes equipment for doing experiments in
upper-mantle and lithospheric structure in and controlled atmospheres. Four piston-cylinder
around the Basin and Range province in Califor- apparatus with pressure-temperature capability
nia and the Pacific Northwest subduction zone are to 60 kilobars and 1500°C are available for study-
resulting in essential constraints, unavailable ing crystalline, partially molten, and molten sili-
from surface geology, for detailed dynamical cates under mantlelike conditions. Other equip-
models of plate-lithospheric deformation. The ment measures transport properties and viscosity
more general study of mantlewide convection, in melts and rocks at high temperatures.
particularly the large-scale role of subduction, is Computers are used for much of the research in
a rapidly developing field. Geophysical observa- the department including acquisition of analyti-
tions including long wavelength gravity, seismic cal and magnetotelluric data, acquisition and
_ studies_ofJargeoscale-mantle_heterogen@ity,_and - processing of seismic-and gravityclata,-and nu-
----Pla.telectonic-renstr-UC~w-b€-irlg--e(}ffi------mericatmodefing-of-geophysical"PruC"e55"es-a:nd
bined with theoretical fluid mechanics to map geochemical reactions. Two geochemistry labo-
roughly the global pattern of convection and ratories are eqUipped with various sophisticated
plate motions. computer programs for thermodynamic calcula-
Structural geology focuses on applying modern tions of ga.s-liquid-s~lidequilibria and reacti?n
field and analytical techniques to solving prob- processes Important In m.etamorphlc, volcamc
lems in Cenozoic tectonics and active faulting. gas, hydrothermal, and diagenetic systems. The
Detailed field mapping, trench logging, and geo- dep~rtment~ouses a local networ~ of Sun work-
morphic analysis are combined with seismic statIOns, which supports the seismiC array~ as
array data, land- and space-based geodetic data, well as a Novell network for ~Cs and MacI~tosh
electromagnetic imaging, and theoretical model- computers. A nE;W comput~tlOn a~d Vlsualizat~on
ing to address problems including Oregon's Ba- laborat0l}' hOUSing t~n Indigo 2 Silicon Grap.hlcs
sin and Range province and coastal deformation, workstati?ns and a link to a parallel-processing
active tectonics of the San Andreas Fault system, machlne.1n the.Depa:tme~t of Computer an~
and seismic risk along the Pacific margin of the Inf?rmation SCience IS available for research In
United States and southeast and central Asia. flUid mechamcs and seismology. The Internet
.. . can be accessed through the UONet fiber-optiC
C?eophyslcal expenments conducte~ at ~ea m,":es- link. A student computer facility, equipped with
tigate the na.ture of sea-floor spreading including IBM and Macintosh computers and laser prin-
the segregatIOn, transport, and storage of melt; ters is also connected to the networks.
the rifting of oceanic lithosphere; and the spatial '.. .
and temporal connectivity between magmatic, The ~edlment~logJcal.and paleontologJcallabo-
tectonic, and hydrothermal processes. Seismic rato.nes have, m additio.n to st.anda:d laboratory
tomography, gravimetric, and magnetic methods eqUipment, an electromc particle-Size analyzer,
Geological Sciences 111
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. Savage.
303 Geology of National Parks (4) Examines
selected geologic features in United States na-
tional parks and the processes that form them.
Focuses on parks in the western states.
Cashman, Goles, Weldon.
304 The Fossil Record (4) Origin of life in Pre-
cambrian; evolution of plants and invertebrate
animals; evolution of early chordates, fish,
amphibians, reptiles, dinosaurs, birds, and
mammals; speciation and extinction. Intended
for junior and senior nonmajors but also open to
geological sciences majors. Savage.
306 Volcanoes and Earthquakes (4) Mechanisms
that cause earthquakes and volcanoes, relation to
plate tectonics, associated hazards, examples in
Oregon and the western United States.
Humphreys.
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. Orr.
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. Miller.
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. Reed.
311 Mineralogy I: Physics and Chemistry of
Minerals (5) Basic and compound symmetry,
Miller indices, crystal structure, chemical bonding.
nonsilicates. Prereq: GEOL 201, 202 or GEOL
101, 102, 104, 105; pre- or coreq: CH 211,212,
213, or 221,222,223; or instructor's consent.
Rice.
312 Mineralogy II: Systematic Mineralogy (5)
Optical mineralogy. Silicates in hand samples
andundeLpetrographic microscopes. Erereq; --
GEOr. 311 or instructor's consent Johnston
313 General Petrology (5) Introduction to igne-
ous, metamorphic, and sedimentary petrology
with laboratory. Prereq: GEOL 311, 312. Kays.
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 stratig-
raphy, and chronostratigraphy. Prereq: GEOL
101-106 or 201-203; GEOL 311, 312, 313. Boggs.
350 Structural Geology (3) Description, analysis,
and origin of geologic structures including faults,
folds, and tectonites. Focus on kinematic and dy-
namic analysis of deformation of earth materials.
Prereq: GEOL 101-105 or 201, 202; GEOL 313 or
instructor's consent. Coreq: GEOL 351 or 352.
Weldon.
351 Structural Geology Problems (1) Exercises
in solving structural geology problems using
orthographic and stereographic projection tech-
niques. Problems emphasize calculating stress
and strain from structural markers. Coreq: GEOL
350. Weldon.
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.
Weldon.
353 Geologic Hazards (4) Graded only. Exam-
ines geologic hazards, including both the physi-
cal processes that cause them and society's
attempt to mitigate them. Prereq: GEOL 101, 102
or GEOL 306 or GEOL 310. Cashman.
401 Research: [Topic] (1-21R) PIN only
403 Thesis (l-6R) PIN only. Geological sciences
honors students only. R thrice for maximum of
6 credits.
405 Reading and Conference: [Topic] (1-21R)
PIN only
406 Field Studies: [Topic] (l-6R)
407/507 Seminar: [Topic] (1-5R)
408/508 Laboratory Projects: [Topic] (l-6R)
409 Practicum: [Topic] (l-6R)
410/510 Experimental Course: [Topic] (1-5R)
The topic for 1998-99 is Surveying.
414/514 Igneous Petrology (5) Origin, occur-
rence, and classification of igneous rocks. Em-
phasizes the effects of tectonic setting and physi-
cal conditions on the evolution of magmatic
liquids. Laboratory work in both. Prereq: CH 221,
222,223; GEOL 311,312. PHYS 201, 202, 203
recommended. Johnston.
415/515 Metamorphic Petrology (5) Origin,
occurrence, and classification of metamorphic
rocks; emphasizes petrologic principles and
assemblages of major facies series. Includes labo-
ratory microscopic examination of assemblage
textures and fabrics. Prereq: CH 221, 222, 223;
GEOL 311, 312. Kays.
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.
Retallack.
422/522 Accreted Terranes (4) Evolution and
accretion of tectonostratigraphic terranes to form
the Cordilleran Mountain belt of the western
United-States.-FoGus on structure,petrology,and--
st+atigraphy. Prereq: GEOL 313, 334.-Kays.-
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. Reed.
431/531 Paleontology I: Paleozoic Marine
Fossils (4) Biostratigraphy, evolution, and paleo-
ecology of life on earth: Paleozoic and some
Mesozoic marine invertebrates. Laboratory exer-
cises on fossil specimens. Prereq: GEOL 103 or
203, GEOL 106, or instructor's consent. Savage.
432/532 Paleontology II: Mesozoic and Ceno-
zoic Marine Fossils (4) Mesozoic and Cenozoic
marine invertebrates. Laboratory exercises on
fossil specimens. Prereq: GEOL 103 or 203,
GEOL 106, or instructor's consent. Retallack.
433/533 Paleontology III: Nonmarine Fossils
(4) Fossil plants, fish, amphibians, reptiles, and
mammals. Laboratory exercises on fossil speci-
mens. Prereq: GEOL 103 or 203, GEOL 106, or
instructor's consent. Retallack.
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.
Retallack.
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 recommended.
Offered summer session only; meets in the field for
six weeks immediately after spring tenn.
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; MATH 256,281; one year
each chemistry and physics. Manga.
452/552 Neotectonics and Quaternary Geol-
ogy (4R) 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 470/570. Weldon. R once for maximum of
8 credits.
453/553 Tectonics (3) Tectonic processes and
examples. Global kinematics of plates and the
forces that drive them. Continental deformation
in compressional, shear, and extensional settings.
Prereq: GEOL 350 and calculus or instructor's
consent. Toomey.
454/554 Geological and Environmental Fluid
Mechanics (3) Introduction to fluid mechanics.
Applications to problems in hydrology, volcanol-
ogy, geodynamics, oceanography, and atmo-
spheric science. Prereq: one year of calculus, one
course in differential equations. Manga.
455/555 Fluid Mechanics Laboratory (4) Intro-
duction to experimental and numerical tech-
niques in geological and environmental fluid
mechanics. Requires carrying out an experimen-
tal or numerical project. Prereq: GEOL 454/554
or instructor's consent. Manga.
457/557 Advanced Structural Field Geology:
[Topic] (3R) Structural mapping, analysis, and
ffelCfteChniques. Focuses on structural analysis of
faults and related deformation. Prereq: GEOL
350,450, or instructor's consent. Weldon. R with
instructor's consent for maximum of 9 credits.
463/563 Introduction to Geophysics (4) Origin
and composition of the earth, gravity and iso-
stasy, geomagnetism, seismic wave propagation
and deep seismic structure, heat flow, and plate
tectonics. Prereq: one year of calculus and phys-
ics or instructor's consent. Waff.
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. Waff.
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. Toomey.
466/566 Geodynamics (4) Introduction to the
process of the earth's physical workings. Includes
112 College of Arts and Sciences
rheology, bending of lithosphere, viscous flow,
and heat transport. Prereq: one course in differ-
ential equations. Humphreys.
468/568 Introduction to Seismology (4) Intro-
duction to observational, theoretical, and compu-
tational seismology. Includes review of earth
structure, source representation, ray theory, and
seismic wave phenomena. Prereq: one course in
differential equations. Humphreys.
469/569 Geological Fluid Dynamics: [Topic] (4)
Advanced topics in gravity currents, ocean sedi-
ment transport, volcanology, geodynamics. Re-
quires a group or personal project and a research
paper with oral presentation. Prereq: GEOL
454/554 or instructor's consent. R twice when
topic changes for maximum of 12 credits. Manga.
470/570 Introduction to Geochemistry (4)
Analytical techniques of geochemistry; distribu-
tions of elements; lunar and planetary geochemis-
try; overview of terrestrial igneous, metamorphic,
and sedimentary geochemistry; oceans and atmo-
sphere. Prereq: GEOL 311,312 or CH 411/511,
412/512,413/513 or instructor's consent. Goles
471/571 Thermodynamic Geochemistry (4)
Introduction to geologic application of classical
chemical thermodynamics. Gibbs free energy and
its temperature, pressure, and composition deriva-
tives; fugacity, activity, and chemical potential.
Solutions, ideal and nonideal. Prereq: GEOL 311,
312; CH 223; MATH 253. Rice.
472/572 Aqueous Geochemistry (4) Aqueous
chemistry applied to natural waters (geothermal,
diagenetic, continental brines). Equilibrium cal-
culations applied to aqueous-mineral-gas systems.
Prereq: CH 213 or 223; MATH 252. Reed.
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
geological processes. Prereq: GEOL 470/570 or
equivalent. Goles.
BI 485/585 Paleobiology and Paleoecology (3)
See Biology
BI 495/595 Methods of Pollen Analysis (5)
See Biology
503 Thesis (1-16R) PIN only
-601~esean~h~FfopiQl(1-16R-) F/N-only---
---663-BissertatiuniM6R)ffNuniy
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)
619 Electron Beam Analysis (4) Electron probe
microanalysis and scanning electron microscopy for
analyzing minerals and rocks. Instrumental func-
tions and beam-specimen interaction. Correction
procedures for quantitative x-ray analysis. X-ray
and back-scattered electron image analysis. Prereq:
GEOL 311,312, one year of physics. Rice.
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. Johnston.
621 Advanced Metamorphic Petrology (3)
Thermodynamics of heterogeneous equilibria
involving silicate minerals and fluids. Quantita-
tive formulation of intensive variables governing
metamorphism. Prereq: GEOL 415/515, 471/571.
Rice.
636 Advanced Paleontology I: Topics in
Evolution: [Topic] (3R) Examination of recent
developments in paleontology and evolution
theory. Prereq: GEOL 431/531, 432/532, or
433/533, or instructor's consent. Savage. R when
topic changes.
637 Advanced Paleontology II: Topics in
Paleoecology: [Topic] (3R) Recent developments
in paleontology and paleoecological theory.
Prereq: GEOL 431/531,432/532, or 433/533, or
instructor's consent. 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. Orr.
639 Advanced Paleontology IV: 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 grasslands. Student lecture
and term project required. Prereq: instructor's
consent. Retallack. 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. Savage. 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. Weldon. R twice with instructor's
consent for maximum of 9 credits.
667 Advanced Seismology (3) Mathematical
treatment of waves in solids; rays, body and surface
waves, head waves.Methods discussed includ~
WkBfKiIchof{migratiOr\carriaIcf~D'HOOP,--
tomography, and finite difference wave-field con-
tinuation. Prereq: partial differential equations and
PHYS 211, 212 or instructor's consent. Toomey.
675 Hydrothermal Geochemistry (3) Calcula-
tion of simultaneous mineral-gas-aqueous
equilibria. Applications to boiling, water-rock
reactions, fluid-fluid mixing, and evaporation in
relation to ore genesis, diagenesis, weathering.
Prereq: GEOL 472/572. Reed.
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; tec-
tonic settings of and controls on magmatism.
Prereq: GEOL 470/570 and either GEOL 414/514
or 473/573. Goles. 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. Cashman.
GERMANIC
LANGUAGES AND
LITERATURES
Virpi Zuck, Department Head
202 Friendly Hall
(541) 346-4051
Department of Germanic Languages and
Literatures, 1250 University of Oregon,
Eugene OR 97403-1250
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 studies). B.A" 1979,
Louisville; M.A., 1981, Ph.D., 1984, California,
Irvine. (1987)
Alexander Mathas, assistant professor (18th- to
20th-century German literature, literary and cul-
tural theory). Staatsexamen, 1981, Tiibingen; M.A.,
1984, Oregon; Ph.D., 1990, Texas at Austin. (1996)
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, professor (20th-century German
and comparative literature, critical theory, poetry
and poetics). B.A., 1967, Alma; M.A., 1968, Wash-
ington (Seattle); M.A., 1980, Ph.D., 1984, Oregon.
(1987)
Andrea Vlatten, assistant professor (German applied
linguistics, conversation analysis, pedagogy).
Diplomiibersetzerin, 1992, Johannes Gutenberg
University (Mainz); Ph.D., 1997, Texas at Austin.
(1997)
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,-prof€ssQlo.€m.mtus,-AJ)..,1-9,54,------
Hayerfo.rd;.M..t\..J95.6J'rinceton· 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,
Oregon. (1970)
James R. McWilliams, associate professor emeritus.
B.A., 1951, M.A., 1957, Ph.D., 1963, California,
Berkeley. (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, Cincin-
nati. (1966)
Ingrid A. Weatherhead, senior instructor emerita.
B.A., 1950, M.A., 1951, Puget Sound. (1962)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Germanic Languages and Literatures 113
UNDERGRADUATE STUDIES
The Department of Germanic Languages and
Literatures offers a bachelor of arts (B.A.) degree
with a major in German. Students can focus
their studies by emphasizing either German
language, literature, and culture or German and
Scandinavian.
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
Languages and Literatures has no particular
requirements for high school students beginning
the language. However, it is recommended that
students with one or two years of high school
German take a placement examination during
registration week to help with proper placement.
Undergraduate students preparing for graduate
work in German are advised to begin study of a
third 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 second-
ary teaching, international business, government
and foreign service, and translation and editorial
work. Graduates of the department have been
especially successful in being accepted into
graduate programs in German, Scandinavian,
linguistics, history, and comparative literature.
Many professional schools look favorably on a
student with a degree in Germanic languages.
Recent graduates of the department have been
successful applicants to schools of law and
business.
Major Requirements
The following courses cannot be applied to the
major: German for Reading Knowledge (GER327,
328,329), Special Studies (GER 199), Reading
and Conference (GER 405), Special Problems
(GER406), Workshop (GER408), Practicum
(GER 409). Courses taken outside the Depart-
ment of Germanic Languages and Literatures
may not be used to satisfy major requirements.
Majors must be proficient in the German lan-
guage, 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 Focus
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 pass/no pass
d. Only one course taught in English may
count toward the major
Students who want to study in Germany should
plan their course work carefully.
German and Scandinavian Focus
1. Proficiency in a Scandinavian language,
demonstrated either by evaluation by the
Scandinavian adviser or by successful comple-
tion, with grades of mid-C or better, of either
DANE or NORW or SWED 203. A Scandina-
vian adviser should be consulted about using
Finnish to fulfill this requirement
2. Completion of GER 203 or equivalent with a
grade of mid-C or better
3. Eleven upper-division Scandinavian courses
(44 credits) including:
a. Three language courses in one Scandina-
vian language
b. Eight Scandinavian literature or culture
courses, of which one must be a culture
course. One upper-division German litera-
ture or culture course may be substituted for
a Scandinavian course
Honors
To earn a bachelor of arts degree with depart-
mental honors, a student must maintain at least
a 3.50 grade point average (GPA) and write an
honors essay or thesis approved by the depart-
mental honors committee for 4 credits in Thesis
(GER 403). More information is available 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.
German Minor. The German minor correlates
well with studies that have an international or
European concentration. It is particularly useful
for students of international studies, interna-
tional business, European history, medieval
studies, sociology, political science, journalism,
linguistics, art history, music history, other 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, literature,
and culture and civilization. Only one literature-
in-translation course (GER350, 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
requirements for the minor. One course may be
taken pass/no pass.
The following courses do not count toward the
German minor: Special Studies (GER 199),
German for Reading Knowledge (GER 327,328,
329), Reading and Conference (GER 405), Spe-
cial Problems (GER 406), Workshop (GER 408),
Practicum (GER409).
Since all courses are not offered every year, plans
should be made well in advance so that students
can take prerequisites for 400-level courses.
Specific questions should be addressed to
departmental undergraduate German advisers.
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
Language Training (GER 311,312,313),
Introduction to German Culture and Society
(GER340, 341), Introduction to German Litera-
ture (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 Train-
ing (GER411, 412, 413), Play Performance
(GER 425), German Culture and Society
(GER 440), German Literature 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
(ARH 454); Germany (HIST 340,341,342),
Early Modern German History (HIST 442),
Modern German History (HIST 443); The Music
of Bach and Handel (MUS 351), The Classic
Symphony and Sonata (MUS 352); 17th- and
18th-Century Philosophers (PHIL 433), 19th-
Century Philosophers (pHIL 453)-both on
German philosophers 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 adviser 16
Three courses must be taken on the UO campus,
at least one of them in the Department of
Germanic 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 pass/no pass.
To count toward the German area studies minor,
generic courses numbered 399, 407, 410 and
permanently 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 studies that have interna-
tional or European concentration. It is particu-
1arly 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 Scandi-
navian adviser or by successful completion,
with grades of mid-C or better, of either
DANE or NORW or SWED 203. A Scandina-
vian adviser should be consulted about using
Finnish to fulfill 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 University of
Oregon-sponsored exchange programs-the
year-long Baden-Wiirttemberg program or the
spring intensive German-language program in
Tiibingen. Another opportunity is to study during
114 College of Arts and Sciences
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 Academic
Affairs section of this bulletin.
For more information students should consult
departmental representatives and the Office of
International Education and Exchange. Students
majoring or minoring in German must consult
them about their proposed courses of study in
the Baden-Wiirttemberg program before begin-
ning their year abroad. Study in Germany
(GER 317) is also recommended in preparation
for the German 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
Exchange in the Campus and Community
Resources section of this bulletin.) Students
working 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 University
of Uppsala in Sweden, or at the University of
Tampere in Finland. For more information con-
sult departmental advisers in Scandinavian.
Secondary School Teaching
The College of Education offers a fifth -year
program for teaching licensure in foreign
language. This program is described in the
Educational Leadership, Technology, and
Administration section of this bulletin.
GRADUATE STUDIES
The graduate program in German, which offers
the master of arts (M.A.) and the doctor of phi-
losophy (PhD.) 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 graduate curriculum acquaints students with
the history of German letters, places this history
in the European context, and provides 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, 690. Students take
one course each term. These courses are grouped
according to common themes to give the program
a topical and critical coherence. Core courses are
paired with seminars of related or complemen-
tary content, and students are encouraged to
explore connections between courses.
In the first year the core courses are genre
oriented (narrative, drama, and lyric). While
their content may vary with the instructor, they
are intended to present in general terms the
history 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)
acquaints students with important aspects of
German philosophical discourse since Kant
2. Translations-Transformations (GER 625)
presents 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. Various topics in research methods, literary
theory, history of German literature, and
advanced methodology
Students should consult an appropriate adviser
in the Germanic languages and literatures
department for information about the M.A.
degree for teaching German.
GERMAN COURSES (GER)
Because every course listed here cannot be offered
every year, students should consult the most
recent UO Schedule of Classes.
101, 102, 103 First-Year German (4,4,4) Provides
a thorough grammatical foundation and an
elementary reading knowledge of German as
well as an understanding of the spoken language.
Sequence.
104,105 Intensive First-Year German (6,6)
Covers the same work as GER 101, 102, 103.
Sequence. Offered only during summer session.
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 or GER 105 or
equivalent.
204,205 Intensive Second-Year German (6,6)
Covers the same work as GER 201, 202, 203.
Sequence. Prereq: one year of college German or
equivalent or instructor's consent. Offered only
during summer session.
221 Postwar Germany: Nation Divided (3)
Introduction to literary and cultural movements
of public dissent, including 1960s student revolu-
tions, in postwar Germany.
222 Voices of Dissent in Germany (3) Compares
controversial East and West German literary
movements that examined private life to criticize
the public and political spheres. Not offered
1998-99.
223 Germany: A Multicultural Society (3)
Examines complexities of the increasingly multi-
ethnic German society through the writings of
African, Turkish, and Jewish Germans. Not
offered 1998-99.
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. 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.
Readings, discussion, and written assignments
in German.
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
Culture (4) Examines the social construction of
identity in German literature and culture.
Addresses 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-HUlshoff,
Kafka, Fleisser, Brecht, and Nietzsche. No
knowledge of German required; readings and
discussions in English. Not offered 1998-99.
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.
355 German Cinema: History, Theory, Practice
(4) In-depth analysiS of various facets of German
cinema. Topics include film and the Third Reich,
cinema and technology, German filmmakers in
American exile, German New Wave. Conducted
in English.
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 1998-99.
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
between 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, litera-
ture, 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) Recent topics
include Turn-of-the-Century German Literature,
Modern German Poetry.
Germanic Languages and Literatures 115
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-
em German or instructor's consent. R when
topic changes. Not offered 1998-99.
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
performance 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
Enlightenment (4) German literature from the
medieval period, the Reformation, the baroque,
and the Enlightenment. Literary history of these
periods. Prereq: GER 360,361,362 or instructor's
consent. Not offered 1998-99.
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
EngIisl1;-dragnosisarid-remedy-ofcommon errors
in Amencan pronunClatlOn of German, Prereq:
three years of college German or instructor's
consent. Not offered 1998-99.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-6R) 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) Topics include
Philosophical Traditions.
608 Colloquium: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R) PIN only
610 Experimental Course: [fopic] (1-5R)
621 Narrative (4R) Analysis and theory of narra-
tive texts. R when topic changes. Not offered
1998-99.
622 Drama (4R) Analysis and theory of dramatic
texts. R when topic changes. Not offered 1998-99.
623 Lyric (4R) Analysis and theory of lyric texts.
R when topic changes. Not offered 1998-99.
624 Critical and Philosophical Prose (4R) Ex-
amines important aspects of German philoso-
phy. R when topic changes.
625 Translations-Transformations (4R) Presents
the theory and practice of translation and other
transformation media (e.g., the sister arts, litera-
ture into film). R when topic changes.
626 Experimental and Extracanonical Writing
(4) Examines texts outside the literary canon.
R when topic changes. Not offered 1998-99.
660 Theory and Methods of Second-Language
Teaching (4) Comparative introduction to theo-
ries and methodologies of second-language
teaching. Application of various pedagogical
approaches in the classroom.
662 Periods of German Literature: [fopic] (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. Not offered 1998-99.
664 Authors of German Literature: [Topic]
(4R) Generally focuses on one or two significant
authors such as Catharina von Greiffenberg,
Kleist and Buchner, Rilke, Kafka, brothers Mann,
Lasker-Schuler, or Weiss. Prereq: graduate
standing or instructor's consent. R when topic
changes. Not offered 1998-99.
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. Not
offered 1998-99.
690 Literary Studies: [Topic] (4R) Research
methods, literary theory, history of German
literature, and advanced methodology. Typical
topics 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] (1-2R)
198 Workshop: [Topic] (1-2R)
- 199 Special Studfes:[TopIclo.=SR)---
250 Scandinavian Fantasies (3) Explores por-
trayals of the fantastic and fantasy characters in
Scandinavian texts. Sample topics are crime
fiction, folklore and mythology, gothic towers
and tales. Conducted in English.
315 Cinematic Traditions in Scandinavia (4)
Examines the early history and development of
the Scandinavian cinematic culture including the
works of Ingmar Bergman. Conducted in English;
films subtitled.
325 Constructions versus Constrictions of
Identity (4) Explores the notion of regional,
ethnic, gender, and class identity in Scandinavian
texts and culture. Topics include immigrant-
emigrant experience, lore of the Arctic, Finland-
Swedish writing. Conducted in English. Not
offered 1998-99.
340 Emergence of Nordic Cultures and Society
(4) Explores the early history of the Nordic area
from pre-Viking days to the mid-1800s. Includes
Scandinavian and Finnic folklore, Shamanic
traditions of polar peoples, folk art and music.
Conducted in English.
341 Revisions of the Scandinavian Dream (4)
Examines development of Scandinavian coun-
tries from impoverished kingdoms on the Euro-
pean periphery to modem, multicultural welfare
societies. Analyzes patterns in the arts, social and
political structures, ecological issues. Conducted
in English.
351 Periods in Scandinavian Literature (4)
Possible topics are modern breakthrough and
modernism in Scandinavian literature. Student
discussion, oral presentations, and written papers.
Readings and discussions in English. Not offered
1998-99.
352 Topics in Scandinavian Literature (4)
Topics include war and peace, folk literature, film
as narrative. Student discussion, oral presenta-
tions, and written papers. Readings and discus-
sions in English. Not offered 1998-99.
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)
Recent topics include short narrative fiction and
Scandinavian drama. Student discussion, oral
presentations, and written papers. Readings and
discussions in English.
399 Special Studies: [Topic] (1-5R)
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] (1-5R) Topics include
Finland-Swedish Modernism, an exploration of
Swedish language and literature in Finland.
408 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-3R)
410 Experimental Course: [fopic] (1-5R)
605 Reading and Conference: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R) PIN only
DANISH COURSES (DANE)
101, 102, 103 First-Year Danish (4,4,4) Thorough
grammatical foundation in idiomatic Danish
__with emphasis on both reading and speaking the
language. Sequence.
199 Special Studies: [Topic] (1-5R)
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: [fopic] (1-5R)
401 Research: [fopic] (1-16R)
403 Thesis (1-16R)
405 Reading and Conference: [fopic] (1-16R)
409 Practicum: [Topic] (1-16R)
FINNISH COURSES (FINN)
101, 102, 103 First-Year Finnish (4,4,4) Thor-
ough grammatical foundation in idiomatic Finn-
ish with emphasis on reading and speaking the
language. Sequence.
199 Special Studies: [Topic] (1-5R)
NORWEGIAN COURSES (NORW)
101,102,103 First-Year Norwegian (4,4,4)
Thorough grammatical foundation in idiomatic
116 College of Arts and Sciences
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
HISTORY
Quintard Taylor Jr., Department Head
175 Prince Lucien Campbell Hall
(541) 346-4802
FACULTY
101,102,103 First-Year Swedish (4,4,4)Thor-
ough grammatical foundation in idiomatic Swed-
ish with emphasis on both reading and speaking.
Sequence.
199 Special Studies: [Topic] (1-5R)
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. Not offered
1998-99.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-16R)
403 Thesis (1-16R)
405 Reading and Conference: [Topic] (1-16R)
409 Practicum: [Topic] (1-16R)
Peggy Pascoe, Beekman Associate Professor of
Pacific and Northwest History (American West,
women's history). B.A, 1977, Montana State; M.A,
1980, Sarah Lawrence; Ph.D., 1986, Stanford. (1996)
Daniel A Pope, associate professor (American
economic history). B.A, 1966, Swarthmore; M.A,
1968, Ph.D., 1973, Columbia. (1975)
Elizabeth Reis, adjunct assistant professor (early
American, women's history). AB., 1980, Smith;
Carlos Aguirre, assistant professor (Latin America). M.A, 1981, Brown; Ph.D., 1991, California, Berke-
B.A., 1986, Lima (peru); M.A., 1990, Peru; Ph.D., ley. (1990)
1996, Minnesota. (1996)
Jennifer F. Rondeau, assistant professor (Italian
Raymond Birn, professor (Europe: 1600-1815). AB., Renaissance, 15th- and 16th-century Europe). B.A.,
1956, New York; M.A., 1957, Ph.D., 1961, Illinois. 1979, Ph.D., 1988, Cornell. (1993)
(1961) George J. Sheridan Jr., associate professor (France,
CynthiaJ. Brokaw, associate professor (premodern European socioeconomic). B.A, 1969, Princeton;
China). B.A., 1972, Wellesley; M.A., 1974, Ph.D., M.A., 1974, Ph.D., 1978, Yale. (1976)
1984, Harvard. (1987) Quintard Taylor Jr., professor (African American
Ken DeBevoise, visiting assistant professor (United history). B.A, 1969, St. Augustine; M.A, 1971,
States). B.A., 1964, Stanford; J.D., 1968, Hastings Ph.D., 1977, Minnesota, Twin Cities. (1990)
College of Law, California; Ph.D., 1986, Oregon.(1996) William Toll, adjunct assistant professor (family and
community history). B.A, 1963, Pennsylvania,
Matthew Dennis, associate professor (early America). Philadelphia; M.A., 1963, Ph.D.., 1972, California,
B.A., 1977, California, Irvine; M.A., 1979, Ph.D., Berkeley. (1972)
1986, California, Berkeley. (1988)
Barbara Y. Welke, assistant professor (U.S. women's
Alexander Dracobly, adjunct assistant professor history). B.A, 1980, Kansas; J.D., 1983, Michigan;
(French cultural history). B.A., 1987, Grinnell; Ph.D., 1995, Chicago. (1995)
M.A., 1989, Ph.D., 1996, Chicago. (1995) d d f (L'
Stephanie Woo ,a junct assistant pro essor atm
Laura Fair, assistant professor (Africa). B.A, 1985, America). B.A, 1977, California, Santa Cruz; M.A,
Northern Illinois; M.A., 1988, Wisconsin, Madison; 1979, Ph.D., 1984, California, Los Angeles. (1988)
Ph.D., 1994, Minnesota. (1994)
Andrew E. Goble, associate professor (premodern Emeriti
Japan, East Asia). B.A., 1975, M.A., 1981, Edwin R. Bingham, professor emeritus. B.A., 1941,
Queensland; Ph.D., 1987, Stanford. (1990) M.A., 1942, Occidental; Ph.D., 1951, California, Los
Norwegian with emphasis on both reading and Bryna Goodman, associate professor (modern Angeles. (1949)
speaking the language. Sequence. Not offered China). B.A., 1978, Wesleyan; M.A, 1982, Ph.D., Richard Maxwell Brown, Beekman Professor Emeri-
1998-99. 1990, Stanford. (1991) tus of Pacific and Northwest History. B.A., 1952,
Jeffrey E. Hanes, assistant professor (modern Japan). Reed; AM., 1955, Ph.D., 1959, Harvard. (1977)
199 Special Studies: [Topic} (1-5R) AB., 1973, Williamstown; M.A., 1978, Ph.D., 1988, Leslie Decker, professor emeritus. B.A., 1951,
201,202,203 Second-Year Norwegian (4,4,4) California, Berkeley. (1993) Maine; M.A., 1952, Oklahoma State; Ph.D., 1961,
Review of grammar; composition, conversation. Robert S. Haskett, associate professor (Latin Cornell. (1969)
Readings from various texts in Norwegian. America). B.A, 1975, California, Long Beach; M.A, G. Ralph Falconeri, professor emeritus. B.A, 1949,
Sequence. 1978, Ph.D., 1985, California, Los Angeles. (1988) Nevada; M.A., 1958, Ph.D., 1967, Michigan. (1963)
301,302,303 Third-Year Norwegian (4,4,4) Ellen Herman, assistant professor (United States). William S. Hanna, professor emeritus. AB., 1949,
d B.A., 1979, Michigan; Ph.D., 1993, Brandeis. (1997) M.A., 1954, Ph.D., 1959, California, Berkeley. (1965)Introduction to the history of the language, rea -
f I· k d' t t' Julie M. Hessler, assistant professor (modern Paul S. Holbo, professor emeritus; vice provosting 0 Iterarytexts, spo en an wnt en prac Ice. ) A 1988 Y I M A 1989 Ph D 1996
f 301 NORW 203' Europe. B.., ,a e; .., ,.., , emeritus, academic affairs. B.A, 1951, Yale; M.A,Sequence. Prereq or: or mstruc- Chicago. (1995) 1955, Ph.D., 1961, Chicago. (1959)
tor's consent. Conducted in Norwegian. Not AI b II . f (d
R. an Kim a ,assocIate pro essor mo ern Stanley A Pierson, professor emeritus. B.A, 1950,
offered 1998-99. Russia). B.A., 1961, Kansas; M.A., 1963, Ph.D., Oregon; AM., 1951, Ph.D., 1957, Harvard. (1957)
399 Special Studies: [Topic} (1-5R) 1967, Washington (Seattle). (1967) Earl Pomeroy, Beekman Professor Emeritus of
401 Research: [Topic] (1-16R) David M. Luebke, assistant professor (Germany). Northwest and Pacific History. B.A., 1936, San Jose
B.A., 1983, Nebraska; Ph.D., 1990, Yale. (1997) State; M.A., 1937, Ph.D., 1940, California, Berkeley.403 Thesis (1-16R)
JackP. Maddex, professorJ<::iyiLWar). B.A.,_12§3L (1942)
.. -4B5-Readingand-Eonference: ['fopic} (-l=16R)- - -- Pl'fnceton; Pfi:D:,-f'i66, North Carolina. (1966) Robert.W..Smith, professor emeritus Il A., 1937,
409 Prachcum: [I OpIC] (1 16R) Mavis Howe Mate, professor (medieval, women). Chicago; M.A., 1940, Ph.D., 1942, California, Los
SWEDISH COURSES (SWED) B.A., 1956, M.A., 1961, Oxford; Ph.D., 1967, Ohio Angeles. (1947)
State. (1974) Lloyd Sorenson, professor emeritus. B.A, 1938,
Glenn A May, professor (American foreign relations, North Dakota; M.A, 1945, Ph.D., 1947, Illinois.
Southeast Asia). B.A., 1966, M.Phil., 1971, Ph.D., (1947)
1975, Yale. (1983) Louise Carroll Wade, professor emerita. B.A., 1948,
John McCole, associate professor (European intel- Wellesley; Ph.D., 1954, Rochester. (1975)
lectual, cultural, and social). B.A, 1975, Brown; The date in parentheses at the end ofeach entry is the
M.A., 1982, Ph.D., 1988, Boston. (1994) first year on the University ofOregon faculty.
Russell McCormmach, adjunct professor (history of
science). B.A., 1955, Washington State; B.A., 1959, Participating
Oxford; Ph.D., 1967, Case Institute of Technology. Joseph G. Fracchia, honors college
(1988) Bernard F. McTigue, library
Randall E. McGowen, associate professor (modern Marianne S. Nicols, arts and sciences
Britain, India). B.A., 1970, American; M.A., 1971, d
Ph.D., 1979, Illinois. (1982) Barbara Corrado Pope, women's stu ies
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, associate professor (American West).
B.A., 1979, Utah; M.A., 1984, Ph.D., 1990, Iowa.
(1990)
History 117
Admission
GRADUATE STUDIES
better is required in a seminar taken to fulfill the
minor requirement.
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.
Middle and Secondary School
Teaching
The College of Education offers a fifth -year
program for middle-secondary teaching licensure
in social studies. This program is described in the
Educational Leadership, Technology, and
Administration section of this bulletin.
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 equiva-
lent training must take Historical Methods and
Writings (HIST 612,613,614). Doctoral students
examining changes in the past, they develop a Reading and Conference (HIST 405) may be
broad perspective and the ability to weigh evi- used to fulfill major requirements
dence and argument. 2.8 upper-division credits in history before 1800
Preparation. Students who plan to major in 3.8 upper-division credits in two of the following
history should include in their high school studies three fields and 4 credits in the third:
four years of social studies, four years of English, a. European history
and as much preparation as possible in a second
language. It is recommended that students b. United States history
transferring to the university at the end of their c. African, Asian, or Latin American history
sophomore year should have completed a year of (if 8 credits, all 8 must be taken in one of the
Western civilization, a year of United States his- three areas)
tory, and at least one year of a second language. 4. A research paper written in a seminar (HIST
Careers. History provides a broad foundation for 407). In exceptional circumstances a term
a variety of careers in teaching, law, journalism, paper written in a colloquium (HlST 408) or in
international endeavors, foreign service, business, a 400-levellecture course may be expanded
government, the ministry, librarianship, museum into a research paper. Students who have
and archival work, and historic preservation. secured approval from the director of under-
Work beyond the bachelor's degree is required in graduate studies for this option enroll in Read-
f h f· Id ing and Conference (HIST 405) for 2 gradedmany 0 t ese le s. credits. Procedures for admission to the graduate program
Advising and Entering the Major. The Depart- in history include the following:The arrangement for writing a research paper
ment of History requires students to have formal based on the term paper is one that requires 1. A completed Graduate Admission Application
advising at the time that they enter the major. f II II k
not only the approval of the director of under- 2. Transcripts 0 a co ege worThe advising coordinator assigns the students a graduate studies but also the agreement of the 3. Three letters of recommendationfaculty adviser who reviews departmental re-
quirements and helps the student develop a plan instructor in the relevant 400-level course to 4. Scores on the verbal and quantitative sections
that not only directs the course of study but also teach the reading and conference course and of the Graduate Record Examinations (GRE)
to supervise the writing of the research paper.
ensures timely completion of the requirements. 5. Test of English as a Foreign Language (TOEFL)
Th f lty d' . '1 bl f . d' This procedure for writing a research paper scores for international students
e acu a Vlser IS aval a e or perlO IC re- does not duplicate the seminar experience. It
view of the program and of progress in the rna]'or. 6 A 1 f 'tt k d t t t ofshould not be used to compensate for a ' samp e 0 wrl en wor an a s a emen
A staff of undergraduate peer advisers is avail- student's lack of planning or preparation. It is academic purpose
able in the history peer advising office to help permitted only when there are strong peda- A number of graduate awards in the form of
majors and prospective majors at any stage of gogical reasons for pursuing it graduate teaching fellowships are available each
their academic careers. Peer advisers are trained f t' d t t d t5. A grade point average (GPA) of 2.50 or higher year or en enng gra ua e s u en s.
in university and history major requirements, in history courses taken at the University of Fields of Study
and they serve as a resource on graduate pro- 0 A d C b d . Iregon. mi - or etter is require m The primary fields are ancient history, medieva
grams in history, careers in history, and history- courses taken to fulfill the research paper Europe, Europe 1400-1815, Europe since 1789,
related activities in the university and the com- .
reqUirement Britain and its empire, Russia, United States, East
munity. Students may obtain a checklist
I" h . h h' ff d . History Honors Program Asia, Southeast Asia, and Latin America. Theout mmg t e major in t e IstOry 0 ice an m secondary field may be any of the following:
the history peer advising office. The honors program provides an opportunity for
capable and highly motivated history maJ'ors to 1. Broad overview of a second primary fieldMaj· or Requirements L db f f ddevelop their interests in historical research by 2. imite ut signi icant aspect 0 a secon
The history major requirements that follow apply writing a thesis during the senior year. To be primary field
to students entering the history major after the eligible for admission to the program, students 3. Field encompassing primary fields devised by
end of summer session 1994. Students enrolled must have completed at least 28 credits in history, the student
as history majors prior to that time may fulfill of which at least 16 upper-division credits must 4. Work outside the history department related
either the requirements in effect at the time they ~ave beentakena~theUniv(;r~ty~OregonJhe to_the_primary-field ~ _
dedared-the-majoror the-presentrequinements.~~ grade point average in all history courses must be
Specific iltformation-rnay-be-obta"'im\lrPerld-ff1-rlOTrln\l-+lhlt~e-----'3'i-.i5iO-"0-'rTb-=ectt~-e-r.'S"t'-'u~d"-en-=tC-s-'w-=i-h-o-s-'at~i-csfic'a-'ctC-o-=r"ily~c-:-o-m-_-=-=-Master of Arts
undergraduate advising coordinator. plete the thesis and related work and fulfill the Applicants are expected to have completed an
The Department of History offers a bachelor of requirements of the history major are eligible for undergraduate degree in the liberal arts with
arts (B.A.) and a bachelor of science (B.s.), but all a bachelor's degree with honors in history. Infor- emphasis on history. The M.A. program is typi-
history majors must fulfill the second-language mation about procedures for admission to the cally completed in two years of full-time study.
requirement for the university's bachelor of arts honors program, the course of study, the nature Students in their first year take Historical Meth-
degree. They must demonstrate proficiency in a of the thesis, and the oral examination on the ods and Writings (HIST 612,613,614). They
second language either by completing, with a C- thesis may be obtained from the history depart- must take at least 5 additional seminar credits
or P or better, at least the third term, second year ment staff. (HIST 507 or 607). Before receiving the degree,
of a second language. Proficiency may also be they must demonstrate competence in a second
demonstrated by an examination, administered Minor Requirements language. Candidates must also take at least 9
by the department, showing language compe- The minor requires 25 credits in history taken for graded credits in their secondary field.
tence equivalent to that attained at the end of letter grades. Of these credits 21 must be upper Students must write a master's thesis in the
two years of college study. History courses that division and include one course in history before primary field and defend the thesis in an oral
satisfy major requirements must be taken for 1800 in any field. Thirteen of the upper-division examination. They demonstrate mastery of the
letter grades. Twenty-one upper-division credits, credits must be in 400-level courses. primary field by preparing and defending a
including three courses numbered 410-499, and Twenty-one upper-division history credits, course syllabus in that field.
all courses taken to fulfill the research paper including two courses numbered 410-499 and
requirement must be taken at the University of a seminar (HIST 407), must be taken at the
Oregon. Specific requirements follow: University of Oregon.
1.45 graded credits in history courses, 29 of Students must have a grade point average (GPA)
which must be upper division including 21 at of 2.50 or higher earned in history courses taken
the 400 level. No more than 6 graded credits of at the University of Oregon. A grade of mid-C or
118 College of Arts and Sciences
II (HIST 507 experience including the great migration, World Venetian and Genoese empires; Spanish con-
must take two seminars or co oquia quest of MeXl·co. HIST 101. 102 or equivalentsS 08 608) Th t War II, the Civil Rights Movement, post-1970 .or 607, HI T 5 or . ey mus passacorn-rec mended. Rondeau.hI' ti· . f ld' African America. Taylor.
pre ensive ora examma on m a prflmary ~e m 253 Afrl'can Amerl'cans l'n the West (4) Focuses 328 The Crisis of the 17th Century (4) Economichistory and demonstrate mastery 0 two mmor .d
f h f· . f' ld h' h exclusl'vely on the Afrl'can American population depression, warfare, social dislocation, ml -fields. Mastery 0 t e lrst mmor Ie ,w IC f d
f h M· . . . 'th t' I reference century revolutions; the plight 0 peasants anmust be in history, is demonstrated by preparing west 0 t e ISSISSIPPI WI par ICU ar townspeople: traditional culture, science and
and defending a course syllabus in that field. A to blacks in the Pacific Northwest. Taylor. .
C· '1' . (4) rationalism.second minor field, in history or another disci- 290 Foundations of East Asian IVI lzatlon
pline, is satisfied by completing at least 9 graded Introduction to traditional China and Japan; 331,332,333 England (4,4,4) British history from
credits of course work in that field. Before ad- Confucianism, Buddhism, Daoism; floating Roman times to the 20th century. 331: institu-
d d d t t worlds: faml'ly and gender: traditional views of tional, constimtional, and economic developmentvancing to candi acy, sm ents must emons rae.. h . d
I d I the body; literati class; samurai; Mongols and of England from the Romano-Britis peno to
competence in at east one secon anguage. the 16th century. 332: economic, political, reli-Additional language requirements may be set by Manchus. Brokaw, Goble, Hanes. d
d I f I d · d' t th 291 Chl·na. Past and Present (4) Introduction to gious, and social change from the Tu or age toindivi ua acu ty a Vlsers accor mg 0 . the Industrial Revolution. 333: the Victorian aged d of thel'r fl'elds Chl'nese culture. Explores meanings of past and h b k
eman s . and the 20th century with emphasis on t e ac -I h f· ld' present in 20th-century efforts to modernize . I d .After satisfactorily comp eting t e Ie reqUlre- ground of modern Britain's socIa an economIc
d China. ChronoloPical and topical inquiry into d h ldments, demonstrating language competence, an O' problems and position in Europe an t e wor .
. politics, literature, social structure, gender, art,having prepared and defended a dissertation McGowen.
d economy. Goodman.prospectus, the doctoral student a vances to 335,336,337 France (4,4,4) 335: the Middle Ages
candidacy. The doctoral candidate must write a 292 Japan, Past and Present (4) Introduction to to the French Revolution-establishment of
k .. I h I I Japanese culture. Explores myth, tradition, l' . ,.dissertation that rna es an ongIna sc 0 ar y con- centralized monarchy; society in ancten regzme;
tribution to the field and shows evidence of abil- modernity, and postmodernitywith one eye 17th-century classicism; collapse of the old order.
h trained on the future. Examples from personality in independent investigation. Finally, t e can- 336: 1789-1870-French Revolutions of 1789,
didate defends the dissertation in a formal, experience. Hanes. 1830, and 1848; Napoleonic Empire; monarchy,
public session. 301,302,303 Modern Europe (4,4,4) Political, republicanism, and dictatorship; society, art, and
social, cultural, intellectual, and economic trends R I' F 337 1870HISTORY COURSES (HIST) h religion in post- evo utlOnary rance. :from the 18th century to the present. 301: 18t to the present-the Paris Commune and Third
101,102,103 Western Civilization (4,4,4) century. 302: 19th century. 303: 20th century. Republic; the Dreyfus affair; popular front, fall of
Historical development of the Western world; McCole. France and Resistance; Algeria, de Gaulle, the
major changes in value systems, ideas, social 307 The Study of History (4) Introduction to 1968 student movement. Birn, Sheridan.
structures, economic institutions, and forms of historical reasoning and research methods. 340,341,342 Germany (4,4,4) 340: Germany in
political life. 101: ancient and medieval societies. 308,309 History of Women in the United the late Middle Ages and Reformation from 1410
ID2: from the Renaissance to Napoleon. 103: from States !,II (4,4) Survey of the diverse experiences to 1648. 341: Germany in the Old Regime and
Napoleon to the present. of American women from colonial times to the Age of Revolution from 1648 to 1848.342: mod-
120,121 World History to 1700 (4,4) present. 308: 1600 to 1870. 309: 1870 to the ern Germany from 1848 to 1945. Luebke.
Introduction to selected major civilizations of the present. Welke. 345,346,347 Russia and the Soviet Union
ancient world and their independent develop- 310 Perceptions and Roles of Women from the (4,4,4) 345: the Kievan state and the emergence
ment through the first centuries of the Common Greeks through the 17th Century (4) The ways of Muscovy. 346: creation of the Russian Empire;
Era. in which perceptions about women's role in soci- political, social, and economic developments to
122,123 World History since 1700 (4,4) History ety partially reflected and partially contrasted 1917.347: revolutionary Russia, 1917 to the
of the world in the modem era; includes political with their actual role. Mate. present. Hessler, Kimball.
thought and structures, economic and social 311 Women and Social Movements in Europe 350,351 American Radicalism (4,4) Motives,
relationships, and intellectual and cultural devel- from 1750 to the Present (4) Methods used by strategies, successes, and failures of radical
opments. 122: modem imperialism in a global women to improve their position in society (e.g., movements and their significance for American
context. 123: the present century of world crisis. participation in revolution and voting). Reasons society. 350: American Revolution, slave revolts,
199 Special Studies: [Topic] (1-5R) Problem- for success or failure of these methods. B. Pope. abolitionism, utopian communities. 351: Popu-
oriented course designed for students interested 312 African Women (4) Overview of differences lism, workers' movements, Communism, Social-
in history who might or might not become majors. and similarities in African women's e)(EeJ:ien_ces__ ism,AfricanAmericanireedQm5l:ruggle,.nation~- ---I
201, 202;-203 UnitedStates(4,4;4rCteafion.~an,-"a~-_---,,{r~o>1lm,,---~i<>85",O~--"to~-~th-"e"-p~r"e",s",en",,,t~i-E"~x,:,:P"il0i':- r:,:e:is~w~o::m2en~~'s~;;::;:;;: __'.':al~is~t-:m,,~ov~e~m=e=ntsoip~-c:jJOCJ.lJollr"-,,,WL\.Oll.mU'et:JnCL'",s --t
eve opment of the tJniteclStates SOCIally, eco- changing economic social, and political positions rights and feminism, student activism. Pope.
nomically, politically, culmrally. 201: Native over time. Fair. 353,354 American Foreign Relations since
America, European colonization, colonial devel- 318 Western Europe in the Middle Ages: 1933 (4,4) 353: origins of U.S. entry into World
opment, origins of slavery, Revolution, early [Topic] (4R) Social, political, cultural, and eco- War II; military and diplomatic developments
RepUblic. 202: Jacksonian era, expansion, com- nomic conditions. Rise and development of during that war. 354: Cold War; U.S. and the
mercial and industrial revolution, slavery, Civil Christianity and religious institutions, growth of underdeveloped world; post-Cold War foreign
War, Reconstruction. 203: imperialism, progres- secular governments, technological and com- relations. May.
sivism, modernity, the 1920s, Depression and mercial innovations, effects of war, and the Black 357 The South (4) Regional history of the South
New Deal, world wars and Cold War, 1960s, and Death. I: Early (410-1000). II: High (800-1250). and of successive Southern ways of life. Evolu-
recent developments. III: Late (1215-1517). Mate, Rondeau. R twice tion of the South as a slaveholding society, its bid
240 War and the Modern World (4) Evolution when topic changes for maximum of 12 credits. for independence, and its subsequent redefini-
of the conduct of war in the 19th and 20th centu- 325 Precolonial Africa (4) Survey of African his- tions and adaptations to national norms.
ries as a reflection of social, political, and techno- tory to the mid-19th century, analyzing processes Maddex.
logical developments. of state formation, regional and long-distance 359 Religious Life in the United States (4)
245 U.s.A.-USSR Shared History (4) U.S.A.- trade, religion, oral tradition, and systems of Planting, adaptation, development, and social
USSR shared historical experiences that extend slavery. Fair. role of religious groups and traditions in the
far beyond diplomacy, trade, and international 326 Colonial and Postcolonial Africa (4) Sur- United States from the colonial period to the
adversity or alliance. Focus includes frontier ex- vey of African history since the late 19th century. present. Maddex.
pansion, revolution, industrialization, imperial- Emphasis on the internal dynamics of change as 360 The American City: [Topic] (4R) I: To 1900.
ism, ways of seeing the world. Kimball. well as the impact of colonialism. Fair. Growth of port, river, canal, and railroad towns;
250,251 African American History (4,4) 250: the 327 The Age of Discoveries (4) European explo- role of city government, bosses versus reformers;
African background, development of slavery, ration and seaborn empires, 1270-1600. Motives, urban economies, cultural leadership, expanding
abolitionism, the Civil War and Reconstruction. technology, and institutions of the Italian and populations. II: 20th Cenmry. Progressive reforms,
251: the 20th-century African American Iberian empires. Medieval travels to Asia;
History 119
city planning, urban-federal relations in the
Depression, experience of blacks and immigrants
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
political, social, economic, and ideological envi-
ronment 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 standing
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:
history of India under British rule, the rise of
nationalist politics, and the subcontinent in the
years since independence. McGowen.
387 Early China (4) Survey from the beginnings
to the 10th century focuses on the development
of Chinese thought and religion and the growth
of the imperial state and bureaucracy. Brokaw.
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.
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-6R)
407/507 Seminar: [Topic] (5R) Current topics
include African Americans in the West, Ancient
Slavery, Japan, Machiavelli, Medicine and Soci-
ety in America, and Stalinism.
408/508 Colloquium: [Topic] (l-6R) Current
topics include Ancient and Modern Empires.
409 Supervised Tutoring Practicum: [Topic]
(1-3R)
410/510 Experimental Course: [Topic] (1-6R)
A recent topic is Age of Reform.
4111511 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; emphasis on urban culture. I: Classical
Greece, II: Hellenistic World, III: Greek Science.
Nicols. R twice when topic changes for maxi-
mum of 12 credits.
414/514 Ancient Rome: [Topic] (4R) Political,
social, cultural, and intellectual history of ancient
Rome from its foundation to late antiquity; em-
phasis on urban culture. I: Roman Republic, II:
Roman Empire, III: Roman Society. Nicols. R twice
when topic changes for maximum of 12 credits.
417/517 Society and Culture in Modern Africa:
[Topic] (4R) Explorations in various topics with
attention to class, age, and power. I: Urban
Popular Culture. II: Urbanization. III: African
Islam. Prereq: HIST 325 or 326, depending on
topic, or instructor's consent. Fair. R twice when
topic changes for maximum of 12 credits.
418/518 Social and Economic History of Medi-
eval England, 1050-1530 (4) Detailed studies of
selected topics such as towns, women and fam-
ily, demography, and impact of war on society.
Prereq: instructor's consent. Mate.
420/520 The Idea of Europe (4) The concept
and experience of "Europe" explored creatively
throughout history from multiple disciplinary
perspectives. Sheridan.
425/525 Economic History of Modern Europe:
[Topic] (4R) Industrial revolution, economic
transformation, growth, and integration in politi-
cal and social contexts. Focuses on Britain, France,
Germany, and Russia. I: European economies to
1914. II: European economies in the 20th cen-
tury. Sheridan. R once when topic changes for
maximum of 8 credits.
426/526 Society and Culture in 18th-Century
Europe (4) Urbanization, secularization, the
growth of literacy, and the emergence of the
writer as cultural icon. HIST 102 or 301 recom-
mended. Birn.
427/527 Intellectual History of Modern Europe:
[Topic] (4R) Major thinkers and movements
include classical liberalism, utopian socialism,
political economy, Marxism, aestheticism,
Nietzsche, classical sociology, psychoanalysis,
radical conservatism, Keynesian economics, in-
tellectuals and political engagement, and West-
ern Marxism. I: German Intellectual History. II:
Ideas and Society, 19th Century. III: Ideas and
Society, 20th Century. McCole. R twice when
topic changes for maximum of 12 credits.
428/528 Europe in the 20th Century: [Topic]
(4R) War, revolution, social change, political
transformation, and related intellectual and
cultural developments in Europe from the Great
War of 1914-18 through the present. I: European
Fascism. II: Jews in Modern Europe. Prereq:
HIST 302 or 303 or equivalent. Hessler, McCole.
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 twice when topic changes for
maximum of 12 credits.
434/534 Modern British History: [Topic] (4R)
Selected topics in modern British history from
1700 to the present. Emphasis varies. McGowen.
R twice when topic changes for maximum of 12
credits.
435/535 The French Revolution and Era of
Napoleon (4) The crisis of ['ancien regime, the
revolution of 1789-92; radicalism and terror; the
Thermidorian 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) Topics include bourgeois society and culture
of the 18th and 19th centuries, religious culture
and politics, women in culture and society.
I: Cultural Origins of the French Revolution.
II: Workers' Autobiographies. Prereq: HIST 335,
336,337 or equivalents. Birn, Sheridan. R once
when topic changes for maximum of 8 credits.
439/539 Renaissance Europe: [Topic] (4R) Cul-
tural and intellectual history from 1200 to 1600.
New religious movements, social and political
change in cultural context, theology and philoso-
phy, humanism, the rise of vernacular literatures.
I: Individual and Society, 1215-1527. II: State
and Culture, 1494-1600. Rondeau. R once when
topic changes for maximum of 8 credits.
440/540 The Book in History (4) The book as a
cultural artifact, commercial commodity, and
primary vehicle for the spread of ideas. Topics
include the history of authorship, reading, censor-
ship, property rights, and marketing practices.
Birn, McTigue.
441154116th-Century European Reformations
(4) History of religious, personal, and institutional
reforms. Includes late medieval reform movements
and the ideas of Erasmus, Luther, Calvin, Ignatius
Loyola, and Teresa of Avila. Rondeau.
442/542 Early Modern German History: [Topic]
(4R) Variable topics include peasant society, the
foundations of absolutism, the German Enlight-
enment, protoindustrialization. R twice when
topic changes for maximum of 12 credits.
443/543 Modern Germany: [Topic] (4R) Vari-
able topics include class formation, revolutionary
movements, the socialist tradition, the Third
Reich. R twice when topic changes for maximum
of 12 credits.
445/545 Tsarist and Imperial Russia: [Topic]
(4R) Creation of a great Eurasian civilization.
Geopolitical expansion, Siberia, imperialism,
origins of autocracy, serfdom, church and state,
political opposition, rise of civil society, industri-
alization. Kimball. R twice when topic changes
for maximum of 12 credits.
446/546 Rise and Fall of the Soviet Union:
[Topic] (4R) Revolutionary tradition, 1917 revo-
lutions, civil war, Stalin's revolution, planned
economy, daily life, women, environment,
Gorbachev's perestroika, the rise of a new Russia.
I: Gorbachev and Yeltsin. II: The Cold War.
Hessler, Kimball. R once when topic changes for
maximum of 8 credits.
449/549 Race and Ethnicity in the American
West (4) Explores the growth of communities of
color in western cities of the United States, with
particular reference to competition and coopera-
tion between groups.
450/550 American History: [Topic] (4R) Reviews
current scholarly literature on American history.
Selected problems may include Oregon, Califor-
nia, or New York history and culture, crime and
violence. R thrice when topic changes for maxi-
mum of 16 credits.
4511551 American Foreign Relations: [Topic]
(4R) Chronological and thematic topics in
American foreign relations. May. R when topic
changes.
454/554 American Women: [Topic] (4R) I: Legal
History. II: The Progressive Era. Welke. R once
when topic changes for maximum of 8 credits.
455/555 Colonial American History (4) Native
Americans; motives, methods, implications of
European 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 contexts;
intellectual, religious, and ideological trends;
Constitution, institutional, and mythic legacy.
Dennis.
457/55719th-Century United States: [Topid
(4R) Political, social, economic, and cultural
history. I: Jacksonian Era. II: Civil War. III:
Reconstruction. IV: Gilded Age. Maddex, Mohr,
Ostler. R thrice when topic changes for a maxi-
mum of 16 credits.
120 College of Arts and Sciences
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. R twice when
topic changes for a maximum of 12 credits.
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)
Social, political, and cultural history. 466/566:
peoples of the American West and the expansion
of the United States in the 19th century. 467/567:
20th-century immigration, urban growth, eco-
nomic development; social and political institu-
tions; politics of race, ethnicity, and gender in a
multicultural region. Ostler, Pascoe.
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
culture. Brown, Ostler.
469/569 American Indian History: [Topic] (4R)
Variable chronological, thematic, and regional
topics, including Indian history to 1860; 1860 to
the present; Indians and colonialism; Indians and
environments; Indians and gender; regional his-
tories. R twice when topic changes for maximum
of 12 credits. Dennis.
470/570 American Social History: [Topic] (4R)
Issues of ethnicity, race, religion, class, and
gender. I: To 1900. II: 20th Century. III: Labor
History. Wade. R twice when topic changes for
maximum of 12 credits.
473/573 American Environmental History:
[Topic] (4R) Variable topics examine the social,
cultural, economic, and political history of the
American landscape, how Americans have un-
derstood, transformed, degraded, conserved, and
preserved their environments. I: To 1800. II: 19th
Century. III: 20th-Century Environment and En-
vironmentalism. IV: Environment and the West.
Dennis, Ostler. R thrice when topic changes for
maximum of 16 credits.
476/576 United States in the 20th Century:
[Topic] (4R) Political, social, economic, and
cultural history. I: Progressive Era. II: Depression
and World WarII.III: Since 1950. Herman,
Ostler, Welke. R twice when topic changes for
maximum of 12 credits.
479/579 Law in American Society: [Topic] (4R)
I: Great Trials. II: Constitutional History. III: Law
and Social Order. Welke. R twice when topic
changes for maximum of 12 credits.
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 mono-
culture, 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 Latin America: [Topic] (4R) Variable
topics include the experience of blacks and Indi-
ans; the struggle for land, reform, and revolution.
Haskett. R thrice when topic changes for maxi-
mum of 16 credits.
484/584 Philippines (4) Philippine history from
pre-Hispanic times to the present with particular
emphasis on the past hundred years. May.
485/585 Southeast Asian History: [Topic] (4R)
Historical survey beginning with the 15th cen-
tury. Emphasizes social, economic, and political
transformations. I: 1450-1850. II: 1850 to
present. R once when topic changes for maxi-
mum of 8 credits.
486/586 Peasant Uprisings in Southeast Asia:
[Topic] (4R) Examines lower-class rebellions in
the 19th and 20th centuries. Refers to key theo-
retical texts; focuses on specific uprisings. Topics
include Indonesian revolution and the first
Indochina war. Prereq: instructor's consent.
R when topic changes for maximum of 8 credits.
487/587 China: [Topic] (4R) Survey from the
10th century. Foundations and transformations
of state and society; popular rebellions; impact of
imperialism; issues of modernity; state building;
political, cultural, and social revolutions. I: Song
and Yuan. II: Ming and Qing. III: Late Qing. IV:
20th Century. Brokaw, Goodman. R thrice when
topic changes for maximum of 16 credits.
488/588 Knowledge and Power in China:
[Topic] (4R) Intellectual history in Late Imperial
China; influence of Confucianism on society and
institutions; impact of printing on communica-
tion and dissemination of ideas. I: Confucianism,
State, and Society. II: Communication and Print
Culture. Brokaw. R once when topic changes for
maximum of 8 credits.
489/589 State and Society Relations in Mod-
em China: [Topic] (4R) Fundamental issues in
modern Chinese historical experience. I: The
Peasants Revolution. II: Republican China. III:
Ethnicity and Nationalism. Prereq: HIST 291 or
487/587. Goodman. R twice when topic changes
for maximum of 12 credits.
490/590 Japan: [Topic] (4R) Political, social, and
cultural history from ancient through contempo-
rary. Origins, aristocratic society, medieval age,
Zen, warrior class, urban growth, modernization,
imperialism, Pacific war, postwar society. I: To
1333. II: Medieval, 1333-1800. III: Modern Age.
Goble, Hanes. R twice when topic changes for
maximum of 12 credits.
491/591 Medicine and Society in Premodern
Japan (4) Japanese medical tradition: folk,
Buddhist, Chinese, Dutch. Covers diseases,
treatment and medical services, medical knowl-
edge, acupuncture, sexual hygiene, anatomy,
reproduction, and family. Prereq: instructor's
consent. Goble.
492/592 Postwar Japan: [Topic] (4R) Postwar
political, social, economic, and cultural develop-
ments in historical perspective. Topics include
industrial urbanization, the new middle class,
mass culture, economic superpowerdom, inter-
nationalization. I: The American Occupation.
II: The Postwar Experience. III: The Information
Age. Hanes. R twice when topic changes for
maximum of 12 credits.
494/594 East Asia: Concepts and Issues:
[Topic] (4R) Exploration of social traditions and
social change at different historical moments in
Japan and China or both. I: Social Elites. II:
Revolution. III: Education and Society. IV: Cities.
R thrice when topic changes for maximum of
16 credits.
495/595 Issues in Southeast Asian History:
[Topic] (4R) Topics include historiography,
gender, warfare, and premodern Southeast Asia.
Prereq: instructor's consent. R twice when topic
changes for maximum of 12 credits.
496/596 Chinese Society in the Late Imperial
Period: [Topic] (4R) Uses popular fiction, reli-
gion, and other sources to examine societal
structure, social criticism, and values and their
relationship to the state and in popular resis-
tance. I: Vernacular Fiction and Social History. II:
Popular Culture and Popular Resistance. Prereq:
instructor's consent. Brokaw. R twice when topic
changes for maximum of 12 credits.
497/597 Culture, Modernity, and Revolution
in China: [Topic] (4R) I: Modernity and Gender.
II: Cultural Revolution and Memory. III: Histori-
ography of the Communist Revolution. Prereq:
instructor's consent. Goodman. R twice when
topic changes for maximum of 12 credits.
498/598 Early Japanese Culture and Society:
[Topic] (4R) Aspects of social history through
180o--social change, hierarchy and power, inter-
relationship of society and religion, medieval
transformations, warrior class. I: Buddhism and
Society in Medieval Japan. II: The Heian Aristoc-
racy. III: Medieval Japan. Prereq: instructor's
consent; prior courses on Japanese or medieval
history recommended. Goble. R twice when
topic changes for maximum of 12 credits.
499/599 Japanese Popular Culture: [Topic]
(4R) Modern society and culture from the bottom
up, 1600-present. Tokugawa urban subcultures
of Edo, Osaka, and Kyoto; 20th-century enter-
tainment culture; megalopolization; contempo-
rary mass culture. I: Tokugawa Urbanism. II:
Media Culture. III: Consumer Lifestyles. Hanes.
R when syllabus changes.
503 Thesis (l-12R) PIN only
601 Research: [Topic] (1-9R) PIN only
602 Supervised College Teaching (l~R)PIN
only
603 Dissertation (l-12R) PIN only
605 Reading and Conference: [Topic] (1-9R)
607 Seminar: [Topic] (5R)
608 Colloquium: [Topic] (l~R)
609 Supervised Tutoring Practicum: [Topic]
(1-3R) PIN only
610 Experimental Course: [Topic] (1-4R)
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.
688 Historiography: Asian (5) Graded only.
Introduction to major historiographical issues-
and larger theoretical debates behind them-that
dominate modern scholarship on Chinese, Japa-
nese, and Southeast Asian history. Techniques of
critical reading and analysis. Prereq: instructor's
consent.
690 Asian Research Materials (4) Graded only.
Introduction to basic bibliographical resources-
in Western as well as relevant Asian languages-
that are essential for research in Chinese,
Japanese, or Southeast Asian history. Prereq:
instructor's consent.
121Honors College
ACADEMIC REQUIREMENTS
Requirements in the honors college substitute
for the group requirements that other University
of Oregon students must meet for graduation.
The honors college core curriculum can be com-
bined with any major at the university. In consul-
tation with advisers, students take full responsi-
bility for understanding and shaping their study
programs within the broad context provided
by these requirements. This process is itself a
significant part of the education offered at the
honors college.
Full-Year Sequences
History. Honors College History (HC 107H,
108H,109H)
Literature. Honors College Literature (HC 101H,
102H,103H)
Additional Courses
Arts and Letters and Social Science
Requirement
Students must take a total of three courses in arts
and letters and in social science; at least one
course must be taken in each area.
The honors college is located in Chapman Hall on
the west side of the University of Oregon campus,
close to Knight Library and the UO Bookstore.
Honors college facilities consist of a classroom, a
seminar room, faculty and administrative offices,
the Clark Honors College Lounge, a kitchen,
the Robert D. Clark Library, and a computer
laboratory.
ENTERING THE HONOllS
CQLLEGE ~'"
Hig~ school seniors and studen~s~reen-
rolled in the university or elsewhere are encour-
aged to consider entering the honors college.
~'" It
Clark Honors College seeks to inspire students Appl'i~ation<_ocedure
to a lifetime of broad intellectual curiosity and Application must be made to both the university
continuing self-sustained inquiry and personal and the honors college. Information on applying
growth. to the university is available from the university's
Honors college courses are taught by its home Office of Admissions.
. faculty as well as by faculty members from other Honors college application materials are con-
\:ampus departments. Two writing specialists are tained in a brochure that may be obtained from
on the college staff. the college office. A complete application con-
Honors college courses provide an alternative to sists of the following parts, all of which must be
university group requirements with a balanced sent directly to the honors college office:
curriculum of humanities, social sciences, and 1. Completed application form
sciences. Survey courses taken in the first two
years are supplemented with special colloquia 2. A concise, well-organized essay of 250 to 500
and seminars in the junior and~years. words that critically evaluates one important
Course e~ol~nts rarely ~~c~e~ty,-five ::k:~~ ~~~e':~i~~~~i::::~~~n~~~:~~~:~-
students. ..... '. .,~".~.,. ~" .~ h h II . h aff hi·'~'''i. '., "",,:,:.~. " tant way~ t e onors co ege mIg t ect s or
Each honors college student selects a major Hom ,.. ""~{Il. education
t~e:cad~mic .departments or professional schools 3. Two I~tters of recommendation from two of
o t e uruverslty. the applicant's current teachers
:-V0rk in the major begi~s by the first term of the 4. High school grade transcripts and results of
JUnior year. The student s undergraduate educa- the College Board Scholastic Assessment Test
tion culminates in an advanced research project (SAT I) or American College Test (ACT)
in the major field of study. The senior thesis, .
which results from this work, is presented to an Stude~ts~ho ha~e attended another hlgh~r
oral examination committee made up of faculty educati?n InstitutI?n, or who are enrolled In the
members from the major department and the universIty but no.t In.the honors college, may
honors college. In this way each student is given apply for admiSSIOn if they (1) have a sound aca-
the opportunity to join the'benefits of a liberal demic record, (2) have faculty sponsorship in the
arts education with those of professional and form of two letters of recommen~ationfrom fac-
specialized learning in departments. ulty ~embers w:h.o can spea~ pOInt«:dly to the
~. '. ,..... applIcant's qualItIes, and (3) In partIcular have a
Students and Faculty strong desire for a challenging liberal arts educa-
Those who study and teach il1 h ors college .n~ in addition to specialized work in a major.
share an openness to new ideas, a co to . Transfer students should forward to the honors
the energetic pursuit of excellence, and a concern ".~ege transcripts of all college work to date in
for the full, harmonious development of the indi- addition to items 1 through 4 listed above.
~dual. Honors colle?e.s~dents represent interests The early notification deadline is November 1 for
In all the sc~olarlydisCIplines and come from all the following academic year. The deadline for
over the nation and beyond. regular admission is February 1. Applications
Honors college students participate in a range of received between February 1 and May 1 are
campus and community activities: student and considered if space is available. Applications and
university government and committees; the questions about the honors college may be
student newspaper, the Oregon Daily Emerald; addressed to the director of the Clark Honors
University Theatre; Honors College Creative Arts College.
Journal; Honors College Student Association;
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 wo~d.They study. suoCllQ._i.verse fie..1.ds al
law, archite~re, medici~rn~~logy,
and English language and !Iterahm~:O~c.<Il'i
graduates go on to endeavors in such areas as
public service, private enterprise, and the Peace
Corps.
Facilities
FACULTY
ROBERT DONALD CLARK
HONORS COLLEGE
The Robert Donald Clark Honors College is a
small, liberal arts college of close to 500 students.
The purpose of the college is to bring together
excellent students and selected faculty members
in a challenging and supportive academic
program. Carefully designed small classes, a
collegial environment, and close advising prepare
students for advanced study leading to the bach-
e
or of arts (B.A) degree in the university depart-
ments or professional schools of their choice.
'ching beyond professional or specialized
'1~ and beyond the university years, the
HONORS COLLEGE
Paul L. Csonka, Director
320 Chapman Hall
(541) 346-5414
Robert D. Clark Honors College, 1293 University
of Oregon, Eugene OR 97403-1293
honors@darkwing.uoregon.edu
http://darkwing.uoregon.edu/- honors
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,
Oregon. (1979)
Sharon Schuman, visiting assistant professor
(Renaissance, Shakespeare, modem theory). AB.,
1967, Stanford; M.A, 1969, San Francisco State;
Ph.D., 1975, Chicago. (1994)
Heather Tanner, visiting assistant professor (medi-
eval history). B.A., 1984, M.A., 1988, Ph.D., 1993,
California, Santa Barbara. (1994)
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 entry is the
first year on the University ofOregon faculty.
Participating
Holly Arrow, psychology
Diane B. Baxter, anthropology
Louise M. Bishop, English
Stephen W. Durrant, East Asian languages and
literatures
Jennifer J. Freyd, psychology
Gordon G. Goles, geological sciences
Roland Greene, comparative literature
Joseph A.Hynes Jr., English
Bertram F. Malle, psychology
JohnM. OrbelI, political science
,Barbara Corrado Pope, women's studies
Robert C. Proudfoot, international studies
Cheyney C. Ryan, philosophy
Anne D. Simons, psychology
Larry D. Singell Jr., economics
Richard C. Stevenson, English
Donald S. Taylor, English
Louise Westling, English
Robert L. Zimmerman, physics
122 College of Arts and Sciences
Arts and Letters. Honors College Arts and
Letters (HC 31lH, 312H), Women Writers
(HC315H)
Social Science. Approved courses. For example,
Honors College Social Science (HC 304H, 305H)
or Honors College Introduction to Microeco-
nomics (HC 204H) and Honors College Intro-
duction to Macroeconomics (HC 205H) or
Honors College Introduction to Psychology
(HC 212H) or Historical-Comparative Inequality
in the United States (HC 307H) and Unequal
Relations in the United States (HC 308H); 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
chosen from the list below.
Mathematics. Courses chosen from mathemat-
ics courses numbered MATH 105 and higher;
Honors College Topics in Modern Mathematics
(HC 171H, 172H); PSY 302; SOC 412,413; or
other approved courses
Science. Approved courses at the 200 level or
above in biology, chemistry, geology, physics, or
psychology; or Honors College Introduction to
Experimental Psychology (HC 21lH): some of
the major concepts and areas of research in mod-
ern psychology; or Honors College Science (HC
207H, 208H, 209H)
Multicultural Requirement
Students who enter the university in fall 1995 or
later must take one approved course in two of
the three multicultural categories described in
the Registration and Academic Policies section
of this bulletin. HC 307, 308, 315, 412, and 415
are recommended for honors college students.
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 Arab-
Israeli Conflict, Frontiers in Medicine and
Science, Indigenous Cultural Survivals, Litera-
ture by and about Gay Men, Literature of Skepti-
cism, The Place of Love in Personal and Political
Life.
Senior Thesis Seminar. Coordinated with major
departments. Senior Thesis 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 committed to excellence in
mting. The program integrates instruction and
lI:actice in fundamental rhetorical skills-writing,
?ading, speaking, and listening-with the sub-
ct matter of the core courses, particularly in
onors College Literature (HC 101H, 102H,
3H), Honors College History (HC 107H, 108H,
IH), and the Senior Thesis Seminar (HC 407H).
dents who graduate in the honors college
erally do not take the university's required
ing courses. Students who transfer out of the
Jrs college before completing their degree
.. must satisfy the university writing
rement.
General university requirements for a bachelor of
arts (B.A.) degree include demonstration of sec-
ond-year competence in a second language by
completing at least the third term, second year of
a second-language course taught in the language
or by a waiver examination.
Before graduating, Clark Honors College
students 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) Not offered 1998-99.
199 (H) Special Studies: [Topic] (1-5R) Topics
of current interest.
204 (H) Honors College Introduction to Micro-
economics (4) Principles of microeconomic
analysis; focus is on demand and supply behavior
in a decentralized market economy. Not offered
1998-99.
205 (H) Honors College Introduction to Macro-
economics (4) Principles of macroeconomic
analysis; focus is on determination of unemploy-
ment, inflation, and aggregate output. Not offered
1998-99.
207, 208, 209 (H) Honors College Science
(4,4,4) How science can be applied and misap-
plied in answering questions about nature and
society. Taught by science department 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. 212: introduction to the psychological pro-
cesses affecting social perception and behavior as
well as personality development. Sequence.
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
social sciences.
307 (H) Historical-Comparative Inequality in
the United States: [Topic] (4R) Graded only.
Focuses on race and ethnicity in the United
States from a historical and/or comparative
perspective with special reference to at least two
minority groups. R once when topic changes for
maximum of 8 credits.
308 (H) Unequal Relations in the United
States: [Topic] (4R) Graded only. Focuses on
disparities in the treatment of ethnic, racial, and
sexual minorities. Includes the determinants and
effects of discrimination and prejudice or intoler-
ance. R once when topic changes for maximum
of 8 credits.
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)
401 Research: [Topic] (1-21R)
402 Independent Study: [Topic] (1-17R) Open
only to students accepted in the Independent
Studies Program described in the Humanities
section of this bulletin.
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 2-credit
Senior Thesis Seminar supports early work on
the senior thesis.
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, androgyny). R twice when topic changes
for maximum of 12 credits.
415 (H) World Perspectives: [Topic] (4R) Topics
vary but always focus on societies and cultures
that are non-European or non-European-
American. R thrice when topic changes for r:
mum of 16 credits.
Humanities 123
HUMANITIES
John Nicols, Program Director
307 Prince Lucien Campbell Hall
(541) 346-4069
Program Committee
James W. Earl, English
Charles H. Lachman, art history
Mavis Howe Mate, history
Grant F. McKemie, theater arts
John Nicols, history
Scott Pratt, philosophy
F. Regina Psaki, Romance languages
Steven Shankman, English
George J. Sheridan Jr., history
Marian Elizabeth Smith, music
GENERAL INFORMATION
The curriculum of the Humanities Program
provides opportunities for the student seeking
intellectual coherence and integration, aware-
ness of cultural contexts and traditions, and the
connection of humanistic theory to practice. To
meet these goals, the humanities program is
pluralistic and multicultural in its vision and
interdisciplinary in its approach. The program is
designed to provide essential skills and under-
standing for intelligent action. As an added ben-
efit' humanities courses provide preparation for a
wide range of careers.
Major Requirements
The humanities major is an interdisciplinary
bachelor of arts (BA) degree program. Proficiency
in at least one second language, a requirement
for the BA degree, is central to the humanities
major. Although majors are not required to do
more than meet the B.A. requirement, it is
strongly recommended that they continue lan-
guage study in upper-division courses.
The major in humanities requires 48 or 52 credits.
Grades of mid-C or better must be earned in
courses taken to satisfy major requirements. For
graduation, humanities majors must maintain at
least a 2.00 grade point average (GPA) in required
courses. No upper-division course may be used
to satisfy more than one major requirement.
Introduction to the Major (4 or 8 credits)
Two courses from Introduction to the Humani-
ties I,I1,III (HUM 101, 102, 103) or Themes in the
Humanities (HUM 300), recommended for
students who declare the major in the junior or
senior year.
Breadth Requirement (16 credits)
One course talcen in each of the four areas listed
below. At least two of these must be upper-
division courses.
1. Arts (music history, theater history, art history)
2. Philosophy
3. Classics
4. History
Concentration (28 upper-division credits)
Students must submit a brief essay defending the
coherence of the concentration and outlining the
seven courses they plan to talce. No more than
three of the seven courses may be talcen in any
one department. Students should choose at least
one Seminar (407) as part of their concentration.
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
humanities are as follows:
1. Satisfaction of the requirements for the major
2. A grade point average of 3.50 or better in
courses talcen 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
Medieval Studies Option
Some humanities majors specialize in medieval
studies. See the Medieval Studies section of this
bUlletin.
Courses from Other Departments
In addition to courses required for the humani-
ties major, students may be interested in the
following courses. See home departments for
descriptions.
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)
Hi,tory. Ancient Greece (HIST 412), Ancient
Rome (HIST 414), Society and Culture in 18th-
Century Europe (HIST 426), Intellectual History
of Modern Europe (HIST 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
(TA 471)
Middle and Secondary School
Teaching
The College of Education offers a fifth -year
program for middle-secondary teaching licensure
in language arts and social studies. This program
is described in the Educational Leadership,
Technology, and Administration section ofthis
bulletin. Students who want to teach language
arts need additional preparation in grammar,
literature, and writing. Students who want to
teach social studies need additional preparation
in history, economics, American government,
culture, and society.
HUMANITIES COURSES (HUM)
Introduction to the Humanities I,II,III (HUM 101,
102,103) is offered every year; other humanities
courses may be offered periodically. For current offer-
ings, refer to the VO 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
discussions focus on literature, philosophy,
history, the arts, and religion.
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 literature,
philosophy, history, the arts, and religion.
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.
199 Special Studies: [Topic] (1-5R) Recent
topics 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 prob-
lems or ideas that cross traditional disciplinary
boundaries in the humanities. A recent topic is
Ethics and the Environment. R twice when topic
changes for maximum of 12 credits.
300 Themes in the Humanities (4) Interdiscipli-
nary and multimedia introduction to the study of
the humanities. Analysis of such themes as trag-
edy in music, literature, and art.
350 Multicultural Studies in the Humanities:
[Topic] (4R) Addresses non-European-American
issues that cross cultural boundaries. Current
topics include Postrnodern 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 12 credits.
352 Studies in Renaissance Culture: [Topic]
(4R) Interdisciplinary survey of the Renaissance
with focus on literature, art and architecture,
music, philosophy, and daily life. Geographic
areas or motifs vary. Typical offerings are Revival
of Greek in Renaissance Florence, Venice, Cul-
tural Anatomy, Renaissance Music and Culture.
R twice when topic changes for maximum of 12
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
areas or motifs vary. Typical offerings are Con-
temporary Germany, Culture against Capitalism,
Sho-gun and Modern Japan. R twice when topic
changes for maximum of 12 credits.
399 Special Studies: [Topic] (1-5R) Problem-
oriented course designed to explore new topics
or approaches to studies in the humanities.
Recent topics include Myth, Symbol, and Land-
scape; Relativism and Interpretation.
403 Thesis (l-6R)
405 Reading and Conference: [Topic] (l-6R)
407 Seminar: [Topic] (1-5R) A recent topic is
Medieval Studies.
410 Experimental Course: [Topic] (1-5R)
Recent 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 methodolo-
gies in humanities study. Recent topics include
Fictions and Postmodernism, Madness, Turner
and Ruskin.
124 College of ArtSi.ifld Sciences
INDEPENDENT STUDY"
PROGRAM
The undergraduate Independent Study Program,
administered by the Humanities Program, is de-
signed for students who want to pursue extended
scholarly studies in an area not represented in
established academic departments or schools.
This program is open to any DO undergraduate
student.
Students working for a bachelor of arts (B.A.)
with a major in independent study are usually
juniors or seniors. In addition to Thesis (HUM
403) or Reading and Conference (HUM 405) and
one Seminar (407) in an appropriate department,
independent study majors must complete basic
university B.A. requirements including group
requirements, the multicultural reguirement, two
year~ of colleg~-level second-lan"-age study,
and Writing. They must have specific, coherent
plans for independent work. A proposal of these
plans demonstrating that this program of study is
not available through any other department or
school must be presented to the director of the
Humanities Program and then to a faculty com-
mittee. Applicants must 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 requireme.rts and main-
tained at least a 3.00 grade point average in
college-levelwork.. .
Appl(cations for the Jndependent Stud)fProgram
are aVailable in the Humanities Program office.
INTERNATIONAL
STUDIES
Gerald W. Fry, Program Director
837 Prince Lucien Campbell Hall
(541) 346-5051
(541) 346-5041 fax
International Studies Program, 5206 University
of Oregon, Eugene OR 97403-5206
isp@oregon.uoregon:edu
http://darkwing.uoregon.edu/ -isp/
FACULTY
Gerald W. Fry, professor (Pacific regional studies,
Thailand and Laos, development theory). B.A.,
1964, Stanford; M.P.A.,,~966, Princeton; Ph.D.,
1977, Stanford. (1981)
Robert C. Proudfoot, aSsl;ciate professor (Native
American and Southeast Asian cultures, cultural
and environmental survival, cultural foundations of
education). BA, 1968, Fairfield; MA, 1980,
Oregon; Ph.D., 1984, Oregon State. (1985)
Anita M. Weiss, associate professor (South Asia,
comparative Muslim societies, women in develop-
ment). BA, 1975, Rutgers; MA, 1976, Ph.D., 1983,
California, Berkeley. (1987)
Courtesy
Donald A. Messerschmidt, courtesy professor
(applied anthropology and social forestry). B.Ed.,
1963, Alaska; MA, 1971, PhD., 1974., Oregon. (1995)
Robert B. Textor, courtesy professor (Thailand, cul-
tural anthropology, ethnographic futures research).
BA, 1945, Michigan; Ph.D., 1960, Cornell. (1991)
The date in, parentheses at the end ofeach entry is the
first year on the UniversifY ofOregonfaculty.
University Com~itteeon
International Sft\dies
Gerald S. Albaum, marketing (international
marketing, marketing research)
John H. Baldwin, planning, public policy and
management (environmental sciences, resource
management)
Alexandra Bonds, theater arts (arts, costume design,
Southeast Asia)
Stephan W. Durrant, East Asian languages and
literatures (Chinese)
David A. Frank, honors college (rhetoric and
communication)
Linda O. Fuller, sociology (political economy of
developing areas, comparative socialism)
Maradel K. Gale, planning, public policy and man-
agement (environmental and resource planning,
Micronesia)
Andrew E. Goble, history (premodern Japan, East
Asia) ,
Jo Anna Gray, economtt:s (macroeconomic theory)
(ex officio)
Michael Hibbard, planning, public policy and man-
agement (community and regional development)
Jon L. Jacobson, law (international law, law of the sea)
Kenneth M. Kempner, educational leadership,
technology, and administration (comparative and
international education, Brazil)
R. Alan Kimball, history (modern Russia)
Thomas Mills, international education and exchange
(ex officio)
Geraldine Moreno, anthropology (human ecology,
nutritional anthropology, Southeast Asia)
Sandra L. Morgen, sociology (women and health
care, women and work, social movements)
Alexander B. Murphy, geography (cultural and
political geography, Westem Europe)
Kenneth D. Ramsing, 9icision sciences (Thailand)
Deanna M. Robinson;~urnalism and communica-
tion (communication and cultural change)
Richard M. Steers, management (international
management) (ex officio)
H. Leslie Steeves, journalism and communication
(public relations, international journalism, East
Africa)
Russell S. Tomlin, linguistics (language and
cognition)
Philip D. Young, anthropology (rural development,
Latin American)
ABOUT THE PROGRAM
The International Studies Program offers inter-
disciplinary bachelor of arts (B.A.) and master of
arts (M.A.) degrees. Fundamental themes of the
program are cross-cultural communication and
understanding, environmental issues, and inter-
national development. A student's course of
study is tailored to meet career objectives, lead-
ing to opportunities in education, government,
law, communications, business, nongovernmen-
tal organizations, philanthropic organizations,
and private voluntary organizations.
UNDERGRADUATE STUDIES
The interdisciplinary bachelor of arts degree
offers 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.
advisers at least once each term. Students inter-
ested in applying to the program should suggest
a faculty member wit!). whom they have a com-
mon area of interesfto act as their adviser and
mentor, typically one of the committee members .
named above or a faculty member from the
student's concentration area. Advising about
specific major requirements is available from the
program's undergraduate advisers.
Admission. Students who want to major in
international studies must apply for admission
during their sophomore or junior year at the
university and should have a 3.00 grade point
average (GPA). Premajor advising and help with
application procedures are available at the
international studies office. Applicants must
meet with an international studies undergradu-
ate adviser to review the application before
submitting it for consideration. Applications are
due on Monday of the fourth week of the term.
Core Program and Major
Requirements
The major consists of work in three core blocks:
international core foundation, regional cultures
and area studies, and professional concentration
area. A minimum of 48 credits, 24 of which must
be upper division, are required in these blocks.
Courses must be passed with grades of C- or bet-
ter to satisfy the major requirements. In addition,
three years of a second 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 INrL 406 or
409, must be graded.
International Studies 125
A maximum of 12 credits in courses taken to
fulfill the university group requirements may be
applied 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
language requirement. This is to permit an
appropriate degree of specialization as well as
to encourage double majors.
Block A: International Core Foundation. Four
courses are required: Perspectives on Interna-
tional Development (INfL 240), Value Systems
in Cross-Cultural Perspective (INfL 250), Coop-
eration, Conflict, and Global Resources (INTI
251), and International Leadership (!NfL 350).
Block B: Regional Cultures and Area Studies.
This block pertains to groups of nations that
share common historical, geographic, linguistic,
and religious experiences. In satisfying the Block
Brequirement, students concentrate on one cul-
tural area. To satisfy the language requirement
for the major, students should choose one that is
relevant to their specialization.
Areas of focus include East Asia, Europe, Latin
America, Pacific islands, Russia and Eastern
Europe, and Southeast Asia. (See the Asian
Studies, European Studies, Latin American
Studies, Pacific Island Studies, Russian and
East European 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 South Asian, Middle Eastern, or African
studies, the student may develop a program of
courses by consulting an academic adviser with
experience in the area of interest.
Examples of appropriate Block B courses are
listed later in this section.
Block C: Professional Concentration Area.
Students select one of fourteen professional
concentration areas. The student's faculty adviser
should have a specialization in this area.
Students may design their own professional
concentration area if one of the predefined areas
doesn't fit the student's professional goals.
Students who choose this option must designate
one of the resident faculty members of the
International Studies Program as an adviser
and work with that individual in designing the
concentration.
Block C professional concentration areas are
listed later in this section.
Senior Seminar Paper. Graduating seniors
must submit a twenty- to thirty-page research
paper, which may be based on a paper written
for a university seminar or another course. The
content and format must meet the approval of
the International Studies Program director, in-
clude a one-page abstract, use second-language
sources, and address an international or cross-
cultural topic.
International Studies Honors Thesis. Students
who have a grade point average (GPA) of 3.50 or
higher and want to graduate with program honors
are required to write a thirty- to fifty-page thesis.
An adviser must be selected and a proposal ap-
proved by the program director two terms prior
to graduation. Students may apply up to 6 Thesis
(403) credits toward the appropriate block of the
48 credits required for the international studies
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 addressing an interna-
tional or cross-cultural topic and using second-
language sources for all projects, including the
honors college thesis.
Language Requirement. To satisfy this require-
ment, students must achieve proficiency in one
second language at a level associated with three
years of study. Proficiency in the language may
be demonstrated by passing three terms of a 300-
level language sequence with grades of mid-C or
better or by an advanced placement examination.
Overseas Experience. At least one term of study
or work in another country is required of students
majoring in international studies. The interna-
tional studies internship adviser serves as a
resource for opportunities abroad. For informa-
tion about study abroad, see International
Education and Exchange in the Campus and
Community Programs section of this bulletin
and index entries under "Overseas study."
Advice is available from the Office of Interna-
tional 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 stud-
ies internship office.
Block B: Regional Cultures and
Area Studies
Sample Courses. The following list of courses is
not comprehensive. With prior approval from an
adviser, other courses-including Special Studies
(199,399), Seminar (407), and Experimental
Course (410)-may be selected from these and
other departments.
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 (ANTH 440)
English. African American Prose (ENG 310)
Folklore. African American Folklore (FLR 486)
History. African American History (HIST 250),
Precolonial Africa (HIST 325)
Asian Studies
See the Asian Studies section of this bulletin
Australian Studies
See the Australian Studies section of this
bulletin
Canadian Studies
See the Canadian Studies section of this
bulletin
European Studies
See the European Studies section of this bulletin
Latin American Studies
See the Latin American Studies section of
this bulletin
Pacific Island Studies
See the Pacific Island Studies section of this
bulletin
Russian and East European Studies
See the Russian and East European Studies
section of this bulletin
South Asian Studies
Anthropology. Peoples of India (ANTH 321)
Art History. History of Indian Art (ARH 207)
History. India (HIST 385,386)
International Studies. Gender and Interna-
tional Development (INTL 421), Aid to Devel-
oping Countries (INTI 422), Development and
the Muslim World (INTL 423), South Asia:
Development and Social Change (lNTL 442)
Music. Music of the Americas (MUS 359),
Musical 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
Block C: Professional Concentration
Areas
Comparative International Development
Required Courses (8 credits)
International Community Development
(lNTL 420) and Aid to Developing Countries
(INTL422)
Elective Courses (minimum of 8 credits)
Economics. Problems and Issues in the Devel-
oping Economies (EC 390), Economic Growth
and Development (EC 490), Issues in Economic
Growth and Development (EC 491)
International Studies. Gender and Interna-
tional Development (INTL 421), Development
and the Muslim World (INTL 423), Cross-
Cultural Communication (INTL 431), The
Pacific Challenge (INTL 440), South Asia:
Development and Social Change (INTL 442)
Journalism and Communication. Interna-
tional Communication a396), Third World De-
velopment Communication a455)
Planning, Public Policy and Management.
Environmental Planning (PPPM 426), Socio-
economic Development Planning (PPPM 446),
Managing Nonprofit Organizations (pPPM 480)
Sociology. World Population and Social Struc-
ture (SOC 303), Political Economy (SOC 420),
Sociology of Developing Areas (SOC 450)
Cross-Cultural Communication,
Indigenous Cultural Studies, and
Ethnic Identity
Required Course (4 credits)
Cross-Cultural Communication (INTL 431)
Elective Courses (minimum of 12 credits)
Geography. Political Geography (GEOG 441);
Geography of Languages (GEOG 444); Cul-
ture, Ethnicity, and Nationalism (GEOG 445);
Geography of Religion (GEOG 446); Advanced
Geography of European-American Regions:
Ethnic Geography of United States and Canada
(GEOG470)
Humanities. Multicultural Studies in the
Humanities (HUM 350)
126 College of Arts·llnd Sciences
International Studies. Seminar: Indigenous
Cultural Survival (INTI 407), Gender and
International Development (INTL 421)
Linguistics. Languages of the World (LING 311)
SOciology. Systems of War and Peace (SOC 464)
Culture and Art
Required Course (4 credits)
Art and Human Values (AAD 250) or Music in
World Cultures (MUS 358)
Elective Courses (minimum of 12 credits)
Anthropology. Anthropology and Folklore
(ANTH 419), Cultural Resource Management
(ANTH 449), The Anthropology Museum
(ANTH450)
Art History. Critical Approaches tq.Art His-
torical Study (ARH 300), Museology (ARH 411)
Arts and Administration. Art and Human
Values (AAD 250), The Arts and Visual Literacy
(AAD 251), Arts Administration (AAD 460)
Dance. Dance and Folk Culture (DAN 301)
Folklore. Folk Art and Material Culture
(FLR 413), Film and Folklore (FLR 485)
Historic Preservation. Introduction to Historic
Preservation (AAAP 411)
International Studies. Cross-Cultural Com-
munication (INTI 431)
Music. Music in World Cultures (MUS 358),
Introduction to Ethnomusicology (MUS 451),
Musical Instruments of the World (MUS 452)
Planning, Public Policy and Management.
Managing Nonprofit Organizations (PPPM 480)
Theater Arts. Multicultural Theater (TA 472)
t-
Diplomacy: Law and International
Relations
Required Courses (8 credits)
Aid to Developing Countries (INTI 422) and
either International Relations (PS 205) or Inter-
national Political Economy (PS 340)
Elective Courses (minimum of 8 credits)
Geography. Political Geography (GEOG 441)
History. American Foreign Relations (HIST 451)
International Studies. Cross-Cultural Com-
munication (INTL 431), South Asia: Develop-
ment and Social Change (INTI 442)
Political Science. United States Foreign Policy
I (PS 326), International Organization (PS 420),
United States Foreign Policy II (PS 426), Theo-
ries of International Politics (PS 455), Chinese
Foreign Policy (PS 459), Interna,.tional Environ-
mental Politics (PS 477)
Sociology. Political Economy (SOC 420),
Systems of War and Peace (SOC 464)
International Business
Required Courses (8 credits)
International Management (MGMT 420) and
International Marketing (MKTG 470)
Elective Courses (minimum of 8 credits)
Business Environment. Global, Legal, Social
Environment of Business (BE 325)
Economics. Money and Banking (EC 370)
Finance. Financial Institutions and Markets
(FIN 462), International Finance (FIN 463)
International Studies. Aid to Developing
Countries (INTL 422), Cross-Cultural Commu-
nication (INTI 431), Sout~ A~I: Development
and Social Change (INTL 442)
Management. Strategic Global Competition
(MGMT453)
International Economics
Required courses (8 credits)
Choose two courses from International Finance
(EC 480), International Trade (EC 481), Eco-
nomic Growth and Development (EC 490)
Elective Courses (minimum of 8 credits)
Economics. Issues in Industrial Organization
(EC 360), Money and Banking (EC 370), Inter-
national Economic Issues (EC 380), Introduc-
tion to Econometrics (EC 420), Public Econom-
ics (EC 440), Issues in Economic Growth and
Development (EC 491)
Geography. Geography of the World Economy
(GEOG342)
International Studies. Aid to Developing
Countries (INTI 422)
International Education
Required Course (4 credits)
Cross-Cultural Communication (INTL 431)
Elective Courses (minimum of 12 credits)
International Studies. Seminars: Cross-
Cultural Education, Indigenous Cultural
Survival (INTL 407), International Community
Development (INTL 420), Gender and
International Development (INTL 421)
Journalism and Communication. Interna-
tional Communication a396), Third World De-
velopment Communication (J 455)
Planning, Public Policy and Management.
Managing Nonprofit Organizations (PPPM 480)
Political Science. International Organization
(PS 420)
International Environment
Required Course (4 credits)
International Community Development
(INTL 420) or Community and Regional Devel-
opment (PPPM 445)
Elective Courses (minimum of 12 credits)
Geography. Environmental Alteration (GEOG
461), Historical and Contemporary Views of the
Environment (GEOG 462), Geography, Law,
and the Environment (GEOG 463), Environ-
ment and Development (GEOG 465)
International Studies. Seminar: Indigenous
Cultural Survival (INTL 407), Aid to Develop-
ing Countries (INTI 422)
Planning, Public Policy and Management.
Natural Resource Policy (PPPM 443), Manag-
ing Nonprofit Organizations (PPPM 480)
Political Science. Introduction to Environmen-
tal Politics (PS 297), Environmental Politics in
Industrialized Societies (PS 461), International
Environmental Politics (PS 477), Environmental
Politics (PS 497)
International Gender Issues
Required Courses (8 credits)
Women and Culture I: Politics, Production, and
Power (ANTH 314) and Gender and Interna-
tional Development (INTL 421)
Elective Courses (minimum of 8 credits)
Anthropology. Women and Culture II: Cre-
ativity and Symbols (ANTH 315), Anthropology
of Gender (ANTH 421), Feminism and Ethnog-
raphy (ANTH 439)
International Studies. Seminar: Women's
Movements Around the World (INTI 407)
Journalism and Communication. Third
World Development Communication a455)
Sociology. Sociology of Women (SOC 355),
Issues in Sociology of Gender (SOC 455),
Feminist Theory (SOC 456)
Women's Studies. Introduction to Women's
Studies (WST 101), History and Development
of Feminist Theory (WST 301,302), Global
Feminisms (WST 431)
International Tourism
Required Course (4 credits)
Inquire at the program office about the approved
course
Elective Courses (minimum of 12 credits)
Geography. Political Geography (GEOG 441)
International Studies. Gender and Interna-
tional Development (INTI 421), Aid to Devel-
oping Countries (INTI 422), Cross-Cultural
Communication (INTL 431)
Landscape Architecture. Understanding
Landscapes (LA 260)
Marketing. Marketing Management (MKTG
311), International Marketing (MKTG 470)
Planning, Public Policy and Management.
Managing Nonprofit Organizations (PPPM 480)
Political Science. Introduction to Environ-
mental Politics (PS 297)
Sociology. Political Economy (SOC 420)
Tourism. Inquire at the program office about
approved courses
Media: Journalism and Communication
Required Courses (8 credits)
International Communication (J 396) and
Cross-Cultural Communication (INTI 431)
Elective Courses (minimum of 8 credits)
International Studies. South Asia Develop-
ment and Social Change (INTL 442)
Journalism and Communication. The Mass
Media and Society a201), Introduction to Me-
dia Systems a312), Public Relations Writing (J
351), Telecommunication Policy a415), Third
World Development Communication a455),
International Journalism a492)
Marketing. Marketing Communications
(MKTG 420), International Marketing
(MKTG470)
Sociology. Sociology of the Mass Media
(SOC 317)
Peace Studies: Hu'man Rights and
Conflict Resolution
Required Course (4 credits)
Cross-Cultural Communication (INTI 431)
Elective Courses (minimum of 12 credits)
Geography. Political Geography (GEOG 441),
Culture, Ethnicity, and Nationalism (GEOG 445)
History. War and the Modern World (HIST 240),
The Study of History (HIST 307)
International Studies. Gender and Interna-
tional Development (INTI 421), Aid to Devel-
oping Countries (INTI 422)
Political Science. Crisis in Central America
(PS 235), Introduction to Environmental Poli-
tics (PS 297)
Sociology. Systems of War and Peace (SOC 464)
Teaching English as a Second Language
Required Courses (16 credits)
Linguistic Principles and Second-Language
Learning (LING 440), Second-Language
International Studies 127
Teaching (LING 445), Second-Language
Teaching Practice (LING 446), English Gram-
mar (ENG 495)
Urbanization: Migration and Refugees
Required Courses (8 credits)
Urban Geography (GEOG 442) and Aid to
Developing Countries (INTL 422)
Elective Courses (minimum of 8 credits)
Economics. Urban and Regional Economics
(EC 430), Issues in Urban and Regional Eco-
nomics (EC 431)
Geography. Culture, Ethnicity, and National-
ism (GEOG 445)
International Studies. Seminar: Indigenous
Cultural Survival (INTL 407), International
Community Development (INTL 420), Cross-
Cultural Communication (INTL 431)
Political Science. Introduction to Urban
Politics (PS 230)
Sociology. World Population and Social
Structure (SOC 303), Issues in Sociology of the
Environment (SOC 416), Urbanization and the
City (SOC 442)
Minor
The minor in international studies is inactive.
GRADUATE STUDIES
An interdisciplinary master of arts (M.A.) degree
program in international studies is offered for stu-
dents who contemplate careers in internationaL
affairs, international development, diplomacy,
international organizations, or domestic organiza-
tions with an international focus. 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. In close consultation with
a faculty adviser, the student develops a program
of study that combines expertise in a specific
professional area with interdisciplinary training
in international studies. Areas of professional
concentration include comparative development,
cross-cultural training, cultural arts, gender and
development, health education and nutrition,
international business, international community
development, international education, interna-
tional tourism, journalism, management of non-
governmental organizations and private
voluntary organizations, and public policy and
planning. Concentrations in other professional
areas can be arranged.
Graduates of the International Studies Program
serve as international technical advisers, career
diplomats, community development profession-
als, international business and trade experts, ana-
lysts in developing countries, international educa-
tors, 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
optional. 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 forms and
additional infonnation about the graduate program
may be obtained from the International Studies
Program.
International Students. International as well as
United States students are encouraged to apply.
Study programs are individually designed to meet
their professional needs and those of the student's
home country. Approximately half of the program's
graduate students are international students.
Graduate Curriculum
Of the 73 course credits needed to complete the
degree, students are required to take a minimum
of 32 graded credits: 16 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 allow an appro-
priate degree of specialization.
Interdisciplinary Core. Students take 16 credits
of interdisciplinary courses that form the com-
mon core of the cuniculum. The core is composed
of three major competence areas: cross-cultural
communication and understanding, international
relations, development theories and 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. Students
must take a minimum of 24 credits in their area
of professional concentration. In consultation
with an adviser, students choose courses from
relevant departments or professional schools.
Concentration areas are tailored to individual
student interests. Students interested in agricul-
tural extension and forestry may take courses 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, a
professionalconcentration in international eco-
nomics and trade in the Asia-Pacific region rep-
resents another area of increasing opportunities.
Students interested in a general international
studies program (for example, in preparation for
the United States' or another nation's foreign
service) may satisfy this requirement by taking
24 credits emphasizing international politicaL
historical, economic, and cultural factors.
Proseminar Series. The International Studies
Program conducts three required 1-credit pro-
seminars in which students and faculty members
explore the field of international studies: Pro-
seminar (INTL 655), Research and Writing in
International Studies (INTL 656), and Ethical
Issues in International Research (INTL 657).
Students take these courses in their first year of
graduate study.
Geographic Focus. Students must take a mini-
mum of 12 credits in their area of geographic fo-
cus (e.g., Africa, East Asia, Europe, Latin Amer-
ica, South Asia, or Southeast Asia). An area
specialty is also possible as a professional con-
centration. Students who received their under-
graduate degrees from institutions outside the
United States may substitute an additional 12
credits in the professional concentration for the
12 credits of geographic focus. Students are
encouraged to choose a geographic focus outside
their native region.
Language Study and Competence. Students
must demonstrate a third-year levelof proficiency
in a second language relevant to their profes-
sional or geographic focus before completing the
program. Students who want to improve their
language skills as part of their M.A. program may
take course work in Chinese, Japanese,
Indonesian, Russian, Thai, Vietnamese or other
non-European languages; or they may take
third- and fourth-year Romance- or Germanic-
language courses. These language courses may
be taken in lieu of up to 4 credits in the geographic
focus, 8 credits in the professional concentration
area, or 12 credits of the field internship if the
language is studied in a country where it is com-
monly spoken. No more than 16 total credits of
second-language study may be applied toward
fulfillment of program requirements. Interna-
tional students whose high school or university
instruction was not in English demonstrate profi-
ciency in English as a second language through
completion of the master's degree requirements.
It is recommended that international students
study a language from their region of concentra-
tion.
Supervised Field Internship. A 12-credit intern-
ship is required. The program assists students in
locating internships and funding, both domestic
and overseas, with various organizations. The
internship experience should be related to the
student's career plans to enhance future job
opportunities. International students may do
their internship in the United States. Students
must pay all or most of the costs of many intern-
ships. Many graduate students in the program
have competed successfully for funding to sup-
port internship experiences.
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
internship takes place, and (3) knowledge and
experience useful to the career goals of the intern.
Exit Project. Each student must write a thesis or
policy paper or have an article accepted for publi-
cation in an approved refereed journal. Nine
credits are awarded for a thesis and 6 credits for a
policy paper or a published article.
INTERNATIONAL STUDIES
COURSES (INTL)
196 Field Studies: [Topic] (1-2R)
198 Colloquium: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
240 Perspectives on International Develop-
ment (4) Introduction to major issues in interna-
tional development. Introduction to major his-
torical and theoretical approaches to the study of
international development assistance.
250 Value Systems in Cross-Cultural Perspec-
tive (4) Introduction to value systems of various
cultures, focusing on how values relate to
religion, forms of social organization, group
affiliation, and patterns of conflict resolution.
Proudfoot.
251 Cooperation, Conflict, and Global
Resources (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.
128 College of Arts and Sciences
-"'1' ..,.. ..... ;.__.~-"--'='
'E1:1:i. Ei+-·~[AL.j
350 International Leadership (4) Interdiscipli-
nary intmduction to international and cross-
cultural perspectives on leadership. Focuses on
leadership in a wide array of multicultural and
international contexts.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-12R) Prereq: instruc-
tor'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 Indigenous
Peoples, Natural Resources and Development,
Thai and Lao 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)
Examines the history and current dynamics of
international 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.
Examines how societies construct value systems
and the emergence of a global value system. Weiss.
4311531 Cross-Cultural Communication (4)
Focuses 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
understanding. Prereq: INTL 250. Proudfoot.
440/540 The Pacific Challenge (4) Introduction
to developments and trends in the dynamic
and increasingly interdependent Pacific region.
Evaluates prospects for an emerging Pacific
community. Fry.
441/541 Southeast Asian Political Novels and
Films: Changing Images (4) Critical review of
political novels and films that have distorted
images of Southeast Asia. Discussion of strate-
gies for developing genuine understanding of
Southeast 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.
4431543 Postwar Vietnam and United States
Relations (4) Graded only. Explores implica-
tions of America's war in Vietnam and postwar
activity including contemporary issues and
challenges in Vietnamese-U.s. relationships.
Proudfoot.
503 Thesis (1-12R) PIN only. Prereq: exit project
committee's consent. Majors only.
601 Research: [Topic] (1-12R) 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) A current topic is
Cultural Conflict, Mediation, and Peace.
608 Special Topics: [Topic] (1-12R)
609 Practicum: [Topic] (1-12R) PIN only.
Oosely supervised participation in the activities
of public or private organizations, institutes, and
community service agencies. Prereq: instructor's
consent.
610 Experimental Course: [Topic] (1-5R)
640 Gender Analysis in Development Planning
(4) Explores specific ways in which gender analysis
is considered in development planning. Focuses on
economic empowerment, political participation,
and shaping international agendas. Prereq: INTL
521 or instructor's consent. Weiss.
650 International Research Methods (4) Survey
of quantitative and qualitative research approaches
relevant to international research. Emphasis on
practical applications and strategies for linking
research to policy in international settings.
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
dilemmas that may arise in conducting field
research in cultural settings outside the United
States.
LATIN AMERICAN
STUDIES
Leonardo Garda-Pabon, Program
Coordinator
736 Prince Lucien Campbell Hall
(541) 346-5002
Participating Faculty
Juan A. Epple, Romance languages
John B. Foster, sociology
Linda O. Fuller,' sociology
Leonardo Garcia-Pabon,' Romance languages
Daniel Goldrich,' political science
Roland Greene, comparative literature
Robert S. Haskett,' history
Kenneth M. Kempner, educational leadership,
technology, and administration
Linda Kintz, English
Barbara D. May, Romance languages
Geraldine Moreno, anthropology
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 inter-
disciplinary Committee on Latin American
Studies. No degree in Latin American studies is
available at the university. An emphasis on Latin
America is available for bachelor of arts (B.A.)
and for master of arts (M.A.) degrees with majors
in anthropology, history, international studies,
and Spanish. See the Anthropology, History,
International Studies, and Romance Languages
sections of this bulletin.
Study Abroad
See index entries in this bulletin under"Overseas
study." Overseas study in Spain may be arranged
through the Department of Romance Languages.
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 Academic Affairs
section of this bulletin.
UNDERGRADUATE STUDIES
Preparation. High school students who have
taken courses in political science, economics,
history, or other approaches to international
affairs, or who have participated in extracur-
ricular activities (such as the Oregon High
School International Relations League) may
well be interested in Latin American studies.
Community college students who have taken
courses in international relations may be 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
and other international organizations, private
foundations, international businesses, and
international nongovernmental organizations
Linguistics 129
(including church, human-rights, and environ-
mental organizations).
Program Requirements
The undergraduate program in Latin American
studies requires the following course work:
1. Latin America (HIST 380, 381, 382)
2. The equivalent of at least two years of college-
level Spanish or Portuguese or both
3. A major in anthropology, history, international
studies, or Spanish
4. A minimum of 12 credits in Latin American
area courses (listed below)
Anthropology. Students choosing a major in
anthropology 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 content, chosen from among the
following:
Research (ANTH 401), Reading and Conference
(ANTIl 405), Seminar (ANTH 407), Native
Central Americans (ANTH 433), Native South
Americans (ANTH 434), Middle American
Prehistory (ANTH 444).
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), Latin America (HIST 483)
The adviser for Latin American history is Robert
S. Haskett.
International Studies. Students choosing a ma-
jor in international studies must take a minimum
of 16 credits related to Latin America. Proficiency
equivalent to at least the third year of college
Spanish or Portuguese is also required, and stu-
dents must either study or have an internship in
Latin America for at least one term. Students
write a senior paper or honor's thesis on a Latin
American topic.
The Latin America adviser for international stud-
ies is Gerald W. Fry.
Spanish. Students choosing a major in Spanish
must complete all requirements for the major as
outlined in the Romance Languages section of
this bulletin. Offerings include Survey of Span-
ish-American Literature (SPAN 318, 319), His-
panic Literature in the United States (SPAN 328),
Seminar (SPAN 407) on selected topics, Spanish
American Short Story (SPAN 435), and Colonial
Latin American Literature (SPAN 450)
The Latin American adviser for Spanish is Juan
A. Epple.
Latin American Area Courses. In addition to
courses in a student's primary concentration, a
minimum of 12 credits in courses with Latin
American content are required. Some of the
courses that fulfill this requirement include
International Community Development
(lNTL 420), Native Central Americans (ANTH 433),
Native South Americans (ANTH 434), Middle
American Prehistory (ANTH 444), Advanced
Geography of European-American Regions
(GEOG 470), Mexico (HIST 480), The Caribbean
and Central America (HIST 481), Crisis in
Central America (PS 235), Government and Poli-
tics of Latin America tIl (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.
Anthropology, 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
Doris L. Payne, Department Head
233 Straub Hall
(541) 346-3906
Department of Linguistics, 1290 University of
Oregon, Eugene OR 97402-1290
http://logos.uoregon.edu
FACULTY
Kathie 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)
Scott DeLancey, professor (phonology, syntax,
semantics; Sino-Tibetan and East Asian languages).
B.A., 1972, Cornell; Ph.D., 1980, Indiana. (1982)
T. Givan, 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, Sem-
itic, African, and Sino-Tibetan languages). B.Se.,
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,
syntactic topology and universals, semantics, dis-
course 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)
Eric W. Pederson, assistant professor (cognitive and
psycholinguistics, language and culture; South
Indian languages). B.A., 1982, M.A., 1985, Ph.D.,
1991, California, Berkeley. (1997)
Patricia 1. Rounds, research associate (applied lin-
guistics; second-language acquisition and teaching;
sociolinguistics, discourse). B.A., 1970, State Uni-
versity of New York at Oneonta; M.A., 1973, State
University of New York at Stony Brook; M.Ed.,
1981, State University of New York at Buffalo;
M.A., 1982, Ph.D., 1985, Michigan. (1985)
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 cogni-
tion, discourse analysis, language processing and
psycholinguistics, second-language acquisition,
research methods, syntax, semantics, language
typology and universals); associate dean, arts and
sciences. 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 ofOregonfaculty.
Participating
Dare A. Baldwin, psychology
James 1. Boren, English
Robert 1. Davis, Romance languages
Sarah A. Douglas, computer and information science
Carl Falsgraf, Oregon University System Japanese-
language project
Noriko Fujii, East Asian languages and literatures
Mark Johnson, philosophy
Ruth Kanagy, East Asian languages and literatures
Hiroko C. Kataoka, East Asian languages and
literatures
Sarah Klinghammer, American English Institute
Thomas Payne, anthropology
Michael 1. Posner, psychology
Theodore Stern, anthropology
Cynthia M. Vakareliyska, Russian
Philip D. Young, anthropology
130 College of Arts and Sciences
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
linguistics 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 linguists
may study specific facts of many languages, they
do so to gain insight into the properties and pro-
cesses common to all languages. Such common
features may in tum reflect universals of human
cognitive, cultural, and social organization.
Language occupies a central position in the
human universe, so much so that it is often cited
as a major criterion for defining humanity. Its use
in the coding and processing of knowledge
makes it relevant to psychology. As a tool of
reasoning it verges on logic and philosophy. As a
computational system it relates to computer sci-
ence and language-data processing. As a reposi-
tory of one's cultural world view, it is a part of
anthropology. As an instrument of social inter-
course and a mark of social identity, it interacts
with sociology. 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
medium it is the crux of literature and rhetoric.
Careers. To gain understanding into the com-
plexities of human language is thus to gain
entrance into numerous fields of academic inves-
tigation 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, communication disorders and
sciences, computer-science education, journalism,
linguistics, literature and languages, philosophy,
psychology, or sociology. 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 second 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,II (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
Seminar (LING 407)
4. Courses applied toward the major in
linguistics must be 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 undergradu-
ate majors must be approved by the depart-
mental undergraduate adviser
Honors in Linguistics
By fulfilling the following requirements, any
linguistics major may graduate with honors.
Grade Point Average. On entry to the honors
program at the end of the junior year, have a
grade point average (GPA) of 3. 75 or higher in
linguistics courses and 3.50 overall. At the end of
the senior year, have a GPA of 3.75 or higher in
linguistics courses.
Senior Thesis. Write an original honors thesis
under the guidance of thesis adviser from the
linguistics faculty, chosen in consultation with
the undergraduate adviser. The thesis must be a
substantial piece of work; it may be a revised and,
expanded version of a term paper. The thesis
adviser determines whether the thesis is accept-
able and may require the student to register for
up to 6 credits in Honors Thesis (LING 403),
taken passino pass (PIN).
Upon fulfilling these requirements, the candidate
is approved to receive a B.A. degree with honors
in linguistics.
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 minimum of 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
alternative program of study.
Minor Requirements 28 credits
Introduction to Linguistics (LING 290) or
Language, Mind, and Culture (LING 421) ...... 4
Two courses chosen from Language, Culture,
and Society (LING 295), Languages of the
World (LING 311), Language and Cognition
(LING 396) 8
Phonetics (LING 411) 4
Introduction to Phonology (LING 450) 4
Syntax and Semantics I,II (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 indispensable to
any specialization at the graduate level, applied
as well as theoretical. Although the faculty and
courses deal with a wide variety of linguistic
topics and issues, four facets of linguistics are
strongly emphasized in the graduate program:
1. A functional approach to the study of language
structure and use
2. An empirical, live-data, fieldwork, experimen-
tal, and cross-linguistic approach to the meth-
0dology of linguistic research
3. Interdisciplinary emphasis on the place of
human 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
advise them in the areas of their academic inter-
est. The faculty reviews the performance of each
graduate student at the end of each academic
term. 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 appro-
priate 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 general linguistics,
the other in applied linguistics (AL) with empha-
sis on second-language acquisition and teaching
(SLA1). Both options require solid course work
in language structure, function, and use. Students
in the AL-SLAT option are expected to take most
of their elective courses in the SLAT curriculum;
other students may pursue a variety of electives
in both linguistics and related disciplines.
Prerequisites. Students may be required to take
and pass with grades of B- or better certain pre-
requisite courses, typically Phonetics (LING 511)
and Language, Mind, and Culture (LING 521).
Degree Requirements
The 47-credit master's degree requirements con-
sist of core courses, either the general linguistics
option or the applied linguistics option, and 20
elective credits.
Core Courses 12 credits
Introduction to Phonology (LING 550) 4
Syntax and Semantics I,ll (LING 551, 552) 8
General Linguistics Option 15 credits
One approved Seminar (LING 507 or 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 Seminar (LING 507 or 607) in
applied linguistics 3
Advanced Second-Language Acquisition
(LING 644) 4
Linguistics 131
Advanced Second-Language Teaching
(LING 645) 4
One linguistic-theory course chosen from
LING 614, 615, 616 4
Electives. Students working toward an M.A.
degree must take an additional 20 credits in
graduate-level courses chosen from linguistics or
other relevant, related disciplines. Students are
encouraged to select electives in consultation
with the department's graduate adviser and
members of the linguistics department faculty.
Second-Language Requirement. Candidates
for the M.A. must have completed two years of a
second language during the previous seven years.
M.A. Examination. The M.A. degree in linguistics
is granted upon successful completion of required
course work, maintenance of the university-
prescribed grade point average, and the passing
of a written examination. M.A. examinations are
administered twice a year, at the end of the fall
and spring terms. No course with a grade lower
than B- can be used 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. th~&is-ratMF-than-tak~the--writtet1-exami­
nation. The faculty sitting as a committee of the
whole must approve such an option, and one
linguistics department faculty member must be
willing to serve as thesis adviser. The thesis
adviser 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
linguistics 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, communi-
cation disorders and sciences, discourse and text
analysis, English linguistics, first - and second-
language acquisition, language-data processing,
neurolinguistics, psycholinguistics, and
sociolinguistics.
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 linguistics courses before they receive
unconditional doctoral status. Each applicant is
required to submit, 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
beyond the bachelor's degree for the doctorate,
with at least one year spent in continuous resi-
denee on the Eugene campus. The Department
of Linguistics interprets the latter requirement to
mean that at least six courses, including seminars,
must be taken in the program while the student is
in continuous residence for three academic terms.
Second-Language Requirement. Students in
the Ph.D. program must demonstrate proficiency
in two second 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 circumstances 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 Ph.D. 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,II,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
laboratory course, and Empirical Methods in
Linguistics (LING 621)
Doctoral Adviser. The department head appoints
a doctoral adviser for each student upon admis-
sion to the Ph.D. program.
Doctoral Examination. Upon completion of
all preceding requirements, the candidate may
submit a petition to the department to take the
doctoral examination. The examination consists
of three original research papers of substantial
length and publishable quality on topics approved
by the faculty. 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
examination under special circumstances. The
doctoral committee must include at least three
linguistics faculty members, and it must be either
chaired or cochaired by the student's doctoral
adviser in linguistics. The student must submit a
dissertation prospectus in writing, and it must be
approved by the doctoral committee before the
student begins writing the dissertation.
American English Institute
The American English Institute provides English
as a second language (ESL) instruction to nonna-
tive speakers of English. It offers teaching, train-
ing, and employment opportunities for graduate
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
The Department of Linguistics offers three years
of Thai and Indonesian languages and two years
ofVietnamese. Arrangements can be made with
linguistics faculty members for more advanced
study of Vietnamese. The Southeast Asian lan-
guages program builds proficiency in the four
basic skills-listening, speaking, reading, and
writing-through use of dialogues, exercises,
communication games, and discussions. Most
class time is spent in communicative interaction
with native speakers. Once a week a linguist spe-
cialist in Southeast Asian languages discusses
grammatical and stylistic points. Courses are
offered sequentially beginning fall term. See also
the Southeast Asian Studies sect~on of this
bulletin.
INDONESIAN COURSES (INDO)
101,102,103 First-Year Indonesian (5,5,5)
Basic grammar of Indonesian; practice in conver-
sation, 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
discussion of the texts themselves as well as
social and cultural issues raised in the content of
those texts. Sequence. Prereq: INDO 203, South-
east Asian Studies Summer Institute second-year
Indonesian, or instructor's consent.
LINGUISTICS COURSES (LING)
LING 82-93 are being replaced by new courses.
Contact the department for more information.
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
Students (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 selectedfrom areas of student
interest.
91 Beginning Writing for International
Students (3) Beginning written and spoken
English for students whose native language is
not English. Emphasis is on written English to
prepare students for other writing courses.
Placement based on examination administered
by the university Testing Office.
92 Intermediate Writing for International
Students (3) Intermediate written and spoken
English for students whose native language is
not English. Emphasis is on written English to
prepare students for other writing courses.
132 College of Arts and Sciences
Placement based on examination administered
by the university Testing Office.
93 Advanced Writing for International
Students (3) Advanced written and spoken
English for students whose native language is
not English. Emphasis is on written English to
prepare students for other writing courses. Place-
ment based on examination administered by the
university Testing Office.
101 Introduction to Language (4) Nontechnical
introduction to language. Issues of general
concern such as language attitudes; language
and legislation, nationalism, gender; language
learning; and human language versus animal
communication.
144 Introduction to Foreign-Language Learn-
ing (3) Basic concepts in language and language
learning. Designed to help students of foreign
languages improve their learning in classrooms
and independently.
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; prefixes,
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.
225 Writing Systems (4) Survey of the types,
origins, development, and spread of writing
systems of the world, both extinct and modern.
Problems of decipherment. Issues of literacy.
290 Introduction to Linguistics (4) Study of
human language and linguistics as a scientific
and humanistic discipline. Basic concepts of the
lexicon, phonology, syntax, semantics, and lan-
guage change. Students cannot receive credit for
both UNG 290 and 421/521.
295 Language, Culture, and Society (4) Ways
in which language reflects culture and in turn
determines cultural world view, interaction
between language and social structure, social
relations and interpersonal communication.
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.
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.
396 Language and Cognition (4) How human
thought is coded by language. Topics include
meaning, categorization; linguistic units and
speech behavior; language use and memory.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R) Individual
research 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
supervised by a faculty member. Prereq:
instructor's consent.
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Topics include
history of linguistics, language contact, morphol-
ogy, discourse pragmatics, conversational analy-
sis, acoustic phonetics, psycholinguistics,
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
linguistics majors. Students cannot receive credit for
both UNG 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,
Hebrew, Hindi, Japanese, Latin. Prereq: LING
450/550, 451/551,452/552 or instructor's consent.
R when topic changes.
440/540 Linguistic Principles and Second-
Language Learning (4) Introduction to how
languages are learned in school contexts; under-
lying human-language principles. Special atten-
tion to learning issues that classroom teachers
need to address. Prereq: instructor's consent.
Students cannot receive creditfor both LING 440/540
and 444/544.
444/544 Second-Language Acquisition (4)
Introduction to cognitive and social processes of
acquiring second languages. Prereq: LING 290 or
421/521. One extra hour a week of field research;
research paper. Students cannot receive credit for
both UNG 440/540 and 444/544.
445/545 Second-Language Teaching (4)
Approaches and methods of teaching second
languages. Theoretical principles of language
teaching; pedagogical principles for second-
language abilities in speaking, listening, reading,
and composition. 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 second languages. Prereq: LING 445/545.
447/547 Content-Based English as a Second
Language (4) Concepts and instructional meth-
ods related to teaching English as a second
language for teachers of ESL students in content
courses. Emphasizes kindergarten through grade
twelve.
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 421/521,351.
452/552 Syntax and Semantics II (4) Complex
syntactic structures and their discourse function;
embedded, coordinate, and subordinate clauses;
nondeclarative speech acts, topicalization,
contrast, and focusing; transitivization and
detransitivization. Data from various languages.
Prereq: LING 451/551.
460/560 Historical and Comparative Linguis-
tics (4) Principles oflanguage change and the
methods of comparative and internal reconstruc-
tion; typological change in phonology, morphol-
ogy, and syntax; language families and proto-
languages. 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 multilingualism, pidgins and creoles, or
conversational analysis. Prereq: LING 450/550.
503 Thesis (1-16R) 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
faculty 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
syntax, semantics, discourse pragmatics,
stylistics, psycholinguistics, neurolinguistics,
language contact, pidgins and creoles, first- or
second-language 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 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 phonological theory. Topics may
include sound systems and their typology, morpho-
phonology, 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 description.
Prereq: LING 452/552.
Mathematics 133
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
interaction. Prereq: LING 452/552.
617,618,619 Field Methods I,II,III (5,5,5)
Supervised linguistics fieldwork with language
informants, both in and out of class. Application
of language universals to the elicitation, analysis,
and evaluation of data from particular languages;
the writing of phonological, lexical, and gram-
matical descriptions; sentence versus text elicita-
tion. Sequence. Prereq: LING 450/550, 452/552.
621 Empirical Methods in Linguistics (4)
Empirical quantified methods of data collection
and analysis; statistical evaluation of results.
Data derived from discourse, conversation,
psycholinguistics, first- and second-language
acquisition, speech pathology, speech and writ-
ing deficiencies. Prereq: LING 450/550, 452/552
or instructor's consent.
622 Discourse Analysis (4) Language beyond
the sentence level; elicitation and analysis of oral
and written texts; quantitative text analysis. In-
formation structure of discourse, discourse and
syntax, conversational analysis, discourse prag-
matics, discourse processing. Prereq: LING 452/552.
644 Advanced Second-Language Acquisition
(4) Characterization of major theoretical frame-
works from which to view second language-
acquisition issues and research paradigms
associated with each framework: universal gram-
mar, 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.
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,
listening, 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.
Sequence. Prereq: THAI 203, Southeast Asian
Studies Summer Institute second-year Thai, or
instructor's consent.
VIETNAMESE COURSES (VIET)
101,102,103 First-Year Vietnamese (5,5,5)
Introductory Vietnamese language. Stresses
speaking, listening comprehension, reading, and
writing. Sequence.
201,202,203 Second-Year Vietnamese (5,5,5)
Intermediate Vietnamese language. Strengthens
speaking, listening comprehension, reading, and
writing skills. Sequence. Prereq: VIET 103 or
equivalent.
MATHEMATICS
Gary M. Seitz, Department Head
218 Fenton Hall
(541) 346-4705
Department of Mathematics, 1222 University of
Oregon, Eugene OR 97403-1222
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)
Jonathan Brundan, assistant professor (Lie theory,
representation theory). B.A, 1992, Queens College,
Cambridge; Ph.D., 1996, University of London.
(1997)
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., M.A., 1967, Yale; Ph.D., 1972,
Harvard. (1981)
Elizabeth A Housworth, assistant professor (prob-
ability theory). B.A., 1986, Emory; Ph.D., 1992,
Virginia. (1994)
James A Isenberg, professor (mathematical physics,
differential geometry, nonlinear partial differential
equations). AB., 1973, Princeton; Ph.D., 1979,
Maryland. (1982)
William M. Kantor, professor (finite geometries,
computational group theory, combinatorics). B.S.,
1964, Brooklyn; M.A., 1965, Ph.D.,1968, Wisconsin,
Madison. (1971)
Alexander S. Kleshchev, assistant professor (algebra,
representation theory). B.S., M.S., 1988, Moscow
State University; Ph.D., 1993, Institute of Math-
ematics, Academy of Sciences of Belarus, Minsk.
(1995)
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, associate professor (functional analysis).
B.A, 1980, East China Normal University, Shang-
hai; M.S., 1984, Ph.D., 1986, Purdue. (1995)
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)
Hal Sadofsky, assistant professor (algebraic topol-
ogy, homotopy theory). B.S., 1984, Rochester;
Ph.D., 1990, Massachusetts Institute of Technology.
(1995)
Gary M. Seitz, professor (algebraic groups, finite
groups, representation theory). AB., 1964, M.A,
1965, California, Berkeley; Ph.D., 1968, Oregon.
(1970)
Qi-Man Shao, assistant professor (statistics and
probability). B.S., 1983, M.S., 1986, Hangzhou
University; Ph.D., 1989, University of Science and
Technology (China). (1996)
Brad S. Shelton, associate professor (Lie groups,
harmonic analysis, representations). B.A, 1976,
Arizona; 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. Nicolas Spaltenstein, professor (algepra and
algebraic geometry). Dipl6me, 1974, Ecole
Polytechnique Federale, Lausanne; M.Sc., 1975,
Ph.D., 1978, University of Warwick. (1986)
Stuart Thomas, senior instructor. AB., 1965, Cali-
fornia State, Long Beach; M.A, 1967, California,
Berkeley. (1990)
Kathleen 1. M. Trigueiro, senior instructor. B.A,
1970, Wisconsin, Madison; M.A, 1975, California
State, San Francisco. (1979)
Marie A Vitulli, professor (algebraic geometry).
B.A., 1971, Rochester; M.A., 1973, Ph.D., 1976,
Pennsylvania. (1976)
JerryM. Wolfe, associate professor (numerical
analysis). B.S., 1966, Oregon State; M.A., 1969,
Ph.D., 1972, Washington (Seattle). (1970)
Charles R. B. Wright, professor (group theory). B.A.,
1956, M.A, 1957, Nebraska; Ph.D., 1959, Wisconsin,
Madison. (1961)
Darning Xu, associate professor (statistics). B.A,
1965, University of Science and Technology
(China); Ph.D., 1988, Chicago. (1988)
Yuan Xu, associate 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,
California, 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.A.E., 1947, New York; Ph.D., 1958, California,
Berkeley. (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 1. 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; university president
emeritus. 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)
James M. Van Buskirk, professor emeritus. B.S.,
1954, Wisconsin, Superior; M.S., 1955, Ph.D., 1962,
Wisconsin, Madison. (1962)
Marion LWalter, 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.
134 College of Arts and Sciences
Facilities
The department office, the Mathematics Library,
and a microcomputer classroom and laboratory
are housed 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 in
Deady Hall.
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
nation. Interested students should consult the
chair of the undergraduate affairs committee at
the beginning of fall term.
The Anderson Award, endowed by Frank W.
Anderson, honors an advanced graduate student
with the department's most outstanding teach-
ingrecord.
The Curtis Scholarship, endowed by Charles W.
and Elizabeth H. Curtis, honors a continuing un-
dergraduate student who has shown outstanding
achievement in mathematics.
The DeCou Prize, which honors a former long-
time department head, E. E. DeCou, and his son
E. J. DeCou, is awarded annually to the outstand-
ing graduating senior with a mathematics major.
The Stevenson Prize, funded by Donald W. and
Jean Stevenson, is awarded annually to the out-
standing senior graduating with a precollege-
teaching option.
The Wood Scholarship, created in memory of
Frank E. Wood, is awarded each year to the best
continuing student majoring in mathematics.
UNDERGRADUATE STUDIES
Courses offered by the University of Oregon
Department 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, biological, and physical sciences
and in the professional schools; prepare teachers
of mathematics; and provide advanced and gradu-
ate 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 topics should be included whether
offered as separate courses or as a unit.
College transfer students who have completed a
year of calculus should be able to complete the
major requirements in mathematics at the
University of Oregon in two 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 mathematical ac-
tivity in an elementary setting, stressing 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 ofP or C- or better.
Students cannot receive credit for a course if that
course is a prerequisite to a course they have
already taken. For example, a student with credit
in Calculus for Business and Social Science I
(MATH 241) carmot 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,II,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,ll (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 two sequences
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
first sequence, while students in pure mathemat-
ics or in computer and information science find
the second more appropriate. The sequences can
be taken simultaneously, but it is possible to
graduate 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 315,341,342 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
requirements 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 UI
(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
mathematical structures requirement and the
requirements for one of the options listed below.
Mathematical Structures Requirement. Majors
must take a course that focuses primarily on
mathematical structures. This requirement is
generally met by taking Mathematical Structures I
(MATH 271) as a freshman or sophomore. Or
students can satisfy this requirement by taking
Elements of Discrete Mathematics I (MATH 231),
a prerequisite for many computer and informa-
tion 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),
Several-Variable Calculus UI (MATH 281, 282),
Elementary Analysis (MATH 315), Elementary
Linear Algebra (MATI-I 341,342), and four
courses selected from: Elementary Numerical
Analysis I,lI (MATH 351,352), Functions of a
Complex Variable I,II (MATH 411,412), Differ-
ential Equations I,II (MATH 420, 421), Fourier
Series and Orthogonal Functions (MATH 422),
Fourier and Laplace Integrals (MATH 423),
Introduction to Numerical AnalysiS UUIl
(MATH 451, 452, 453), Mathematical Modeling
(MATH 455), Networks and Combinatorics
(MATH 456), Discrete Dynamical Systems
(MATH 457), Introduction to Mathematical
Methods of Statistics I,II (MATH 461, 462),
Mathematical Methods of Regression Analysis
and Analysis of Variance (MATH 463)
Option Two: Pure Mathematics. Introduction
to Differential Equations (MATH 256), Several-
Variable Calculus I,Il (MATH 281, 282), Elemen-
tary Analysis (MATH 315), Elementary Linear
Algebra (MATH 341,342), and four courses
selected from: Fundamentals of Abstract Algebra
I,II,III (MATH 391, 392, 393), Geometries from
an Advanced Viewpoint UI (MATH 394, 395),
Introduction to Analysis I,Il,III (MATH 413,414,
415), Introduction to Topology (MATH 431, 432),
Introduction to Differential Geometry (MATH
433), Linear Algebra (MATH 441), Introduction
to Abstract Algebra I,Il,III (MATH 444, 445, 446),
Mathematical Statistics UUIl (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,Il,III (MATH 391, 392,393), Geometries from
an Advanced Viewpoint UI (MATH 394, 395),
Introduction to Mathematical Methods of Statis-
tics 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,Il (MATH 281, 282), Elemen-
tary Analysis (MATH 315), Elementary Linear
Algebra (MATH 341, 342), and four courses
Mathematics 135
chosen in consultation with an adviser from the
lists of courses for the applied or pure mathemat-
ics 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 interested
in the modem theory of elementary particles
should construct an individualized program that
includes abstract algebra and group theory. An-
other 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 individu-
alized program that contains it.
Mathematics and Computer Science
The Department of Mathematics and the Depart-
ment of Computer and Information Science
jointly offer an undergraduate major in math-
ematics and computer science, leading to a bach-
elor of arts or a bachelor of science degree. This
program is described in the Mathematics and
Computer Science section of this bulletin.
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,
engineering, 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:
Actuarial Science. Elementary Numerical
Analysis LII (MATH 351, 352) or Introduction to
Numerical Analysis I,Il,III (MATH 451,452,453);
Introduction to Mathematical Methods of Statis-
tics LII (MATH 461, 462) and Mathematical
Methods of Regression Analysis and Analysis of
Variance (MATH 463) or Mathematical Statistics
I,Il,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, statis-
tics, and numerical analysis) as an undergraduate
student.
Biological Sciences. Mathematical Modeling
(MATH 455), Introduction to Mathematical
Methods of Statistics LII (MATH 461, 462)
Computer and Information Science. Elements
of Discrete Mathematics LILIIl (MATH 231,
232, 233) or Mathematical Structures I,ll
(MATH 271, 272); Elementary Numerical Analy-
sis I,Il (MATH 351,352) or Introduction to Nu-
merical Analysis LII,III (MATH 451, 452, 453) or
Introduction to Mathematical Methods of Statis-
tics I,II (MATH 461, 462); Networks and Combi-
natorics (MATH 456)
Economics, Business, and Social Science.
Mathematical Modeling (MATH 455), Introduc-
tion to Mathematical Methods of Statistics I,Il
(MATH 461, 462)
Physical Sciences and Engineering. Functions
of a Complex Variable I,Il (MATH 411, 412), Dif-
ferential Equations I,Il (MATH 420,421), Fourier
Series and Orthogonal Functions (MATH 422),
Fourier and Laplace Integrals (MATH 423)
Honors Program
Students preparing to graduate with honors in
mathematics should notify the department's
honors adviser not later than the first term of their
senior year. They must complete two of the fol-
lowing four sets of courses with at least a mid-B
average (3.00 grade point average): 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 adviser. The degree with depart-
mental honors is awarded to students whose
work is judged truly 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
allied fields as computer and information science
or physics often complete double majors, students
with more distantly related majors such as
psychology or history may 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-division
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
requirement. All upper-division courses must be
taken for letter grades. The flexibility of the
mathematics minor program allows each
student, in consultation with a mathematics
adviser, to tailor the program to his or her needs.
Middle and Secondary School
Teaching
The College of Education offers a fifth -year
program for middle-secondary teaching licensure
in mathematics. This program is described in the
Educational Leadership, Technology, and
Administration section of this bulletin.
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
applied 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 Math-
ematics Graduate Student Handbook, available in
the department office. All mathematics courses
applied to degree requirements, including associ-
ated 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 examina-
tion is waived under circumstances outlined in the
departmental Graduate Student Handbook.
Master's Degree Programs
Pre-Ph.D. Master's Degree Program. Of the
required 45 credits, at least 18 must be in 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,
applied mathematics, combinatorics, 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. Based on this
consultation, conditional admission to the
master's degree program or the pre-Ph.D.
program is granted. A student in the pre-Ph.D.
program 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 equivalent
to the graduate preparatory bachelor's degree
136 College of Arts and Sciences
program described above. Other students are
placed in the master's degree program and may
apply for admission to the pre-PhD. program
following a year of graduate study. Students in the
pre-Ph.D. program must take the qualifying
examination at the beginning of their second year
during the week before classes begin fall term.
The 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) numerical analysis, probability,
statistics, topology, or geometry.
Ph.D. Program. Admission to the PhD. program
is based on the following criteria: satisfactory per-
formance on the qualifying examination, com-
p
etionof three courses at a level commensurate
with study toward a Ph.D., and satisfactory per-
formance in seminars or other courses taken as a
part of the pre-PhD. or Ph.D. program. Students
who are not admitted to the Ph.D. program
because of unsatisfactory performance 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., candi-
dates must submit a dissertation, have it read
and approved by a dissertation committee, and
defend it orally in a formal public meeting.
Language Requirement. The department
expects Ph.D. candidates to be able to read
mathematical material in two second languages
selected from French, German, and Russian.
Other languages are acceptable in certain fields.
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
Ph.D. programs. To be eligible to take this
examination, a student must have completed
the language examinations and nearly all the
course work needed for the 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
Graduate 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
enrollment (eligibility) but not toward gradua-
tion; satisfies no university or college require-
ment. Additional fee.
95 Intermediate Algebra (4) Topics include
problem solving, linear equations, systems of
equations, polynomials and factoring techniques,
rational expressions, radicals and exponents,
quadratic equations. Credit for enrollment (eligi-
bility) 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 contem-
porary applications. Topics include networks
with applications to planning and scheduling;
linear programming; descriptive statistics,
statistical inference. Prereq: MATH 95 or satis-
factory placement test score.
106 University Mathematics II (4) Topics
include decision-making with applications to
voting and apportionment. Game theory; study
of growth with applications to finance, biology.
Patterns 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 optimization and
estimation in a variety of contexts. Prereq: MATH
105; 106 recommended.
111 College Algebra (4) Algebra needed for
calculus including graph sketching, algebra of
functions, polynomial functions, rational functions,
exponential and logarithmic functions, linear and
nonlinear functions. Prereq: MATH 95 or satis-
factory placement test score; a programmable
calculator capable of displaying function graphs.
112 Elementary Functions (4) Exponential,
logarithmic, and trigonometric functions; math-
ematical induction. Intended as preparation for
MATH 251. Prereq: MATH 111 or satisfactory
placement test score; a programmable calculator
capable of displaying function graphs.
185 Mathematical Tools (2) Interactive intro-
duction to mathematical computer software,
using Mathematica. Applications to graphing,
algebraic calculations, and mathematical prob-
lems from other fields. Prereq: MATH 112 or
instructor's consent.
199 Special Studies: [Topic] (1-5R)
211, 212, 213 Fundamentals of Elementary
Mathematics I,II,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.
Covers the mathematics needed to teach grades
K-8. Sequence. Prereq: MATH 111 or satisfactory
placement test score. Prereq for 212: grade of C-
or better in MATH 211. Prereq for 213: grade of
C- or better in MATH 212.
231,232,233 Elements of Discrete Mathematics
I,I1,III (4,4,4) 231: sets, mathematical logic, in-
duction, sequences, and functions. 232: relations,
theory of graphs and trees with applications,
permutations and combinations. 233: discrete
probability, Boolean algebra, elementary theory
of groups and rings with applications. Sequence.
Prereq: MATH 112 or satisfactory placement test
score. Students cannot receive credit for both MATH
231 and 271, MATH 232 and 272.
241, 242 Calculus for Business and Social
Science I,ll (4,4) Introduction to topics in
differential and integral calculus including
some aspects of the calculus of several variables.
Sequence. Prereq: MATH 111 or satisfactory
placement test score; a programmable calculator
capable of displaying function graphs. For
students in the social and managerial sciences
whose programs do not require additional
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; a programmable calculator capable of dis-
playing function graphs. Students cannot receive
credit for both MATH 243 and 425.
251, 252, 253 Calculus I,II,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,
infinite sequences and series, Taylor series, and
differential equations. Sequence. Prereq for 251:
MATH 112 or satisfactory placement test score.
MATH 185 recommended. 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)
Survey of structures that pervade modern math-
ematics; foundational material in logic, set
theory, number theory, structure of real num-
bers, discrete probability, group theory, and
topology. Sequence. Prereq: MATH 251 or
instructor's consent. Students cannot receive credit
for MATH 231 and 271, MATH 232 and 272.
281,282 Several-Variable Calculus I,ll (4,4)
Introduction to calculus of functions of several
variables including partial differentiation; gradi-
ent, divergence, and curl; line and surface inte-
grals; Green's and Stokes's theorems. Linear
algebra introduced as needed. Sequence. Prereq:
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)
Vector and matrix algebra; n-dimensional vector
spaces; systems of linear equations; linear inde-
pendence and dimension; linear transformations;
rank and nullity; determinants; eigenvalues;
inner 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
geometry, one year of calculus. For prospective
Mathematics 137
secondary and middle school teachers. Alter-
nates with MATH 395.
395 Geometries from an Advanced Viewpoint
11(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. Alternates with MATH 394.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
403 Thesis (I-4R)
405 Reading and Conference: [Topic] (I-4R)
407/507 Seminar: [Topic] (I-4R)
410/510 Experimental Course: [Topic] (I-4R)
4111511,412/512 Functions of a Complex
Variable I,ll (4,4) Complex numbers, linear
fractional transformations, Cauchy-Riemann
equations, Cauchy's theorem and applications,
power series, residue theorem, harmonic functions,
contour 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.
4211521 Differential Equations II (4) Systems of
equations, boundary-value problems, Green's
functions, special functions. Prereq: MATH 256,
420/520.
4221522 Fourier Series and Orthogonal
Functions (4) Convergence and summability of
Fourier series, Hilbert spaces and orthogonal
sets, Legendre polynomials and Bessel functions,
applications to differential equations. Prereq:
MATH 282.
423/523 Fourier and Laplace Integrals (4)
Convergence and summability of Fourier trans-
forms, Laplace transforms, applications of initial
and boundary value problems, and fundamental
solutions. Prereq: MATH 422/522 or instructor's
consent.
425/525,426/526 Statistical Methods I,ll (4,4)
Statistical methods for upper-division and
graduate students anticipating research in non-
mathematical disciplines. Presentation of data,
sampling distributions, tests of significance,
confidence intervals, linear regression, analysis
of variance, correlation, statistical software.
Sequence. Prereq: MATH 111 or satisfactory
placement test score. Only nonmajors may receive
upper-division or graduate credit. Students cannot
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
introduction 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 formula,
surfaces. Local differential geometry, Gauss-
Bonnet formula, introduction to manifolds.
Prereq: MATH 281, 341.
440/540 Matrix Algebra (3) Computational
aspects of matrix algebra. Systems of linear equa-
tions; independence and dimension; linear trans-
formations; determinants; eigenvalues; applica-
tions. Prereq: one term of calculus or instructor's
consent. Only nonmajors may receive upper-division
orgraduate credit. Offered only during summer session.
4411541 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
Abstract Algebra I,I1,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
Numerical Analysis I,I1,III (4,4,4) Methods of
numerical analysis with applications. Elementary
theory of numerical solutions of differential
equations, 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 various
problems arising in the application of mathemat-
ics to other disciplines, e.g., biological and social
sciences. Prereq: MATH 341. MATH 256
recommended.
456/556 Networks and Combinatorics (4)
Fundamentals of modern combinatorics; graph
theory; networks; trees; enumeration, generating
functions, recursion, inclusion and exclusion;
ordered sets, lattices, Boolean algebras. Prereq:
MATH 231 or 271 or 346.
457/557 Discrete Dynamical Systems (4)
Linear and nonlinear first-order dynamical sys-
tems; equilibrium, cobwebs, Newton's method.
Bifurcation and chaos. Introduction to higher-
order systems. Applications to economics, genet-
ics, ecology. Prereq: MATH 256 or instructor's
consent.
4611561, 462/562 Introduction to Mathematical
Methods of Statistics I,ll (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 252.
463/563 Mathematical Methods of Regression
Analysis and Analysis of Variance (4) Multi-
nomial distribution and chi-square tests of fit,
simple and multiple linear regression, analysis of
variance andcovariance, methods of model
selection and evaluation, use of statistical soft-
ware. Prereq: MATH 462/562.
464/564,465/565,466/566 Mathematical Statis-
tics 1,11,111 (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 variance.
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.
138 College of Arts and Sciences
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.
Sequence.
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
variety of mathematical problems including the
solution of linear and nonlinear equations, the
computation 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
approximation 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-hypotheses
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
Banach algebras, operator theory, functional
analysis, 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
geometry; symmetric spaces; low-dimensional
topology; differential topology; global analysis;
homology, cohomology, and homotopy; differ-
ential 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
design of experiments, nonparametric statistics,
multivariate analysis, large-sample theory,
sequential analysis.
MATHEMATICS AND
COMPUTER SCIENCE
Richard M. Koch and Eugene M. Luks,
Advisers
GENERAL INFORMATION
The College of Arts and Sciences offers an under-
graduate major in mathematics and computer
science, leading to a bachelor of arts or bachelor
of science degree. The joint major combines
elements of the mathematics and computer and
information science curricula into a four-year
program that offers an alternative to the under-
graduate degree programs in either field. It is
intended to serve students who want to become
knowledgeable in both fields but who do not ini-
tially want to specialize in either. The courses
selected for the program provide a solid founda-
tion for professional work or for advanced study
without overspecialization in either subject.
The program is designed to develop team players
for information-based occupations. Its graduates
have the tools to analyze complex problems and
to compute the answers to them. Consistent with
its emphasis on teamwork and communication,
the program requires college-level exposure to
an additional scientific field and an upper-division
writing course.
Students with strong mathematics backgrounds
in high school are frequently advised to major in
computer science at the university, often without
a clear idea of what the field of study is actually
like. The joint major program offers such stu-
dents the chance to experiment with computer
science while retaining the anchor to mathemat-
ics. It also allows students the possibility of
changing easily to the regular major program in
either mathematics or CIS with no loss of credit
and, at least through the junior year, without
jeopardizing degree completion in four years.
Careers
Students completing this major can go immedi-
ately into industrial positions that require com-
puter science skills and mathematical problem-
solving ability. Graduates are particularly well
suited for positions in the high-performance
computing industry, developing the software
tools for large-scale scientific computation. The
combination of mathematics and computer
science forms an excellent professional back-
ground for secondary-school mathematics teach-
ers, and the major program also provides a solid
foundation for actuarial, financial, and related
professions. Graduates are also prepared to enter
advanced programs of study in either mathemat-
ics or computer science, or in applied areas such
as biological computational science.
Preparation
A high school student planning to major in
mathematics and computer science should pur-
sue a strong academic program, with four years
of mathematics, including a year of mathematics
as a senior. Courses in algebra, geometry, trigo-
nometry, and more advanced topics should be
included. Experience preparing substantial writ-
ten reports is also highly desirable.
Transfer Students. College transfer students
who have completed a year of calculus should be
able to fit the remaining mathematics courses for
the degree into just two years, provided that they
have already completed the bulk of their general
education requirements before they transfer.
Transfer students should call or write to the
Department of Computer and Information Sci-
ence to determine whether computer courses
they have taken can be counted toward the joint
major requirements. Sequential subjects such as
mathematics and computer science typically
require several years to progress from introduc-
tory to senior-level courses. The joint program
lets students move forward in both fields at once
with limited prerequisites, making it relatively
accessible both to transfer students and to stu-
dents who want to change from other major pro-
grams. Students who want to pursue the material
in greater depth, however, still need to consider
prerequisite paths carefully.
Faculties and Facilities
The faculties and facilities in both the mathemat-
ics and the computer and information science
departments are available to students in the
combined major program. For detailed descrip-
tions see those sections of this bulletin. Informa-
tion is also available on the World Wide Web.
MAJOR REQUIREMENTS
The specific requirements for the joint major fall
into four categories: mathematics, computer
science, writing, and science.
Medieval Studies 139
Courses in Mathematics
Calculus I,II,III (MATH 251, 252, 253)
Elements of Discrete Mathematics I,ll (MATH 231,
232) or Mathematical Structures (MATH 271, 272)
Elementary Analysis (MATH 315)
Elementary Linear Algebra (MATH 341,342)
Elementary Numerical Analysis (MATH 351, 352)
or Introduction to Mathematical Methods of
Statistics I,ll (MATH 461, 462)
One other upper-division mathematics course
excluding Statistical Methods (MATH 425,426),
Multivariate Statistical Methods (MATH 427),
and Matrix Algebra (MATH 440)
Mathematics courses used to satisfy the major
requirements must be taken for letter grades and
must be passed with grades of C- or better. At
least 12 of the upper-division credits applied to
the degree must be taken in residence at the
university.
Courses in Computer and Information
Science
Computer Science I,1l,III (CIS 210, 211, 212)
Introduction to Data Structures (CIS 313), Com-
puter Organization (CIS 314), Introduction to
Algorithms (CIS 315)
Choose one from Software Methodology (CIS 422),
Introduction to Computer Graphics (CIS 441),
and Modeling and Simulation (CIS 445)
Principles of Programming Languages (CIS 425)
Two other upper-division CIS courses
With the exception of the two upper-division
electives, all computer and information science
courses used to satisfy degree requirements must
be passed with letter grades of C- or better.
Other CIS courses required for the degree may
be taken either for letter grades or passino pass
(PIN). Grades of P or C- or better must be
earned in such courses.
Writing Requirement
In addition to the two terms of writing required
of all undergraduate majors, this joint major
requires a third course: either Scientific and
Technical Writing (WR 320) or Business
Communications (WR 321).
Science Requirement
In addition to the course work in mathematics
and computer and information science, this joint
major requires 12 credits in science selected from
one of the following four options:
General Physics with Calculus (PHYS 211, 212,
213) or General Physics (PHYS 201, 202, 203)
Introductory General Chemistry (CH 211,212,
213) or General Chemistry (CH 221, 222, 223)
General biology (three terms)
Twelve credits in psychology at the 200 level or
above, including at least 8 credits of experimental
or physiological psychology (PSY 430-450)
Advising and Program Planning
Each student seeking a degree in this major is
assigned two advisers, one in the Department of
Mathematics and one in the Department of Com-
puter and Information Science. One of the two
is designated as the adviser of record for the
student, but both cooperate in planning the
student's program. Because of the interrelation-
ship between mathematics and computer science
courses, it is especially important that a student
planning for the combined major consult closely
with both advisers. The sample program shown
below broadly indicates a possible plan for meet-
ing degree requirements in four years. Individual
student interests may suggest changes in the
order in which courses are taken. Since both
mathematics and computer science are sequen-
tial subjects, the suitability of rearrangements
should be discussed with the student's advisers.
The schedule shown below allows considerable
flexibility during the senior year. Instead of (or in
addition to) the CIS and MATH electives shown,
qualified students may sign up for special topics
courses or for up to 12 credits of senior thesis.
Sample Program
Freshman Year 44-50 credits
Calculus I,Il,III (MATH 251,252,253) 12
Major science requirement 12
College Composition I and either II or III
(WR 121, 122 or 123) 8
Social science group-satisfying courses 8-12
Multicultural requirement or electives 4-6
Elements of Discrete Mathematics I,ll (MATH 231,
232) and Computer Science I,II,III (CIS 210-212)
go well together, as do calculus and physics. Stu-
dents with advanced placement credit in calculus
and programming experience may want to con-
sider taking MATH 231 and 232 and CIS 210-212
in the freshman year, saving the science sequence
for later.
Sophomore Year 40-48 credits
Computer Science I,II,III (CIS 210, 211, 212) .. 12
Elements of Discrete Mathematics I,ll
(MATH 231, 232) or Mathematical Structures
(MATH 271, 272) 8
Major writing requirement (WR 320 or 321) 4
Arts and letters group-satisfying courses 8-12
Electives 8-12
Junior Year 40-48
CIS upper-division requirements (CIS 313, 314,
315,422) 16
Mathematics upper-division requirements
(MATH 341,342) 8
Arts and letters group-satisfying electives 8-12
Social science group-satisfying electives 8-12
Senior Year
CIS upper-division requirements (CIS 425 and
CIS 422,441 or 445) 8
Mathematics upper-division requirements
(MATH 315 and MATH 351,352 or
MATH 461, 462) 12
CIS upper-division electives 8
Mathematics upper-division electives 4
Other electives 8-12
Honors Program
Both of the cooperating departments offer
departmental honors programs to their under-
graduate majors. After obtaining advance approval
from both of their advisers, students in the joint
degree program are eligible to attain honors in
mathematics and computer science by meeting
the honors requirements of either department,
including the writing of a thesis.
Minor
The Department of Mathematics and the Depart-
ment of Computer and Information Science each
offers minors. There is no joint minor in math-
ematics and computer science.
MEDIEVAL STUDIES
F. Regina Psaki, Program Director
307 Prince Lucien Campbell Hall
(541) 346-4069
Participating Faculty
Alfred Acres, art history
Barbara K. Altmann, Romance languages
Martha J. Bayless, English
Louise M. Bishop, English
Cynthea J. Bagel, art history
James 1. Boren, English
Zoe Borovsky, Germanic languages and literatures
Susan Boynton, music
Mary-Lyon Dolezal, art history
James W. Earl, English
Andrew E. Goble, history
Charles H. Lachman, art history
C. Anne Laskaya, English
Clare A. Lees, comparative literature, English
Mavis Howe Mate, history
F. Regina Psaki, Romance languages
Jennifer F. Rondeau, history
Christine 1. Sundt, library
Richard A. Sundt, art history
Heather Tanner, honors college
Augustine C. A. Thompson, religious studies
Kyoko Tokuno, religious studies
Cynthia M. Vakareliyska, Russian
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 administered by
the Humanities Program. Medieval studies pro-
vides an excellent general education or a solid
base for graduate work in a more specialized
area. Undergraduates interested in medieval
studies should declare a humanities major with
the medieval studies option. It can be an area of
specialization for students majoring in any of the
related departments. Study abroad is strongly
encouraged.
Medieval studies concentrates on the period
from 300 to 1500,combining courses in art and
architecture, history, language, literature, music,
philosophy, and religion. 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 comprehensive
introduction to the medieval world-view in
Europe and beyond, and the origins of the
modern world.
Humanities Major, Medieval
Studies Option
Courses offered for a major in humanities with a
medieval studies option must be passed with
grades of mid-C or better. Variations in these
requirements can be approved by the program
director and the Medieval Studies Committee.
Humanities majors who specialize in medieval
studies must complete Special Topics in the
Humanities: Introduction to the Middle Ages
140 College of Arts and Sciences
(HUM 210), the Seminar: Medieval Studies
(HUM 407), and ten medieval courses in at least
three departments. Two years of Latin are
recommended.
Minor Requirements
A minor in medieval studies must include
Seminar: Medieval Studies (HUM 407) and six
medieval courses in at least two departments.
Two years of Latin are recommended.
Suggested Courses
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
Oregon. More information is available from the
humanities office or from the Medieval Studies
Program director.
Art History. History of Western Art II (ARH 205),
Japanese Art II (ARH 395), Early Christian Art
(ARH 430), Byzantine Art (ARH 431), Roman-
esque Sculpture (ARH 432), Gothic Sculpture
(ARH 433), Medieval Painting (ARH 434), Text
and Image: Medieval Manuscripts (ARH 435),
Romanesque Architecture (ARH 437), Gothic
Architecture tIl (ARH 438,439), Islamic Art and
Architecture (ARH 490)
Chinese. Issues in Medieval Chinese Literature
(CHN 424)
Comparative Literature. Medieval Culture
(COLT 412), Medieval Lyric to Petrarch
(COLT 432), The Body in History (COLT 472)
English. The Bible and Literature (ENG 421),
The Age of Beowulf (ENG 423), Medieval
Romance (ENG 425), Chaucer (ENG 427), Old
English UtIII (ENG 428,429,430), Medieval and
Tudor Drama (ENG 437)
History. Perceptions and Roles of Women from
the Greeks through the 17th Century (HIST 310),
Western Europe in the Middle Ages (HIST 318),
The Age of Discoveries (HIST 327), Social and
Economic History of Medieval England, 1050-
1500 (HIST 418)
Humanities. Special Topics in the Humanities:
Introduction to Middle Ages (HUM 210), Studies
in Medieval Culture (HUM 351), Seminar: Medi-
eval Studies (HUM 407)
Japanese. Premodern Japanese Literature
aPN 424)
Latin. Readings in Medieval Latin (LAT 414)
Music. Survey of Music History (MUS 267)
Philosophy. History of Philosophy: Ancient and
Medieval (PHIL 310)
Religious Studies. History of Christianity (REL
321, 322, 323), 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), French Survey:
Medieval and Renaissance (FR 317), Italian
Survey: Medieval and Renaissance (ITAL 317),
Boccaccio and His Influence (ITAL 441), Dante
and His Influence (ITAL 444, 445)
Russian. Russian Folklore (RUSS 420)
NEUROSCIENCE
William Roberts, Institute Director
222 Huestis Hall
(541) 346-4556
Institute of Neuroscience, 1254 University of
Oregon, Eugene OR 97403-1254
http://www.neuro.uoregon.edu
Participating Faculty
Christopher Q. Doe, biology
Judith S. Eisen, biology
Barbara Gordon-Lickey, psychology
Marvin Gordon-Lickey, psychology
Daniel P. Kimble, psychology
Charles B. Kimmel, biology
Gary A. Klug, exercise and movement science
Shawn R. Lockery, biology
Richard Marrocco, psychology
Helen Nevilie, psychology
Peter M. G'Day, biology
Michael I. Posner, psychology
John H. Postlethwait, biology
Wiliiam Roberts, biology
Kent A. Stevens, computer and information science
Terry Takahashi, bioiogy
NathanJ. Tublitz, biology
Janis c. Weeks, biology
Monte Westerfield, biology
James A. Weston, biology
Marjorie Wooliacott, exercise and movement
science
GRADUATE STUDY IN
NEUROSCIENCE
Neuroscience is an interdisciplinary study
concerned with neural function, development,
and behavior. At the University of Oregon the
graduate training program in neuroscience is
centered in the Institute of Neuroscience, housed
in modern quarters in the science complex.
Participating faculty members come from the
Departments of Biology, Computer and Informa-
tion Science, Exercise 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, and/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
informal seminars that feature lively discussion
of research papers in specific areas of
neuroscience. Students and faculty members also
participate in the Neuroscience Seminar, a
weekly series featuring visiting scientists. The
purpose of the Neuroscience Seminar is to keep
both the faculty and students abreast of current
developments in the broad field of neuroscience.
Research. Students are encouraged to participate
in laboratory research from the very beginning of
their graduate training. A laboratory rotation
program is directed toward this objective. 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. Partici-
pation 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
program should apply to the Ph.D. program of a
participating department and indicate their
interest in neuroscience. Such applications are
reviewed by the neuroscience faculty as well as
the departmental admission committee. Answers
to specific questions about prereqUisites and
deadlines may be obtained by writing directly to
one of the participating departments, University
of Oregon, Eugene OR 97403. Additional infor-
mation about the Institute of Neuroscience may
be obtained by writing to the graduate secretary.
See also the Research Institutes and Centers
section of this bulletin.
NEUROSCIENCE COURSES
Biology. Neurobiology (BI 360), Systems Neuro-
science (BI 461/561), Cellular Neuroscience
(BI 463/563), Developmentall'Jeurobiology
(BI 466/566), Hormones and the Nervous System
(BI 467/567), Neuroethology (BI 468/568)
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
Processing (CIS 674)
Exercise and Movement Science. Motor De-
velopment (EMS 331), Motor Control (EMS 332),
Neurological Mechanisms underlying Human
Movement (EMS 634), Theory of Motor Control
and Learning (EMS 635), Motor Skill Learning
(EMS 636)
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)
Peace Studies 141
PACIFIC ISLAND
STUDIES
Stephen M. Johnson, Program Director
110 Gerlinger Hall
(541) 346-5087
(541) 346-0802 fax
Pacific Island Studies Program, 1246 University
of Oregon, Eugene OR 97403-1246
caps@darkwing.uoregon.edu
http://darkwing.uoregon.edu/-caps
Program Committee
William S. Ayres, anthropology
Aletta Biersack, anthropology
Carolyn 1. Cartier, geography
Shirley Ann Coale, education
David Eisler, Center for Asian and Pacific Studies
Molly Elder, Center for Asian and Pacific Studies
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, academic affairs
Kathy Poole, international education and exchange
Robin Paynter, library
Deanna M. Robinson, journalism and communication
Richard A. Sundt, art history
Hilda Yee Young, academic advising and student
services
Richard W. Zeller, special education and community
resources
ABOUT THE PROGRAM
The Pacific Island Studies Program, part of the
Center for Asian and Pacific Studies, offers indi-
vidualized programs of study and research
related to 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 instructional,
research, and exchange programs at the univer-
sity that are related to the Pacific islands. The
program emphasizes interdisciplinary perspec-
tives essential for understanding natural and cul-
tural environments, cultural history and change,
and educational and modern socioeconomic
issues in the Pacific.
Courses about the Pacific cover a wide range of
topics. Students can enroll in undergraduate
courses and advanced degree programs in vari-
ous departments and through the Asian Studies
Program. Students may also work with commit-
tee members from Pacific island studies toward
an Interdisciplinary Studies: Individualized Pro-
gram (IS:IP) master's degree (M.A. or M.S.). In-
formation is available in the Graduate School
section of this bulletin.
The Pacific island studies faculty participates in
the Asian studies B.A. and M.A. degree programs
by teaching courses that may be used to satisfy
degree requirements (e.g., in developing a sec-
ondary cultural or geographical area with South-
east Asia). Undergraduate- and graduate-level
courses are available in anthropology and ar-
chaeology, art history, biology, geological sci-
ences, international studies, political science, and
sociology.
The Pacific Island Archaeological Project,
directed by William S. Ayres, offers students
opportunities 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 carry out consulting 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, Kosraen, Yapese,
and Kapingarmarangi. Tutoring in Samoan and
other island languages is possible.
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 Pre-
history (ANTH 440/540)
Art History. Art of the Pacific Islands I,ll
(ARH 391, 392)
Geological Sciences. Oceanography (GEOL
307)
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
David A. Frank and Cheyney C. Ryan,
Committee Cochairs
308 Chapman Hall
(541) 346-4198
Steering Committee
Irene Diamond, political science
David A. Frank, honors college
Gregory McLauchlan, sociology
Cheyney C. Ryan, philosophy
ABOUT THE PROGRAM
The Peace Studies Program offers students the
opportunity to study, systematically, the problem
of peace-what it means and how it is achieved.
Interdisciplinary in its orientation, peace studies
encourages 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
offered for graduate credit under SOD-level
numbers.
Minor Requirements
The interdisciplinary minor in peace studies
requires a minimum of 32 credits, 15 of which
must be upper division. A grade of mid-C or bet-
ter 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 totalof12 nedits:
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), International Security (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:
142 College of Arts and Sciences
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.
Introduction to Public Service Management
(PPPM 322), Communities and Regional Devel-
opment (PPPM 445)
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 301, 302)
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 Commu-
nity Development (INTL 420), Gender and Inter-
national Development (INTL 421), Cross-
Cultural Communication (INTL 431)
Planning, Public Policy and Management.
Socioeconomic Development Planning
(PPPM446)
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 adviser's
consent, students may substitute a course num-
bered 199, 407, 408, or 410 for one approved
group-satisfying course for the minor.
For more information about peace studies, call a
codirector.
PHILOSOPHY
Mark Johnson, Department Head
338 Prince Lucien Campbell Hall
(541) 346-5547
(541) 346-5544 fax
Department of Philosophy, 1295 University of
Oregon, Eugene OR 97403-1295
FACULTY
Claudia Baracchi, assistant professor (ancient
philosophy, 19th- and 20th-century continental
philosophy). Laurea, 1987, University of Bologna;
Ph.D., 1996, Vanderbilt. (1996)
William E. Davie, associate professor (ethics,
Wittgenstein, Hume). 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)
Don S. Levi, associate professor (logic, Eastern
philosophy, applied ethics). B.A., 1956, Wisconsin,
Madison; MA, 1961, Ph.D., 1962, Harvard. (1964)
John I. Lysaker, assistant professor (20th-century
continental philosophy, phenomenology,
Nietzsche). AB., 1988, Kenyon; M.A., 1993, PhD.,
1995, Vanderbilt. (1996)
Scott Pratt, assistant professor (American philoso-
phy, history of philosophy, epistemology). B.A.,
1981, Beloit; PhD., 1995, Minnesota. (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, episte-
mology, philosophy of science). B.A., 1973, M.A.,
1977, Ph.D., 1979, California, Santa Barbara.
(1994)
Emeriti
Henry A Alexander Jr., associate professor emeritus.
B.A., 1947, Princeton; M.A., 1951, Ph.D., 1955,
California, Berkeley. (1964)
RobertI. Herbert, professor emeritus. B.A, 1952,
M.A., 1954, Ph.D., 1962, Nebraska. (1966)
Arnulf Zweig, professor emeritus. B.A, 1952,
Rochester; Ph.D., 1960, Stanford. (1956)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
UNDERGRADUATE STUDIES
Philosophy asks fundamental questions about
every aspect of the human experience, from the
nature of knowledge, the self, and mind to con-
cerns about human meaning and moral values.
Through the study of primary texts, drawn from
various historical periods and cultures, and of
contemporary issues, philosophy provides a
means for reflecting on one's beliefs and values
while developing critical thinking, reading, and
writing skills. Philosophy also refines the ability
to reason and cultivates creative imagination and
aesthetic sensitivity. A philosophical education
thus offers excellent preparation for a broad
range of careers that require critical intelligence
as well as oral and written communication skills.
The department offers bachelor of arts (B.A.) and
bachelor of science (B.S.) degree programs.
University degree requirements are given in the
Registration and Academic Policies section of
this bulletin, in the schedule of classes, and in
The Green Book, which is available from the Office
of Academic Advising and Student Services.
Students whose first or only major is philosophy
must satisfy the university's bachelor of arts
(B.A.) degree reqUirements-including compe-
tence in a foreign language-to graduate with a
bachelor's degree in philosophy. Students who
complete a different first major and the bachelor
of science (B.S.) degree requirements may fulfill
philosophy requirements as a second major
without completing the requirements for a B.A.
degree.
Major Requirements
The minimum major requirement is 52 credits of
course work in philosophy with grades of P
(pass) or C- or better, including 40 credits in
upper-division courses. No more than 8 credits
may be taken passino pass. The 52 credits must
include three terms of History of Philosophy:
Ancient and Medieval, Modem, 19th Century
(PHIL 310,311,312); one term of Formal Logic
(PHIL 221); and 8 credits in courses on the works
of specific philosophers (e.g., PHIL 421, 433, 453,
or 463).
Honors in Philosophy
Any philosophy major may, by fulfilling the re-
quirements described below, graduate with hon-
ors.
Grade Point Average. To enter the honors
program, the student must have a grade point
average (GPA) of at least 3.00 in philosophy
courses at the end of the junior year; to complete
the program the student must have a GPA of at
least 3.50 in philosophy courses at the end of the
senior year.
Courses. Besides the courses reqUired of phi-
losophy majors, a candidate for departmental
honors must take 16 of the 52 credits in philoso-
phyat the 400 level.
Senior Thesis. The candidate must write an
honors thesis under the guidance of a member of
the philosophy faculty chosen as thesis adviser.
The thesis must be a substantial piece of work,
and it may be a revised and expanded version of
a term paper. The thesis must be approved by a
thesis committee consisting of two faculty mem-
bers from the philosophy department. Approval
of the thesis depends in part on a public defense
attended by the committee.
Philosophy 143
Upon fulfilling these requirements, the candidate
is approved to receive a bachelor's degree with
honors in philosophy.
Minor Requirements
The minimum requirement for a philosophy
minor is 24 credits in philosophy with grades of P
(pass) or C- or better, including 16 upper-
division credits. 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 and Medieval, Modern, 19th
Century (pHIL 310, 311, 312) and 4 credits in 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 (ph.D.) degrees. The program, which
is pluralistic in orientation, requires students to
develop a broad knowledge of the history of
philosophy, major fields, and various approaches
and methods. Students are urged to concentrate
in a specific area at the advanced leveL In addi-
tion to the major periods in the history of phi-
10sophy' concentrations are supported in Ameri-
can philosophy, continental philosophy, social
and political philosophy, feminist philosophy,
ethics, philosophy of language, philosophy of
science, and aesthetics.
Each student designs a program in consultation
with the graduate adviser. Two or more years are
typically required to complete the master's
degree and four or more years for the doctorate.
A complete and detailed list of the university and
department requirements for graduate degrees is
available from the department office.
Master of Arts
The M.A. program is designed to provide a broad
knowledge of the history of philosophy and of
recent developments in the basic fields of phi-
10sophy. It requires 48 credits of graduate course
work, satisfaction of the second-language
requirement, and either passing three of four
comprehensive examinations or acceptance of a
master's thesis by a thesis adviser. The compre-
hensive examinations cover four broad areas:
(1) history of philosophy, (2) epistemology,
(3) metaphysics, and (4) value theory (ethics,
social-political, aesthetics). They can be passed
by written examinations or by grades of A- or
better in three specific courses in each of three
fields.
Doctor of Philosophy
The Ph.D. degree requires a minimum of 81
credits of graduate-level course work, of which
18 must be in Dissertation (PHIL 603). Students
must demonstrate proficiency in a second lan-
guage' pass an advanced logic course, and pass
comprehensive examinations in four broad fields
of philosophy. The comprehensive requirement
can be satisfied by written examinations or by
receiving a grade of A- or better in three speci-
fied courses in each of the four fields.
A dissertation prospectus must be accepted by
the candidate's dissertation committee after a
preliminary oral examination. The written disser-
tation must receive the approval of the disserta-
tion committee after a final oral examination.
Admission
Applicants for admission to graduate studies are
asked to write a brief letter explaining their
philosophical background and their specific
philosophical interests. This helps the depart-
ment's admissions committee decide whether
this is the most appropriate philosophy depart-
ment for the applicant's goals. They should also
submit a writing sample, a college transcript, and
a notification of their scores on the Graduate
Record Examinations (GRE). International stu-
dents must provide proof of competence in En-
glish. A score of 600 on the Test of English as a
Foreign Language (TOEFL) is required of inter-
national students unless 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) famil-
iar 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, together with the $50
application fee, should be sent to the Office of
Admissions, 1217 University of Oregon, Eugene
OR 97403-1217. The other four copies of the ap-
plication, along with another set of transcripts,
should be forwarded to the Department of Phi-
losophy. Confidential report forms should be
sent directly to the department by the faculty
members recommending the applicant.
Graduate teaching fellowships are the only form
of financial aid available in the philosophy de-
partment; the application deadline is February 15
for the following academic year. An application
form is provided upon request.
PHILOSOPHY COURSES (PHIL)
101 Philosophical Problems (4) Introduction to
philosophy based on classical and modern texts
from Plato through the 20th century. Sample
topics include free will, the mind-body problem,
the existence 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
thinking and reasoning critically. How to recog-
nize, analyze, criticize, and construct arguments.
170 Love and Sex (4) Attitudes toward love and
sexuality in the Western world that have led, in
the United States, to a hostility toward sex and
an elevation of purified images of love.
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) Introduction to
classic writings in the Chinese, Indian, Japanese,
and other Asian philosophical traditions.
215 Philosophy and Feminism (4) Explores
feminism's contribution to philosophy in com-
plete accounts of knowledge and morality by
considering the adequacy of theories that ignore
gender and feminist development.
216 Philosophy and Cultural Diversity (4)
Philosophical investigation of the implications of
cultural diversity for identity, knowledge, and
community, from the perspectives of several
American cultures.
221 Formal Logic (4) Propositional and lower
predicate calculus. Translation into symbolic
notation, derivations, and truth-table tests.
Quantifiers, consistency, and completeness.
307,308 Social and Political Philosophy (4,4)
Major social and political theorists from Plato
through Marx. Inquiry into such ideas as justice,
natural law, natural rights, and the social contract.
310 History of Philosophy: Ancient and Medi-
eval (4) Focuses primarily on Plato and Aristotle.
Examines their roots in pre-Socratic philosophy
and their influence on medieval philosophers
such as St. Augustine and St. Thomas Aquinas.
311 History of Philosophy: Modern (4) Survey
of European philosophy through Hume, includ-
ing the work of Descartes, Locke, and Berkeley.
312 History of Philosophy: 19th Century (4)
Traces Kant's influence on such philosophers as
Hegel, Nietzsche, and Marx.
320 Philosophy of Religion (4) Philosophical
investigation of the nature of "religion" (e.g. the
nature of the sacred, spirituality, and transcen-
dence). Prereq: one philosophy course.
321 Theory of Knowledge (4) Considers con-
ceptions of rationality and truth as well as the
role of reason, sense, and emotion in the pursuit
of knowledge. Prereq: one philosophy course.
322 Philosophy of the Arts (4) Survey of classical
and contemporary theories of art and aesthetic
experience, with examples from various arts.
Prereq: 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)
Examines theories of scientific practice, rational-
ity, objectivity, values in science, and the role of
science in society. Prereq: one philosophy course.
340 Environmental Philosophy (4) Considers
the nature and morality of human relationships
with the environment (e.g., the nature of value,
the moral standing of nonhuman life).
344 Introduction to Philosophy of Law (4)
Introduces central problems in the law; examines
the nature of legal reasoning.
350 Metaphysics (4) Traditional issues in meta-
physics selected from among such topics as
substance, existence, time, causation, God, the
nature of individuals, and the meaningfulness of
metaphysics. Prereq: one philosophy course or
instructor's consent.
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 Art and Politics, Critical Theory, Eastern
Philosophy, Feminist Theory, Philosophy of Film.
Prereq: three philosophy courses.
410/510 Experimental Course: [Topic] (1-5R)
144 College of Arts and Sciences
415/515 Continental Philosophy (4) The theory
and writings of Heidegger, Husserl, Derrida,
Foucault, and others. Prereq: junior, senior, or
graduate standing.
417/517 Topics in Critical Theory (4R) Intro-
duction to the Frankfurt School. Themes vary,
but central concerns include rationality, political
dimensions of art, and the philosophy of history.
Prereq: PHIL 312 or instructor's consent. R once
with instructor's consent for maximum of
8 credits.
420/520 American Philosophy (4) Historical
survey of American philosophy from the colonial
period including the work of Franklin, Emerson,
Douglass, Peirce, and William James. 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 310 or instructor's consent. R when phi-
losopher changes.
425/525 Philosophy of Language (4) Philo-
sophical theories oflanguage and meaning, with
special attention to the nature of concepts and
reasoning. Prereq: junior, senior, or graduate
standing.
433/53317th- 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 310,311, 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
divine attributes, the problem of evil, and reli-
gious ethics. Prereq: junior, senior, or graduate
standing.
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.
443/543 Topics in Feminist Philosophy:
[Topic] (4R) Examines contemporary feminist
contributions to philosophy. R once with
instructor's consent for maximum of 8 credits.
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
legitimacy of punishment. Prereq: junior, senior,
or graduate standing.
450/550 African American Philosophy (4) Sur-
vey of 20th-century African American philoso-
phy including works by Alain Locke, W. E. B. Du
Bois, bell hooks, Angela Davis, and Cornel West.
451/551 Native American Philosophy (4) Sur-
vey of Native American philosophy focusing on
methodology, philosophical perspectives in
historical traditions, and contemporary Native
American philosophy.
453/55319th-Century Philosophers: [Topic]
(4R) Concentrates on the work of a single phi-
losopher, typically Hegel, Nietzsche, Marx, or
Kierkegaard. Prereq for 453: PHIL 312 or instruc-
tor's consent. R when philosopher changes.
455/555 Philosophy of Logic (4) Writers in the
philosophy of logic (e.g., Plato, Aristotle, the
Stoics, Ockham, Frege, and Strawson). Prereq:
junior, 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
essential incompleteness of elementary number
theory, set and recursive function theory).
Prereq: PHIL 221 or equivalent.
463/563 20th-Century Philosophers: [Topic]
(4R) Concentrates on the work of a single phi-
losopher (e.g., Wittgenstein, Dewey, Quine,
Merleau-Ponty, or Foucault). Prereq: junior or
senior standing or instructor's consent. R when
philosopher changes.
468/568 Problems in Philosophy of Science (4)
Investigates issues in the natural sciences includ-
ing debates concerning realism, scientific meth-
ods, naturalizing, value neutrality, objectivity, the
nature and role of evidence, and truth.
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 are
Embodiment, Heidegger, Later Plato, Philosophy
and Cognitive Science, Political Philosophy, Pre-
Socratics, Recent Moral Theory.
610 Experimental Course: [Topic] (1-5R)
611 Issues in Epistemology (4) Considers
Anglo-American, continental, and pragmatic
theories about the nature of knowledge, truth,
rationality, and the relationships between
knowledge and power. Prereq: graduate standing
in philosophy.
614 Issues in Ethics (4) Examination of 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 of the 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., essen-
tialism, identity, future contingency). Prereq:
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.
PHYSICS
Nilendra G. Deshpande, Department
Head
120 Willamette Hall
(541) 346-4751
(541) 346-5861 fax
Department of Physics, 1274 University of
Oregon, Eugene OR 97403-1274
http://zebu.uoregon.edu/
FACULTY
Dietrich Belitz, professor (condensed matter theory).
Dip.phys., 1980, Dr.rer.nat., 1982, Technical Uni-
versity 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 ofTechnology. (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)
Paul L. 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,
superfluidity, 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, Ph.D., 1984, California, River-
side. (1989)
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. (1982)
Stephen D. H. Hsu, assistant professor (elementary
particle theory). B.S., 1986, California Institute of
Technology; M.S., 1989, Ph.D., 1991, California,
Berkeley. (1997)
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)
Physics 145
James N. Imamura, associate professor (astrophys-
ics). B.A., 1974, California, Irvine; M.A., 1978,
Ph.D., 1981, Indiana. (1985)
Stephen D. Kevan, professor (solid state physics).
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. (1961)
Dean W. Livelybrooks, instructor (physics educa-
tion). B.S., 1977, Massachusetts Institute of Tech-
nology; M.S., 1984, Ph.D., 1990, Oregon. (1996)
Brian W. Matthews, professor (protein crystallogra-
phy). B.Sc., 1959, B.Sc. (Honors, 1st class), 1960,
Ph.D., 1964, University of Adelaide. (1969)
Stanley J. Micklavzina, instructor (physics educa-
tion). B.S., 1982, M.S., 1985, Oregon. (1985)
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,
Columbia. (1987)
Jack c. Overley, professor (nuclear physics). B.S.,
1954, Massachusetts Institute of Technology;
Ph.D., 1960, California Institute of Technology.
(1968)
Kwangjai Park, professor (physics of fluids, solid
state physics). B.A., 1958, Harvard; Ph.D., 1965,
California, Berkeley. (1966)
George W. Rayfield, professor (biophysics, low-
temperature physics). B.S., 1958, Stanford; 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) On leave 1998-
99.
Stephen J. Remington, associate professor (protein
crystallography). B.S., 1971, Oregon State; Ph.D.,
1977, Oregon. (1985)
James M. Schombert, assistant professor (astronomy).
B.S., 1979, Maryland; M.Phil., 1982, Ph.D., 1984,
Yale. (1996)
Peter C. Sercel, assistant professor (solid state phys-
ics). B.S., 1987, Arizona; M.S., 1988, Ph.D., 1992,
California Institute of Technology. (1992)
David R. Sokoloff, associate professor (physics
education); associate department head. B.A, 1966,
City University of New York, Queens; Ph.D., 1972,
Massachusetts Institute of Technology. (1978)
Davison E. Soper, professor (elementary particle
theory); director, Institute of Theoretical Science.
B.A., 1965, Amherst; Ph.D., 1971, Stanford. (1977)
Qn Ieaye 1998,,-99.
David M. Strom, associate professor (experimental
elementary particle physics). B.A., 1980, St. Olaf;
Ph.D., 1986, Wisconsin, Madison. On leave 1997-
98. (1991)
John J. Toner, associate professor (condensed matter
theory). B.S., 1977, Massachusetts Institute of Tech-
nology; M.A., 1979, Ph.D., 1981, Harvard. (1995)
Hailin Wang, assistant professor (quantum optics).
B.S., 1982, University of Science and Technology
(China); M.S., 1986, Ph.D., 1990, Michigan. (1995)
Robert L. Zimmerman, professor (astrophysics, gen-
eral relativity). B.A., 1958, Oregon; Ph.D., 1963,
Washington (Seattle). (1966)
Special Staff
John Hardwick, senior research associate (molecular
physics). AB., 1966, Princeton; Ph.D., 1972, Georgia
Institute of Technology. (1985)
Joseph Niemela, senior research associate (physics
of fluids), B.S., 1982, Ph.D., 1987, Oregon. (1989)
Frank Vignola, senior research associate (solar
energy). B.A., 1967, California, Berkeley; M.S.,
1969, Ph.D., 1975, Oregon. (1977)
Emeriti
Bernd Crasemann, professor emeritus. AB., 1948,
California, Los Angeles; Ph.D., 1953, California,
Berkeley. (1953)
Marvin D. Girardeau, professor emeritus. B.S., 1952,
Case Institute of Technology; M.S., 1954, Illinois;
Ph.D., 1958, Syracuse. (1963)
Joel W. McClure Jr., professor emeritus. B.S., 1949,
M.S., 1951, Northwestern; Ph.D., 1954, Chicago.
(1954)
David K. McDaniels, professor emeritus. B.S., 1951,
Washington State; M.S., 1958, Ph.D., 1960, Wash-
ington (Seattle). (1963)
John L. Powell, professor emeritus. B.A., 1943, Reed;
Ph.D., 1948, Wisconsin. (1955)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon 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
sciences and for students who want to compre-
hend our technological world. In addition to
major and minor programs, the Department of
Physics offers 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 physics and
chemistry is desirable, as is study of one of the
scientific languages-French, German, or
Russian.
Transfer Students. Because of the sequential
nature of the physics curriculum, students from
two-year colleges should try to transfer to the
university as early in their studies as possible.
Those who transfer after two years should
prepare themselves for upper-division course
work in physics by taking one year of differential
and integral calculus (the equivalent of
MATH 251, 252, 253), one year of general phys-
ics with laboratory (the equivalent of either
PHYS 201, 202, 203 or PHYS 211, 212, 213 and
PHYS 204, 205, 206), one year of general chemis-
try with laboratory (the equivalent 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 multivariable calcu-
lus (the equivalent of MATH 256 and MATH 281,
282). Students who transfer after attending a
four-year college or another university for more
than two years should have completed a second
year of physics. 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
Registration and Academic Policies).
Careers. Students who earn an undergraduate
degree may continue their studies toward a
graduate degree, leading to a career in either
teaching or research or both at a university, at a
government laboratory, or in industry. Alterna-
tively, students with bachelor's degrees in 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 B.A. 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 I,II,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 I,II (MATH 281, 282)
Complete the following required upper-division
courses or their equivalents:
Foundations of Physics II (PHYS 351, 352, 353)
Intermediate Physics Laboratory (PHYS 390),
three terms (1 credit each term)
Mechanics, Electricity, and Magnetism (pHYS
411,412,413)
Quantum Physics (PHYS 414, 415, 416)
Any combination of 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
Required courses must be taken for letter grades,
and a grade point average of 2.00 (C) or better
must be earned in these courses. Courses beyond
the rriinlrriurnrequlremenfmaybetaken pass7no· -
pass (PIN). At least 20 of the upper-division
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
programs adapted to their individual needs. In
addition to general graduation requirements,
students should plan to take the following
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 LII,III (MATH 251,252,253) 12
146 College of Arts and Sciences
Sophomore Year 27 credits
Foundations of Physics II (PHYS 351, 352, 353) ... 12
Intermediate Physics Laboratory (PHYS 390),
two or three terms 3
Introduction to Differential Equations
(MATH 256) 4
Several-Variable Calculus !,II (MATH 281, 282) 8
Junior Year 26-28 credits
Mechanics, Electricity, and Magnetism
(PHYS 411, 412, 413) 12
Advanced Physics Laboratory (PHYS 490) or
other laboratory 2-4
Mathematics or physics electives or both 12
Senior Year 30-32 credits
Quantum Physics (PHYS 414, 415, 416) 12
Advanced PhysicS Laboratory (PHYS 490) or
other laboratory 2-4
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 require-
ments for the bachelor's degree. In addition to
general graduation requirements for the
bachelor's degree, transfer students should plan
to take the following courses:
Junior Year 26-27 credits
Foundations of Physics II (pHYS 351, 352, 353) ... 12
Intermediate Physics Laboratory (PHYS 390),
two or three terms 2-3
Introduction to Differential Equations
(MATH 256) 4
Several-Variable Calculus tIl (MATH 281, 282) 8
Senior Year 42 credits
Mechanics, Electricity, and Magnetism
(PHYS 411, 412, 413) 12
Quantum Physics (PHYS 414, 415, 416) 12
Advanced Physics Laboratory (PHYS 490)
and other laboratory courses 6
Physics or mathematics electives or both 12
Honors
To be recommended by the faculty for gradua-
tion with honors in physics, 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 average 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 include Mechanics, Electricity, and Magne-
tism (PHYS 411, 412, 413). All course work must
be completed with grades of P or C- 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 Gen-
eral Physics with Calculus (PHYS 211, 212, 213)
is prerequisite to all upper-division physics
courses and should constitute part of the minor
program. Substitutions 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 engi-
neering program at Oregon State University
(OSU) or elsewhere. The Department of Physics
coordinates a three-plus-two program that
allows a student to earn a bachelor's degree in
physics from the UO and one in engineering
from OSu. For more information, see the Engi-
neering, Preparatory section of this bulletin.
Middle and Secondary School
Teaching
The College of Education offers a fifth-year
program for middle-secondary teaching
licensure in physics and integrated sciences. This
program is described in the Educational Lead-
ership, Technology, and Administration sec-
tion of this bulletin.
GRADUATE STUDIES
The Department of Physics offers graduate
programs leading to the master of arts (MA.),
master of science (M.S.), and doctor of philoso-
phy (PhD.) degrees with a variety of opportuni-
ties for research. Current research areas include
astronomy and astrophysics, atomic and
molecular physics, biophysics, chemical physics,
condensed matter theory, elementary particle
physics, quantum optics, solid state physics,
statistical mechanics, superfluid mechanics, and
areas of applied physics.
The interdisciplinary Institute of Theoretical
Science houses theoretical research in some of
the above areas as well as in areas of overlap
between chemistry and physics.
The Chemical Physics and Materials Science
Institutes and the Oregon Center for Optics
provide facilities, support, and research guidance
for graduate students and postdoctoral fellows in
the interdisciplinary application of concepts and
techniques from both physics and chemistry to
understanding physical systems.
Cooperative programs of study are possible in
biophysics through the Institute of Molecular
Biology.
Pine Mountain Observatory
The Department of Physics operates Pine
Mountain Observatory for research and
advanced instruction in astronomy. It is located
thirty miles southeast of Bend, Oregon, off High-
way 20 near Millican, at an altitude of 6,300 feet
above sea level. The observatory has three tele-
scopes-fifteen inches, twenty-four inches, and
thirty-two inches in diameter-the largest gov-
erned by computer. All are Cassegrain reflectors.
The site has an astronomers' residence building
and a caretaker's house. Professional astronomi-
cal research is in progress at the observatory on
every partially or totally clear night of the year,
and the site is staffed year-round.
Admission and Financial Aid
For admission to graduate study, a bachelor's
degree in physics or a related area is required
with a minimum undergraduate grade point
average (GPA) of 3.00 (B) in advanced physics
and mathematics courses. Submission of scores
on the Graduate Record Examinations (GRE),
including the physicS test, is required. Students
from non-English-speaking countries are re-
quired to demonstrate proficiency in English by
submitting scores from the Test of English as a
Foreign Language (TOEFL). Each applicant must
submit to the Department of Physics one copy of
a completed Graduate Admission Application,
one copy of official transcripts of all academic
work, and three letters of reference from indi-
viduals 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. GTFs require
approximately eighteen hours of work a week
and provide a stipend and tuition waiver. New
students are typically 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
admission, the deadline for applications for
financial aid is February 15. Late applications for
admission 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
admission and degree requirements. Depart-
mental requirements are outlined in a handbook
for incoming students, available in the department
office, and are summarized below.
Master of Science or Arts
Course requirements for a master of science
(M.S.) in physics typically include, in addition to
the equivalent of the undergraduate physics
degree, 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
approved courses, or-others withthe-preregistra~
tion 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
examination, or submit a written thesis, or take a
program of specified courses. The master's
examination, given each spring, covers under-
graduate physics (mechanics, electricity and
magnetism, optics, modern physics, thermody-
namics). The thesis option requires a minimum
of 9 credits in Thesis (pHYS 503) or 3 credits in
Research (pHYS 601) and 6 credits in Thesis
(PHYS 503). The specified-courses option
requires 40 graduate credits in physics, 36 of
which must be selected from a list of courses
approved by the department.
Physics 147
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 require-
ments for the doctor of philosophy (ph.D.)
degree, relying primarily on demonstrated com-
petence in the qualifying examination, compre-
hensive examination, and doctoral-dissertation
research.
Qualifying Examination. The master's final
examination constitutes part of the Ph.D. qualify-
ing examination. The remainder is a written
examination given each fall; it covers the gradu-
ate 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 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
examination.
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
research project. The student is expected to
understand the background and fundamental
physics of the problem and to communicate this
knowledge to physicists in other fields.
Dissertation. The dissertation is the most
important Ph.D. requirement. Every degree can-
didate must submit a dissertation embodying the
results of research and showing evidence of
originality and ability in independent investiga-
tion. The dissertation must be a real contribution
to knowledge, based on the candidate's own
investigations. It must show a mastery of the
literature on the subject and be written in
creditable prose style. Candidates must receive
approval of the dissertation within seven years of
passing the qualifying examination.
ASTRONOMY COURSES (ASTR)
121 The Solar System (4) Naked-eye as-
tronomy, development of astronomical concepts,
and the solar system. Primarily for nonscience
majors.
122 Birth and Death of Stars (4) The structure
and evolution of stars. Primarily for nonscience
majors.
123 Galaxies and the Expanding Universe (4)
Galaxies and the universe. Primarily for
nonscience majors.
PHYSICS COURSES (PHYS)
101,102,103 Essentials of Physics (4,4,4) Funda-
mental physical principles. 101: mechanics. 102:
heat, waves, and sound; electricity and magne-
tism. 103: modem physics. Primarily for non-
science majors.
151 Waves, Sound, and Light (3) Nature of
vibrations 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.
161 PhysiCS of Energy and Environment (4)
Physical aspects of human energy use and
accompanying environmental changes. Present
and future needs and sources of energy, ffollution
problems. Primarily for nonscience majors.
162 Solar Energy (4) Introduction to current
topics in solar energy applications; solar radia-
tion' passive solar buildings, and hot water heat-
ing. Primarily for nonscience majors.
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
students.
251,252,253 Foundations of Physics I (4,4,4)
251: mechanics and special relativity. 252: elec-
tricity and magnetism. 253: quantum phenomena.
Lectures and associated laboratory. Sequence.
Prereq: major status or instructor's consent;
coreq: MATH 251, 252, 253 or equivalent.
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, kinetic
theory, collisions, transport, statistical physics.
Sequence. Prereq: major status or instructor'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)
405 Reading and Conference: [Topic] (1-16R)
PIN only
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (l-4R)
408/508 Workshop: [Topic] (1-21R)
409 Supervised Tutoring (1-3R) PIN only
410/510 Experimental Course: [Topic] (l-4R)
Current topics are listed in the UO Schedule of
Classes.
411, 412/512, 413/513 Mechanics, ElectriCity,
and MagrietisIIl-(4,4,2lTFuridamerifalpriitdples
of Newtonian mechanics, conservation laws,
small oscillations, planetary motion, systems of
particles. Electromagnetic phenomena. Sequence.
Prereq: MATH 282. Only nonmajors may earn
graduate credit.
414/514,415/515, 416/511j 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 particles.
Sequence. Pre- or coreq: PHYS 411,412/512,
413/513. Only nonmajors may earn 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 413/513.
423/523 Introduction to Statistical Physics (4)
Development of statistical techniques to describe
148 College of Arts and Sciences
physical systems with applications to classical
and quantum ideal gases, nonideal gases, phase
transitions, photon gas, and transport. Prereq:
PHYS353.
424/524 Classical Optics (4) Geometrical optics,
polarization, interference, Frauenhofer and
Fresnel diffraction. Prereq: PHYS 413/513.
425/525 Modern Optics (4) Special topics in
modem applied optics such as Fourier optics,
coherence theory, resonators and lasers, holog-
raphy, and image processing. Prereq: PHYS
424/524 or equivalent.
426/526 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
reciprocallattice, structure factors and Fourier
syntheses, the phase problem, small and macro-
molecular crystal structures. Prereq: instructor's
consent. Includes laboratory work.
431/531 Analog Electronics (4) Passive and
active discrete components and circuits. General
circuit concepts and theorems. Equivalent circuits
and black box models. Integrated circuit opera-
tional amplifiers. Prereq: general physics or
equivalent; knowledge of complex numbers;
MATH 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 253.
433/533 Physics Instrumentation (4) Basic
components of a personal computer and
interface implementations. Applications to scien-
tific instrumentation. Prereq: PHYS 432/532.
490/590 Advanced Physics Laboratory: [Topic]
(1-2R) Project modules demonstrate phenomena,
instrumentation, and experimental technique.
Prereq: instructor's consent.
492/592 Stellar Structure and Evolution (4)
Introduction to the physics of stars. Topics
include equations that govern stellar structure
and evolution, thermodynamics, radiation trans-
port, interstellar medium, nebulae and superno-
vae. Prereq: MATH 282, PHYS 353.
493/593 Observational Cosmology (4) Intro-
duction to observational cosmology. Topics
include cosmological models, physics of the early
universe, large-scale structures, and the extraga-
lactic distance scale. Prereq: PHYS 413/513.
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] (l-4R) PIN only. Recent
topics include Astrophysics and Gravitation,
Biophysics, 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] (l-4R)
Current topics are listed in the UO Schedule of
Classes.
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,
application to gases, liquids, solids, atoms,
molecules, and the structure of matter.
621,622,623 Electromagnetic Theory (4,4,4)
Microscopic form of Maxwell's equations, deri-
vation and solution of the wave equation,
Lorentz covariant formulation, motion of
charges in given fields, propagation and diffrac-
tion, radiation by given sources, coupled motion
of sources and fields, the electromagnetic field in
dense media.
631,632,633 Quantum Mechanics (4,4,4) 631:
review of fundamentals, central force problems,
matrix mechanics. 632: approximation methods,
scattering. 633: rotation symmetry, spin, identi-
cal particles. Sequence.
634 Advanced Quantum Mechanics (4) Time-
dependent formulation of scattering, relativistic
equations and solutions, hole theory, symmetry
properties, second quantization, Fock space.
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.
Prereq: PHYS 633. Offered alternate years; not
offered 1998-99.
665,666 Quantum Field Theory (4,4) Canonical
quantization, path integral formulation of quan-
tum field theory, Feynman rules for perturbation
theory, quantum electrodynamics,
renormalization, gauge theory of the strong and
electroweak interactions. Sequence. Prereq:
PHYS 634. Offered 1998-99 and alternate years.
671, 672, 673 Solid State Physics (4,4,4) Crys-
tallography; thermal, electrical, optical, and
magnetic properties of solids; band theory; met-
als, semiconductors, and insulators; defects in
solids. Sequence. Prereq: PHYS 633.
674, 675,676 Theory of Condensed Matter
(4,4,4) Advanced quantum and statistical
mechanics. Emphasis on electronic structure,
elementary excitations, and critical phenomena.
Sequence. Prereq: PHYS 673. For both experi-
mental and theoretical students. Offered alter-
nate years; not offered 1998-99.
681, 682, 683 Atomic and Molecular Physics
(4,4,4) Survey of atomic and molecular physics
including angular momentum and multiplet
theory, relativistic and quantum-electrodynamic
effects, atomic collisions, the spectroscopy and
structure of simple molecules, and selected
applied topics. Sequence. Not offered 1998-99.
684, 685, 686 Quantum Optics and Laser
Physics (4,4,4) Nonlinear optical processes and
quantum statistical properties of light produced
by such processes, laser theory, wave mixing
processes, 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 1998-99 and alternate years.
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
radiation, other theories of gravity, applications
to astrophysics and cosmology. Sequence.
Prereq: PHYS 611, 612.
POLITICAL SCIENCE
Deborah Baumgold, Department Head
936 Prince Lucien Campbell Hall
(541) 346-4864
(541) 346-4860 fax
Department of Political Science, 1284 University
of Oregon, Eugene OR 97403-1284
polisci@oregon.uoregon.edu
http://darkwing.uoregon.edu/-poliscil
FACULTY
Amy D. Ash, assistant professor (contemporary
political theory, ancient political theory). B.A.,
1987, Occidental; M.Sc., 1989, London School of
Economics; M.A., 1993, Ph.D., 1996, Cornell.
(1995)
William H. Baugh, associate professor (international
relations, research methodology, foreign policy).
S.B., 1963, Massachusetts Institute 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, associate professor (American politics,
political economy, social movements). B.A., 1977,
Clark; Ph.D., 1987, Massachusetts Institute of
Technology. (1994)
Robert G. Darst, assistant professor (international
relations, European politics, environmental politics).
B.A., 1984, North Carolina at Chapel Hill; M.A.,
1987, Ph.D., 1994, California, Berkeley. (1996)
Jane I. Dawson, assistant professor (comparative
politics, post-Soviet and East European politics,
environmental politics). AB., 1980, Bryn Mawr;
AM., 1982, Harvard; M.A., 1987, Johns Hopkins;
Ph.D., 1993, California, Berkeley. (1996)
Irene Diamond, associate professor (feminist theory,
U.S. politics, ecological theory and politics). B.A.,
1968, Douglass; PhD., 1975, Princeton. (1987)
Gerald W. Fry, professor. See International Studies
David Jacobs, professor (public policy, political
economy, criminal justice). B.A, 1968, Georgia;
M.A., 1972, Ph.D., 1975, Vanderbilt. (1986)
Richard Kraus, professor (comparative politics,
Chinese 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.,J965,PhD., 1966,Oregon.
(1968)
Ronald B. Mitchell, assistant professor (international
relations, environmental politics). B.A., 1981,
Stanford; M.P.P., 1985, Ph.D., 1992, Harvard.
(1993)
Mikhail Myagkov, assistant professor (formal politi-
cal theory, comparative politics). B.S., 1990, Moscow
Institute of Physics and Technology; M.S., 1994,
Ph.D., 1996, California Institute ofTechnology.
(1996)
Julie Novkov, assistant professor (U.S. politics, law
and politics, political theory). AB., 1989, Harvard
and Radcliffe; JD., 1989, New York University
School of Law; M.A., 1994, Ph.D., 1998, Michigan.
(1996)
John M. Orbell, professor (decision-making, roots
of political behavior, evolutionary psychology),
director, Institute of Cognitive and Decision
Sciences. B.A., 1957, M.A., 1960, New Zealand;
PhD., 1965, North Carolina at Chapel Hill. (1967)
Lars Skalnes, assistant professor (international rela-
tions, international political economy). Cand.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)
Political Science 149
Richard P. Suttmeier, professor (comparative
politics; Chinese and Japanese politics; science,
technology, and international relations). AB.,
1963, Dartmouth; Ph.D., 1969, Indiana. On leave
1998-99. (1990)
Courtesy
Kenneth F. Lehrman III, courtesy associate professor
(constitutional law, civil rights); director, affirma-
tive action and equal opportunity. 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)
Daniel Goldrich, professor emeritus. B.A, 1955,
Antioch; M.A., 1957, Ph.D., 1959, North Carolina at
Chapel Hill. (1963)
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)
M. George Zaninovich, professor emeritus. B.A,
1953, M.A., 1959, Ph.D., 1964, Stanford. (1966)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
ABOUT THE DEPARTMENT
The Department of Political Science at the
University of Oregon offers courses in a variety
of subjects, including U.S. politics, international
relations, public policy, comparative politics,
political theory, and methods of social science
research. Areas in which the department special-
izes include Asian, environmental, and East
European politics.
Careers. Political science majors follow many
paths after receiving their undergraduate de-
grees. Many apply for admission to law schools
throughout the country. Others go on to gradu-
ate work in political science or public administra-
tion. With the bachelor's degree, political science
graduates may find jobs in federal, state, and
local government agencies; nonprofit organiza-
tions; private industry; teaching; and self-em-
ployment. 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 employment after receiv-
ing 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 intro-
duce 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 300- and 400-
level courses. It is recommended that students
have at least 8 credits in political science before
taking 400 -level courses.
Major Requirements
Credits. Students majoring in political science
are required to complete a minimum of 48 credits
in undergraduate political science courses lead-
ing to a bachelor of arts (B.A.) or a bachelor of
science (B.S.) degree. At least 32 credits must be
upper division; no more than 16 credits may be
lower division. All 48 credits must be 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 contem-
porary political theory, comparative politics,
international relations, public policy, research
methodology, United States government and
politics. A complete list of courses in each of the
subfields is available in the political science
department office. Work completed in Seminars
(PS 407) or Experimental Courses (PS 410) may
be included in the 48-credit requirement and
counted toward the subfield of concentration.
No more than 16 total credits in Research (PS
401), Thesis (PS 403), Reading and Conference
(PS 405), Field Studies (PS 406), and Workshop
(PS 408) may be applied toward the 48 credits for
a political science degree. Practicum (PS 409)
does not count toward the major.
No more than 10 credits of Field 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 earned a 3.50 grade point average by the end
of the junior year must sign up for 3 credits of
Thesis (PS 403) under supervision of a faculty
member. The thesis must be completed at least
one term before the term of graduation. An hon-
ors committee reviews the student's performance
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 20 credits in upper-
division graded political science courses must be
completed in residence at the University of
Oregon to qualify for a B.A. or B.S. degree in po-
litical science. Transfer students must meet the
subfield distribution requirement.
Personal Course Programs
The Department of Political Science recognizes
that different career goals may merit different
course programs. The department places respon-
sibility on each student to plan a program that is
most useful to his or her career goals. A career
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
curricular 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 essen-
tial that each student consult a faculty adviser,
preferably before registering, so that this general
program can be tailored to specific interests and
career objectives.
Sample Program
A sample program for the first two years of study
is shown below to provide an idea of a typical
course load. Mathematics is required for the B.S.
degree, a foreign language for the B.A. degree.
Freshman Year
Fall Term 16 credits
United States Politics (PS 201) or equivalent 4
Arts and letters elective 4
College Composition I (WR 121) 4
Mathematics or foreign language 4
Winter Term 16 credits
International Relations (PS 205) or equivalent. 4
Introduction to Sociology (SOC 204) 4
Science elective 4
Mathematics or foreign language 4
Spring Term 16 credits
Introduction to Comparative Politics (PS 204)
or equivalent 4
Social science elective 4
Elective 4
Mathematics or foreign language 4
Sophomore Year
Fall Term 16 credits
Political science 200- or 300-level elective 4
Arts and letters elective 4
College Composition II or III (WR 122 or 123) .. 4
Introduction to Economic Analysis:
Microeconomics (EC 201) 4
Winter Term 16 credits
Political science 300-level elective or equivalent
lower~divisioncourse : 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. Students who want
to obtain a second bachelor's degree in political
science must complete 48 credits in political
science, as outlined above under Credits.
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), or
Workshop (PS 408). Field Studies (PS 406) and
Practicum (PS 409) do not count toward the
minor. Up to 8 credits may be transferred from
150 College of Arts and Sciences
another institution. Students must submit a
minor declaration form to the department office.
Middle and Secondary School
Teaching
The College of Education offers a fifth-year
program for middle-secondary teaching
licensure in social studies. This program is
described in the Educational Leadership,
Technology, and Administration section of this
bulletin.
GRADUATE STUDIES
The Department of Political Science offers a
graduate program of studies leading to the
master of arts (M.A.), master of science (M.S.),
and doctor of philosophy (Ph.D.) degrees. The
program is designed to prepare students for
teaching, research, and governmental or other
public service and to enable them to understand
and participate 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
research are being conducted in such diverse
areas as environmental politics, international
political economy, laboratory study of rational
choice, north-north and north-south issues in
economic and political development, political
parties, political change in East and Southeast
Asia, and voting behavior.
Admission
Admission requirements for the master's and
doctoral degree programs include the following:
1. Official transcript showing a grade point
average (GPA) of 3.00 or higher for all under-
graduate and graduate academic work
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 graduate
teaching fellowship applications and fall-term
admission is February 15. The deadline for
winter-term admission is October 15; the dead-
line for spring-term admission is January 20.
Master's Degree Program
The master's degree program prepares students
for promotion to the doctoral program and pro-
fessional careers in teaching and research. Two
years is the typical period for completing the pro-
gram.
The master's degree program has the following
requirements:
1. Completion of 48 credits of graduate course
work
2. Completion of required courses as specified by
the department
3. Demonstrated competence in social science
methodology
4. Completion of a master's degree thesis
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
requirements for the Ph.D. in two years of full-
time study. Students take comprehensive exami-
nations 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
dissertation) beyond the bachelor's degree.
PS 601, 605, 606, 608, 609, and 610 may be
taken passino pass, but no more than 8 credits
may be counted toward the 81. All other
course work must be taken for letter grades
2. Completion of State of the Discipline (PS 620),
to be taken the first time it is offered
3. Completion of three seminars, selected from
PS 621-626, in the three area fields in which
the student takes the comprehensive examina-
tion. Students should take these seminars as
early as possible
4. Demonstrated proficiency in quantitative and
research methods
5. 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 politics
Each field comprises several themes from
which the student must choose a subset
6. 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
7. 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
8. 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
9. Defense of the written dissertation in an oral
examination
A complete description of graduate require-
ments, including an explanation of themes and
field requirements, is available from the
department office.
POLITICAL SCIENCE COURSES
(PS)
Because not every course listed here can be offered
every year, students should consult the most
recent DO 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 in Africa and Latin America. Suttmeier.
104 Problems in United States Politics (4)
Current policy issues in American politics
(e.g., unemployment, education, crime). Medler.
105 Crisis and Response in International
Politics (4) International crises examined in
terms of the collective responses made by
nation-states and international organizations.
Open only to freshmen, sophomores. Not offered
1998-99.
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
values, 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. Dawson,
Kraus, Suttmeier.
205 International Relations (4) Introduction to
theoretical and methodological tools for the
analysis of world politics. Baugh, Darst, Kraus,
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 contemporary and classi-
cal theories. Ash, Baumgold. Not offered 1998-
99.
225 Political Ideologies (4) Origins, functions,
and political implications of several ideologies
such as liberalism, fascism, communism, femi-
nism, environmentalism, and nationalism.
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) Seeks
understanding of ongoing political economic
crisis. Emphasizes Guatemala, Nicaragua, El
Salvador. Focus on contemporary struggles and
Political Science 151
experimentation toward alternatives in recent
decades. Goldrich. Not offered 1998-99.
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
applied to contemporary issues. Not offered
1998-99.
270 American Political Fiction (4) Survey of
American fiction and its political significance.
Covers basic theoretical concepts including jus-
tice, freedom, responsibility, and race and gender
as political (and politicized) categories. Novkov.
Not offered 1998-99.
275 Legal Process (4) Overview of the United
States legal system. Covers a range of sociolegal
writing and provides a context for the legal sys-
tem under which the U.S. operates. Novkov.
280 Introduction to Political Psychology (4)
Contemporary cognitive theories applied to
political behavior, individual and collective
processes. Orbel!. Not offered 1998-99.
297 Introduction to Environmental Politics (4)
Growth-driven modem 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.
317 Coastal Resources Management Policy (4)
Assessment of coastal zone resource management
policies, emphasizing Oregon and the Pacific
Northwest. Land use, ocean and territorial sea
planning involving multiple levels of government.
Medler.
321 Introduction to Political Economy (4)
Systematic comparison of markets and political
processes 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, Mitchell,
Southwell.
331 SociaIJustice (4) Survey of major works on
social justice: John Rawls's A Theory ofJustice and
Robert Nozick'sAnarchy, State, and Utopia.
Includes Hayek, Buchanan, Walzer, Sandel. Ash.
336 Political Systems of Postwar Germany (4)
Domestic and international politics of German
occupation, division, and unification since 1945.
Not offered 1998-99.
338 Southeast Asia in Modern Times (4)
Historical background, contemporary political
systems, and major problems of Burma, Thailand,
Malaysia, Singapore, Laos, Cambodia, Vietnam,
the Philippines, and Indonesia. Fry.
340 International Political Economy (4) Links
between economics and politics in the interna-
tional system. Basic concepts include power,
dependence, inequality, imperialism, and
development. Micro- and macroeconomics
recommended.
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. Not offered 1998-99.
347 Political Power, Influence, and Control (4)
Survey of the use of the concept of power in the
social sciences, stressing diverse theoretical
perspectives and empirical studies of political
institutions. 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, Novkov,
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)
Current political issues in Oregon with particular
attention to political races and ballot measures
before the Oregon electorate as well as the
state's major political institutions.
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 prooesses. Prereq:
MATH 111 or equivalent or instructor's consent.
Baugh. Not offered 1998-99.
386 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, Novkov.
399 Special Studies: [Topic] (1-5R)
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] (1-4R)
Offerings vary from year to year, depending on
student needs and faculty interests.
412/512 Administrative Organization and
Behavior (4) Theories of bureaucratic organiza-
tion, including groups, the nature of authority,
organizational control, and decision-making.
Research findings from several social sciences.
Jacobs. Not offered 1998-99.
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
organization of interaction among nations in
institutional arrangements. Darst, Mitchell,
Skalnes.
424/524 Politics of Western Europe (4) Govern-
mental 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. SouthwelL Not offered
1998-99.
425/525 Politics of the European Community
(4) Theory and practice of European integration;
institutions, policies, and prospects of the Euro-
pean Union. SouthwelL Not offered 1998-99.
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.
429/529 Public Opinion and Foreign Policy (4)
Nature, determinants, impact, and interaction of
elite and mass public opinion regarding foreign
policy, particularly of the United States. Structure
and measurement of belief systems. PS 326 or
426 recommended. Baugh.
430/530 Political Theory: Ancient and Medieval
(4) Greek, Roman, and medieval political thought
covering Socrates, Plato, Aristotle, Cicero,
Augustine, and Aquinas. Ash, Baumgold.
4311531 Political Theory: Renaissance, Refor-
mation, and Early Modern (4) Development of
political theory. Primary figures are Machiavelli,
Hobbes, Locke, and Rousseau. Ash, 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
traditions. Ash, Baumgold.
433/533 Marxist Political Theories (4) Variations
in Marxist theorizing. Survey of different schools.
How Marxist theoretical expression and adapta-
tion in one environment might compare to that in
another.
434/534 Feminism and Ecology (4) Ecofeminism
as a mode of thought and social movement.
Explores political and cross-cultural origins,
conceptions of the social and natural, critiques
of development, and approaches to population
issues. One course in ENVS, lNTL, or WST
recommended. Diamond.
435/535 Feminist Theories of Politics (4) Femi-
nist understandings of the traditional political
concepts of freedom, democracy, and obligation.
Ash. Not offered 1998-99.
438/538 Urban Politics (4) Theoretical perspec-
tives, the dispute about power structures, the
political context, community conflict, political
participation, urban protest movements, new
political forms, community control, black politics
in the city. Diamond. Not offered 1998-99.
439/539 Evolution, Cooperation, Ethics (4)
Examines the relevance of modern evolutionary
psychology for roots of human political and
social behavior, in particular cooperative and
ethically bound behaviors. Orbell.
442/542 Politics of China II (4) Recent trends in
the study of the modern Chinese state. PS 342 or
152 College of Arts and Sciences
a course in modern Chinese history or society
recommended. Kraus. Not offered 1998-99.
444/544 Constructing Theories (4) Introduction
to the art of theory and model construction in
social science. Orbell. Not offered 1998-99.
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, Myagkov, 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, Myagkov, Southwell.
454/554 Japanese Politics (4) Analyzes issues
surrounding Japanese democracy and political
economy with reference to Japan's modern
history, political institutions, public policy, and
foreign relations. Suttmeier. Not offered
1998-99.
455/555 Theories of International Politics (4)
Competing theories of international relations
and strategies for testing the theories. Baugh,
Mitchell, SkaInes. Not offered 1998-99.
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.
Elementary economics recommended. Not
offered 1998-99.
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. Not offered 1998-99.
458/558 Democracy and Public Policy (4)
Criteria for the assessment of policy involving
resource allocation, distribution of benefits and
costs, and the design of controls in a democracy.
Not offered 1998-99.
459/559 Chinese Foreign Policy (4) Examines
the sources and consequences of China's foreign
polic1essince 1949. Kraus. Not offered 1998-99.
461/561 Environmental Politics in Industrial-
ized Societies (4) Compares the characteristics
and political impact of environmental move-
ments in the advanced capitalist democracies
and the communist-postcommunist world.
Dawson.
462/562 Politics of Russia and the Newly Inde-
pendent States (4) Examines the communist
experience in the USSR from 1917 to 1991.
Studies the impact of the communist legacy on
contemporary democratization processes in the
post-Soviet states. Dawson.
463/563 Government and Politics of Latin
America I (4) Historical impact of international
economic integration on democracy, equity, and
sustainability; 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
topics in Latin American politics. PS 463/563 or
497/597 recommended. Goldrich. Not offered
1998-99.
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.
Berk.
467/567 The United States Presidency (4) An
ambivalent view of the presidency as the key
institution in the United States political system:
source of great good but also of great harm. Not
offered 1998-99.
468/568 Congress (4) The study of Congress as
an institution: congressional elections, the com-
mittee system and the internal distribution of
influence, relations with the President and the
Supreme Court. Southwell. Not offered 1998-99.
470/570 Constitutional Law (4) Surveys how
the U.S. Constitution works as a structure for
government. Addresses how the federal courts
interact within the U.S. system of government.
Novkov.
471/571 Outsider Jurisprudence (4) Surveys
critiques of American legal theory. Covers criti-
cisms from thinkers who perceive themselves as
outsiders in the legal system because of their
beliefs. Prereq: PS 470/570 or 485/585 or
instructor's consent. Not offered 1998-99.
472/572 Inequality and Public Policy (4) Surveys
the literature on inequality and vertical mobility
and its relevance to political science. Not offered
1998-99.
473/573 Criminal Justice (4) Surveys the litera-
ture on criminology and the available policy
options that can be used to alleviate problems in
criminal justice. Not offered 1998-99.
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. Not
offered 1998-99.
475/575 Political Development and Revolution
(4) Examination of the origins and evolution of
revolutions and their relationship to broader pro-
cesses of political development. Examples drawn
from the French, Russian, Chinese, and other
revolutions. Not offered 1998-99.
476/576 Interest Groups (4) Analysis of interest
groups in democracies, done from the perspec-
tive of economics. Not offered 1998-99.
477/577 International Environmental Politics
(4) How nations solve international environmen-
tal problems. Explores major problems, processes,
and current debates. Evaluates existing treaties
through case studies. Prereq: ENVS 201 or PS 205.
Mitchell.
480/580,481/581 Introduction to Rational
Choice I,ll (4,4) Introduces the paradigm of ra-
tional choice and game theory that is of speciaL
significance to politics. Sequence. Myagkov.
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
nature. Diamond. Not offered 1998-99.
484/584 United States Supreme Court (4) The
Supreme Court as a political body; the judicial
role in the context of the economic, political,
social, and psychological factors that influence
the court's decisions.
485/585 Civil Rights and Civil Liberties (4)
Overview of the role of rights in the United
States legal system. Particular emphasis on the
role of freedom and equality in a federal system.
Novkov.
487/587 Topics in American Political Develop-
ment (4) Historical study of American except-
ionalism, 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. Not offered 1998-99.
489/589 Comparative Public Policies (4) Com-
parison of public policies in cross-national settings
with special attention to the rise and retrench-
ment of the active state. Not offered 1998-99.
492/592 Decision-Making (4) Introduces prob-
lems of collective decision-making and modern
theories of individual decision-making under risk
and uncertainty. Orbell. Not offered 1998-99.
495/595 United States Political Economy (4)
Examines United States political-economic
institutions from a comparative and historical
perspective. Topics include rise and fall of mass
production, labor and the law, and regional
development. Berk. Not offered 1998-99.
496/596 International Security (4) Security as a
fundamental national and international political
concern, including economic, environmental,
military, political, and societal aspects. Emphasis
on decision-making and policy consequences.
Baugh.
497/597 Environmental Politics (4) Global
corporate-led international economic integra-
tion's impact on world environment and equity
(e.g., the United States and poor countries, U.S.-
Mexico agricultural integration; transnational
citizens' organizing for alternatives). Goldrich.
Not offered 1998-99.
503 Thesis (1-15R) PIN only
601 Research: [Topic] (1-15R) PIN only
602 Supervised College Teaching (1-5R)
603 Dissertation (1-15R) PIN only
605 Reading and Conference: [Topic] (1-15R)
606 Field Studies: [Topic] (1-15R)
607 Seminar: [Topic] (l-4R)
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-3R) PIN only
610 Experimental Course: [Topic] (1-3R)
620 State of the Discipline (4) Introduction to
trends in the political science profession and to
the faculty at the University of Oregon.
621 American Government (4) Survey of major
works in the field of American government.
622 Classical and Contemporary Political
Theory (4) Survey of major works in the field of
classical and contemporary political theory.
623 Comparative Politics (4) Survey of major
works in the field of comparative politics.
624 International Relations (4) Survey of major
works in the field of international relations.
625 Public Policy (4) Survey of major works in
the field of public policy.
626 Research Methodology (4) Survey of major
works in the field of research methodology.
Psychology 153
PSYCHOLOGY
Michael I. Posner, Department Head
131 Straub Hall
(541) 346-4921
(541) 346-4911 fax
Department of Psychology, 1227 University of
Oregon, Eugene OR 97403-1227
http://psych.uoregon.edu/
FACULTY
Michael C. Anderson, assistant professor (memory,
attention, behavioral neuroscience). B.A, 1986,
Rochester; M.A., 1990, Ph.D., 1994, California, Los
Angeles. (1995)
Holly Arrow, assistant professor (small groups, cul-
tural psychology, computer-mediated interaction).
B.A., 1977, Elmira; M.F.A., 1982, Colorado; M.A.,
1995, Ph.D., 1996, Illinois at Urbana-Champaign.
(1996)
Dare A Baldwin, associate professor Oanguage
acquisition, semantic development, cognitive
development). B.A., 1982, California, Berkeley;
M.Sc., 1984, California, Santa Cruz; Ph.D., 1989,
Stanford. (1993)
Paul F. Collins, assistant professor (neurobehavioral
systems of emotion and development, psycho-
pathology). AB., 1984, Harvard; Ph.D., 1994,
Minnesota. (1994)
Thomas J. Dishion, associate professor (clinical psy-
chology, prevention). B.A., 1977, California, Santa
Barbara; M.A., 1984, Ph.D., 1988, Oregon. (1995)
Jennifer J. Freyd, professor (perception, cognition).
B.A., 1979, Pennsylvania; Ph.D., 1983, Stanford.
(1987)
Barbara Gordon-Lickey, professor (sensory physiol-
ogy, visual system development). AB., 1963,
Radcliffe; Ph.D., 1966, Massachusetts Institute of
Technology. (1969)
Douglas 1. Hintzman, professor (human learning
and memory, computer simulation of cognitive
processes). B.A, 1963, Northwestern; Ph.D., 1967,
Stanford. (1969)
Sara D. Hodges, assistant professor (social cogni-
tion' construction of social judgments). B.A, 1989,
Rhodes; M.A., 1992, Ph.D., 1995, Virginia. (1995)
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)
Robe!t Mauro, associate professor (sociaJ, 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, Western
Australia; Ph.D., 1991, Stanford. (1993)
Helen Neville, professor (neuropsychology). B.A,
1968, British Columbia; M.A., 1970, Simon Fraser;
Ph.D., 1975, Cornell. (1995)
Michael 1. Posner, professor (cognition, neuropsy-
chology of attention). B.S., 1957, M.S., 1959, Wash-
ington (Seattle); Ph.D., 1962, Michigan. On leave
1998-99. (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)
Gerard Saucier, assistant professor (personality and
behavior genetics). B.A, 1978, North Carolina at
Chapel Hill; M.A., 1984, PhD., 1991, Oregon.
(1997)
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 0udgment, decision-making,
risk assessment). B.A, 1959, Stanford; M.A, 1962,
Ph.D., 1964, Michigan. (1986)
Marjorie Taylor, associate professor (cognitive
development, pretend play). 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, PhD., 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
Jacob Beck, professor emeritus. B.A, 1950, Yeshiva;
M.A., 1951, Ph.D., 1957, Cornell. (1966)
Robert F. Fagot, professor emeritus. B.S., 1946,
Massachusetts Institute ofTechnology; Ph.D.,
1956, Stanford. (1956)
Lewis R. Goldberg, professor emeritus. AB., 1953,
Harvard; M.A., 1954, Ph.D., 1958, Michigan. (1960)
Marvin Gordon-Lickey, professor emeritus. AB.,
1959, Oberlin; M.A., 1962, Ph.D., 1965, Michigan.
(1967)
Ray Hyman, professor emeritus. AB., 1950, Boston
University; M.A., 1952, Ph.D., 1953, Johns Hopkins.
(1961)
Steven Keele, professor emeritus. B.S., 1962, Oregon;
M.S., 1965, Ph.D., 1966, Wisconsin, Madison. (1968)
Carolin Keutzer, associate professor emerita. B.A,
1960, M.A., 1963, Ph.D., 1967, Oregon. (1967)
Daniel P. Kimble, professor emeritus. B.A, 1956,
Knox; Ph.D., 1961, Michigan. (1963)
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 ofOregon faculty.
UNDERGRADUATE STUDIES
Undergraduate courses in psychology at the
university 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
primarily as a part of a liberal education. In addi-
tion, they provide a background in psychological
principles and techniques as intellectual tools for
work in other social and biological sciences and
in such professional fields as education, business,
law, and journalism.
Preparation. High school preparation should
include courses in social sciences as well as the
natural sciences (physics, biology, 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
related fields such as personnel relations, voca-
tional and personal counseling, medicine and
dentistry, social and case work, marketing,
administration, the legal profession, or counsel-
ing in the public schools. Others prepare for
careers as academic psychologists (teaching and
research), clinical psychologists (mental health
centers, institutions, and private practice), indus-
trial and organizational psychologists, and
government psychologists (testing, research,
and administration).
Career information is also 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 psychol-
ogy as a social science. Honors College Introduc-
tion to Experimental Psychology (HC 211H,
212H) is also available.
Transfer students should plan to take no more
than two lower-division courses before starting
upper-division work. The introductory courses
should be chosen with an eye toward prerequi-
sites 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. Other 300-level courses and courses num-
bered 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 478, are
designed for psychology majors but are open
to other students who fulfill the prerequisites
154 College of Arts and Sciences
Curricular planning aids are fully explained in
the Psychology Undergraduate Handbook available
in the psychology department office.
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 psychology
majors, students must fulfill the premajor re-
quirements. Students intending to major in psy-
chology are considered psychology premajors
until these requirements are satisfied. After
establishing a file in the psychology main office,
each premajor is assigned an adviser.
Premajor requirements or their equivalents must
be 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. College Algebra (MATH 111), Mind and
Brain (PSY 201), Mind and Society (PSY 202)
Set II. Statistical Methods in Psychology (pSY
302), Research Methods in Psychology (pSY 303)
MATH 111 in Set I may not be counted as part of
the required minimum of 40 psychology credits.
If MATH 243, 425, 426, 461, or 462 is substituted
for PSY 302 in Set II, 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.
Major Requirements
Premajor and major required courses must total a
minimum of 40 credits in psychology-at least
32 upper division and at least 12 taken at the
University of Oregon. A maximum of 4 credits in
Field Studies (pSY 406) and Practicum (PSY 409)
may be applied to the 32 upper-division credits.
Required courses must be passed with grades of
C- or better. Elective psychology courses may be
taken pass/no pass.
1. 16 credits distributed as follows:
a. At least 8 credits selected from EMS 332,
PSY 43(}-450, PSY 494
b. At least 8 credits selected from EMS 331,
PSY 420, PSY 451--478
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 16 credits
Arts and letters elective 4
College Composition I (WR 121) 4
Mathematics 4
Science elective 4
Winter Term 20 credits
Arts and letters elective 4
College Composition II or III (WR 122 or 123) .. 4
Mathematics 4
Science elective 4
Social science elective 4
Spring Term 20 credits
Arts and letters elective 4
Mind and Brain (pSY 201) or Mind and Society
(pSY202) 4
Mathematics 4
Science elective 4
Social science elective 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's
peer advisers attempt to make academic advising
more effective, welcoming, and efficient. At the
beginning of the Week of Welcome, each fresh-
man 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
assistance, 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 and a concise
list of specific questions, students make appoint-
ments with their assigned faculty advisers.
The peer advising stations are open eight hours a
day during the Week of Welcome for drop-in
consultations and scheduled appointments.
During the school year, the peer advising office
in 141 Straub Hall has regularly scheduled hours.
All psychology students are invited to use the
facilities (a small library, test file, journals, and
graduate school brochures) and to talk informally
with a friendly peer adviser.
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-
losophy and human concerns. Other 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 who are not planning to do graduate work
in psychology but who might want to work in
counseling, social work, or school psychology. It
is also for students who plan to enter govern-
ment or business administration. It provides a
broad knowledge of psychology as well as
experience in a variety of settings in which
psychology is applied. Special emphasis is on
statistics, writing, computer programming, and
other skills that make the student a more
attractive job candidate or give an advantage
once employment is begun.
Of special importance are opportunities to work
on applied psychological projects or papers.
These opportunities may be gained through
courses in Research (PSY 401), Reading and
Conference (pSY 405), or Seminar (PSY 407). By
graduation, the student should have prepared a
number of papers applying psychology in real
settings. The exact curriculum designed depends
on the setting or the department in which
advanced study is sought.
Preparation for Graduate Shtdy
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-B (3.00) or better.
Prospective graduate students in psychology are
advised not to take a large number of psychology
credits beyond the minimum of 40, but to leave
time for work in related fields such as anthropol-
ogy, biology, computer science, chemistry,
mathematics, physics, and sociology. Strong
preparation in quantitative methods is advisable
and might include mathematical statistics. A
reading knowledge of at least one second lan-
guage appropriate to psychology (German,
French, Japanese, Russian) may be useful.
Honors Curriculum
Students with good records who plan to pursue a
career in psychology may consider applying to
the departmental honors program at the end of
their sophomore year. The honors program
centers around an independent research project,
which the student develops and carries out under
the supervision of a departmental committee.
Information about admission criteria and how to
apply is available from the department.
Minor Requirements
The department offers,q'-sycMlogymiri6r ih-fWo-
options: psychology or psychology with cognitive
science emphasis. All courses must be passed
with grades of P or C- 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 distributed as
follows:
Psychology Option 28-29 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 selected from EMS 331, 332; PSY
420, 430--478, 494-including at least one
course from EMS 332, PSY 430-450, PSY 494;
and at least one course from EMS 331, PSY 420,
PSY 451--478 12-13
At least 16 of the 28 credits must be taken for let-
ter grades, and at least 16 must be upper division.
Psychology 155
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 451-478 4
At least 20 of the 37 credits must be taken for let-
ter grades, and at least 16 must be upper division.
Middle and Secondary School
Teaching
The College of Education offers a fifth-year
program for middle-secondary teaching licensure
in social studies. This program is described in the
Educational Leadership, Technology, and
Administration section of this bulletin.
GRADUATE STUDIES
The department emphasizes graduate work at
the doctoral level, but a special master's degree
program is available to a limited number of
students.
Master's Degree Program
The special master's degree program does not
lead to a Ph.D. The degree-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 obtained from
the department's graduate secretary. Clinical
training is not available in the master's program.
Doctoral Degree Programs
The five chief Ph.D. program options are cogni-
tive; physiological psychology, which emphasizes
an interdisciplinary neuroscience program with
biology and chemistry; clinical; developmental;
and social-personality.
The department maintains a psychology clinic;
specialized facilities for child and social research;
experimental laboratories for human research,
incluging 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
about 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. Each student's
program is planned in relation to background,
current interests, and future goals. Research
experience and a dissertation are required of
Ph.D. candidates; teaching experience is recom-
mended, and opportunities to teach are available.
For general regulations governing graduate work
at the university, see the Graduate School
section of this bulletin.
Clinical Program
Clinical psychology at the University of Oregon
is defined as a psychological science directed
toward the understanding, assessment, amelio-
ration, and prevention of intrapersonal and
interpersonal problems. Committed to integrat-
ing science and practice, the program is designed
to train students as clinical scientists through a
wide range of actvities, all in the context of
science and scientific skepticism.
The first year of graduate study includes depart-
ment courses required of all students: a year-
long sequence surveying the areas of psychology,
a statistics sequence, and a research project. In
addition, clinical students must take a practicum
(PSY 609) in clinical methods, assessment, and
ethics. Program requirements include six addi-
tional courses: Psychopathology (PSY 620),
Clinical Psychobiology (PSY 621), and Psycho-
logical Interventions: Science and Practice
(PSY 625); the other three courses are assessment,
intervention, and a clinical elective.
Two year-long clinical practica are required.
Practica are available through the department's
psychology clinic as well as in various settings in
the community. Departmental practica train stu-
dents in the delivery of empirically supported
psychotherapies.
The program's supporting area requirement can
be completed through a selection of course work,
research, and teaching. Recent examples of sup-
porting areas have been women's studies and
developmental psychopathology. By the end of
the third year, a student is expected to have com-
pleted all required course work, the supporting
area, and a preliminary examination. The fourth
year is devoted mainly to research for the Ph.D.
dissertation. 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,
computer and information science, exercise and
movement science, and psychology departments
have formed an interdisciplinary program in the
neurosciences. The focus of the program is
experimental neuroscience with the goal of
understanding relationships between behavior
and the chemical, morphological, and physi-
ological functions of nervous systems. A coordi-
nated graduate degree-granting program of
instruction and research 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
concerned with the study of natural and artificial
intelligence, culture, and communication.
Psychology faculty members in cognitive
psychology have joined with those in other
departments to offer work in this field. Psychol-
ogy undergraduate and graduate students can
receive training in cognitive science while pursu-
ing studies in the psychology department. For
more information see the Institute of Cognitive
and Decision Sciences in the Research Insti-
tutes and Centers section of this bulletin.
PSYCHOLOGY COURSES (PSY)
Transfer students should consult the psychology
head adviser 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
302 Statistical Me!hods in Psycho~gy(4L__
Probability and statistics applied in psychological
research. Topics include descriptive statistics,
hypothesis testing, correlation, regression, and
design of experiments. Prereq: MATH 11l,
PSY 201, 202. With laboratory.
303 Research Methods in Psychology (4) Use
of library and bibliographic methods, handling of
survey data, coding, interviews, standardized
tests, and experiments. Prereq: 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 belief systems.
375 Development (4) Survey of social, intellec-
tual, and personality development.
380 Psychology of Gender (4) Critical analysis
of evidence for sex differences, gender roles, and
the effect of gender on traditional issues in psy-
chology. Topics include parenthood, violence,
and sexual orientation.
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
correcting drug problems.
388Human Sexuality (4)The nature of human
sexu-aHtY; nOl'monil1, in-stinctual, anCilearned
factors in sexuality; psychosexual development;
sexual orientation; frequency and significance
of various types of sexual behavior; sexual
inadequacy; sexual deviation.
401 Research: [Topic] (1-21R) PIN only
403 Thesis (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Field Studies: [Topic] (1-21R) PIN only
407/507 Seminar: [Topic] (1-5R)
408 Laboratory Projects: [Topic] (1-9R)
PIN only
409 Practicum: [Topic] (1-9R) PIN only
410/510 Experimental Course: [Topic] (1-5R)
411/511 Theories of Personality (4) Not offered
1998-99.
420/520 Psychology and Law (4) Introduction to
topics of concern to both psychology and the law.
Includes eyewitness identification, Iegal decision-
making, criminal defenses, profiling, polygraphy,
and mental-health law. Prereq: PSY 302,303 or
156 College of Arts and Sciences
instructor's consent. Not available for credit to psy-
chology Ph.D. candidates.
421/521 Psychology of Visual Art (4) Not
offered 1998-99.
427/527 Abnormal Psychology (4) Unusual
behavior including anxiety states, hysteria,
hypnotic phenomena, and psychoses. Normal
motives 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 bothPSY 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
processes. Taught in a laboratory environment;
includes experiments and simulations of human
information processing. Prereq: PSY 302, 303;
instructor's consent.
433/533 Learning and Memory (4) Processes
underlying learning and memory, including
evolution. Topics range from simple forms of
behavior change to the acquisition, retention,
forgetting, and retrieval of symbolic information.
Prereq: PSY 302,303.
435/535 Cognition (4) Issues of memory; coding
for storage, control processes for storage;
attention and cognitive control; analysis of more
complex cognitive tasks; approaches to problem
solving. Prereq: PSY 302, 303.
436/536 Human Performance (4) Motor and
intellectual capacities; analysis of the flow of
information within the nervous system; applica-
tions of performance principles to human-
machine systems. Prereq: PSY 302,303.
438/538 Perception (4) Topics covered are color,
size, shape, depth, distance, and movement.
Examines the relationships between stimuli and
perception, stimuli and the neural response, and
the neural response and perception. Prereq:
PSY 302, 303.
440/540 Psycholinguistics (4) Processes and
structures underlying language use. Methods of
studying language processing. Relationships
between psycholinguistic data and observations
from linguistics and neurophysiology. Prereq:
PSY 302, 303.
445/545 Brain Mechanisms of Behavior (4)
Orgaruzation oHhemammaliinbrain. Structure
and function of the neuronal systems underlying
vision, perception, motivation, coordinated move-
ment, learning and memory, sleep-wakefulness,
and affective disorders. Prereq for majors:
PSY 302, 303, 304.
449/549 Human Neuropsychology (4)
Integrative neural mechanisms of normal and
abnormal processes in systems (e.g., selective
attention, language, memory, object recognition,
and emotion). 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
attitudes; the role of attitudes and situational
forces in human altruism and aggression. Prereq:
PSY 302, 303.
457/557 Group Processes (4) Topics in small-
group dynamics, including decision-making,
conflict, and changes over time in group structure
and behavior. Prereq: PSY 302,303.
458/558 Decision-Making (4) Psychological
processes involved in judgment and decision-
making. Normative theories of ideal behavior
contrasted with descriptive analysis of actual
behavior. Prereq: PSY 302, 303.
459/559 Cultural Psychology (4) Not offered
1998-99.
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
personality disorders. Includes assessment,
diagnosis, 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
interpretation; 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) Not
offered 1998-99.
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) Not offered
1998-99.
478/578 Social Development (4) Theoretical
issues and empirical studies of social-emotional
development. Topics may include attachment,
temperament, moral development, family inter-
action, self-image, aggression, and sex-role
development. Prereq: PSY 302, 303.
490,491,492 Honors in Psychology (l,l,lR)
Reading and conference. R twice for maximum of
3 credits each. Honors psychology majors only.
494/594 Neural Network Modeling (4) Explores
brain-style computer models of cognition. Topics
include the history of the field, basic techniques,
types of neural networks, and applications.
Prereq: PSY 302,303; or instructor's consent.
Linear algebra recommended.
495 History of Psychology (4) Not offered
1998-99.
503 Thesis (1-2lR) PIN only
601 Research: [Topic] (1-2lR) PIN only
602 Supervised College Teaching (1-5R)
PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-21R)
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 statis-
tical analysis of data by computer. Prereq: gradu-
ate 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
computer. Prereq: PSY 611, graduate standing in
psychology or instructor's consent. With
laboratory.
613 Data Analysis III (4) Multivariate tech-
niques 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
psychological study of personality and social
processes. 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 Clinical Psychobiology (3) Research and
theory from the neurosciences applied to clinical
problems and biological therapies. Prereq:
graduate standing in psychology or instructor's
consent.
623 Personality Assessment (3) Theory, meth-
ods, and related research in approaches to per~
sonalityassessment; inclUdeS-projective and--
objective 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.
Prereq: 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
family setting. Ethics of child and family therapy.
Prereq: graduate standing in clinical psychology
or instructor's consent.
Religious Studies 157
RELIGIOUS STUDIES
Augustine C. A. Thompson, Department
Head
223 Chapman Hall
(541) 346-4971
FACULTY
Augustine C. A. Thompson, associate professor
(history of Christianity). B.A., 1976, M.A., 1976,
Johns Hopkins; B.A., 1980, MDiv., 1985, Domini-
can 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~JinKim, professor emeritus. B.A., 1957, M.A.,
1958, California, Berkeley; Ph.D., 1966, Claremont.
(1973)
J. T. Sanders, professor emeritus. B.A., 1956, Texas
Wesleyan; M.Div., 1960, Emory; Ph.D., 1963,
Claremont. (1969)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Participating
Aletta Biersack, anthropology
Andrew E. Goble, history
Marion Sherman Goldman, sociology
Benton Johnson, sociology
Kenneth B. Liberman, sociology
Jack P. Maddex, history
Elizabeth Reis, history
Jennifer F. Rondeau, history
Sharon R. Sherman, English
Anita M. Weiss, international studies
Ronald Wixman, geography
Daniel N. Wojcik, English
ABOUT THE DEPARTMENT
The Department of Religious Studies offers
courses about 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 supe-
rior to others. Rather, courses focus on the his-
tory and philosophy of religions including their
origins, sacred texts, rituals and practices, beliefs,
aria sUbgroups. The'courses proVide abroad
understanding 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
programs for majors in religious studies.
The department annually sponsors a distin-
guished visiting lecturers program, which brings
outstanding scholars in various fields of religious
studies to the campus for several days of lectures
and meetings.
Preparation. The best high school or community
college preparation for an undergraduate pro-
gram in religious studies is a good general back-
ground 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 edu-
cation at a seminary in preparation for a career as
a religious leader. Social service organizations
such as the YMCA, YWCA, Red Cross, commu-
nity services, and international relief agencies
also provide 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 after 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 major requirements 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
religious studies include the following:
1. Satisfaction of the requirements for a major
2. A cumulative grade point average of 3.50 in
courses taken to satisfy the major requirements
3. Satisfactory completion of an honors thesis.
The candidate for honors 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
religious 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
Religious Studies. However, students may work
with faculty members from religious studies as
well as other university departments toward an
Interdisciplinary Studies: Individualized Program
(IS:IP) master's degree (M.A. or M.S.) focusing
on religious studies, offered through the 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
requirements for an advanced degree in another
university department or program. After 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,
religion and symbol in particular cultures. Aletta
Biersack, Kenneth M. George, Carol T. Silverman
Art History, M.A., Ph.D. Medieval Christian art.
Richard A. Sundt
Asian Studies, M.A. East Asian religions.
Andrew Goble (history), Kyoko Tokuno
(religious studies)
Classics, M.A. Classical civilization. Ancient
religions 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)
Folklore, M.A. Sharon R. Sherman (English),
Carol T. Silverman (anthropology), Daniel N.
Wojcik (English)
History, M.A., Ph.D. History cif CmiSfianity.
Jack P. Maddex, Mavis Howe Mate, Elizabeth
Reis, Jennifer Rondeau, J. T. Sanders (religious
studies), Augustine C. A. Thompson (religious
studies)
Sociology, M.A., Ph.D. Sociology of religion.
Marion Sherman Goldman, Benton Johnson,
Kenneth B. Liberman
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. 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 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,
religious Taoism, Chinese Buddhism, Neo-
Confucianism, religion in China today. Tokuno.
303 Japanese Religions (4) Early Shinto and its
developments, Japanese Buddhism, transforma-
tion-6f Tabism-andTiIDfucianism;-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
Jewish 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.
321,322,323 History of Christianity (4,4,4) The
course of Christian history in East and West;
relations between spirituality, doctrine, and insti-
tutional 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
158 College of Arts and Sciences
the Christian Roman Empire to the Fall of
Constantinople in the 15th century. 325: the
Eastern churches from the 15th century to the
present. Prereq: REL 321 or equivalent.
Thompson.
330,331 Buddhism and Asian Culture (4,4)
History, doctrine, and practices of Buddhism.
330: introduction to Buddhism. Basic teachings of
Buddha and their subsequent development and
systematization in India. 331: Buddhism in East
Asia. Continuity and change in Buddhist traditions
of China, Korea, and Japan. Interaction between
indigenous religions and Buddhism. Tokuno.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-4R)
403 Thesis (1-4R)
405 Reading and Conference: [Topic] (1-4R)
407/507 Seminar: [Topic] (1-4R)
408/508 Colloquium: [Topic] (1-4R)
409 Supervised Tutoring (1-4R)
410/510 Experimental Course: [Topic] (1-4R)
421/521 Medieval Christian Heresy (4) Readings
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.
422/522 Medieval Christian Mysticism (4)
Readings in translation from 12th-to 16th-
century Christian mystics including Bernard of
Clarvaux, Hildegard of Bingen, Gregory of
PaIamas, Meister Eckhart, Julian of Norwich.
Thompson.
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. Experimental Course:
Religion and Politics in Island Southeast Asia
(ANTIl 410/510); Anthropology and Folklore
(ANTH 419/519), Topics in Pacific Ethnology:
Religions in Oceania (ANTH 425/525), Jewish
Folklore and Ethnology (ANTH 429/529),
Approaches to the Symbolic (ANTH 435/535)
English. Studies in Mythology (ENG 482/582)
Folklore. Folklore and Religion (FLR 411/511)
Geography. Geography of Religion
(GEOG 446/546)
History. Religious Life in the United States
(HIST 359), 16th-Century European Reforma-
tions (HIST 441/541)
International Studies. Development and the
Muslim World (INTL 423/523), World Value
Systems (INTL 430/530)
Philosophy. Philosophy of Religion (PHIL 320),
Topics in the Philosophy of Religion
(PHIL 439/539)
Sociology. Sociology of Religion (SOC 461/561)
ROMANCE
LANGUAGES
Evlyn Gould, Department Head
102 Friendly Hall
(541) 346-4021
(541) 346-4030 fax
Department of Romance Languages, 1233
University of Oregon, Eugene OR 97403-1233
http://babel.uoregon.edu/romance.htrnl
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, associate professor (Old and
Middle French literature and language, codicology,
gender studies). BA, 1978, Alberta; MA, 1982,
Ph.D., 1988, Toronto. (1989)
Doris Luft Baker, senior instructor. B.S., 1985,
Universidad Iberoamericana (Mexico City); M.A.,
1988, San Diego State. (1989)
Randi M. Brox, professor (modern French novel,
modern women writers, Francophone women writ-
ers). Cando Philo!., 1960, Oslo; Ph.D., 1965, Illinois.
(1965)
Fran~oise G. Calin, professor (modern F~ench novel
and poetry). Licence, 1963, Diplome d'Etudes
Superieures, 1964, CAPES, 1966, Sorbonne; PhD.,
1972, Stanford. (1973)
David R. Castillo, assistant professor (Spanish
Golden Age, cultural studies). Licenciado, 1990,
Universidad de Granada; MA, 1992, Ph.D., 1996,
Minnesota, Twin Cities. (1997)
Nadia Ceccacci, senior instructor; coordinator, first-
and second-year Italian programs. Corso di laurea
in Lingue e Letterature Straniere, 1981, Universita
degli Studi di Perugia; MA, 1986, Oregon. (1989)
Jacqueline Cruz, assistant professor (19th- and
20th-century Peninsular and Latin American litera-
ture, the avant garde, poetry). B.S., 1985, M.A.,
1987, Ph.D., 1993, California, Los Angeles. (1995)
Robert 1. Davis, associate professor Qnethodology
and pedagogy, Spanish and Romance linguistics).
BA, 1983, Southern Mississippi; MA, 1987,
Ph.D., 1991, North Carolina at Chapel Hill. (1991)
Juan A. Epple, professor (19th- and 20th-century
Latin American literature, short-story theory,
Hispanic literature in the United States).
Licenciate, 1971, Chile; MA, 1977, Ph.D., 1980,
Harvard. (1980)
Leonardo Garcia-Pabon, associate professor (colo-
nial Latin American literature, contemporary Latin
American poetry, literary theory). B.S., 1980,
Universidad Mayor de San Andres; M.A., 1981,
Universite Catholique de Louvain; Ph.D., 1990,
Minnesota, Twin Cities. (1990)
Amalia Gladhart, assistant professor (20th-century
Latin American literature, theater, feminist studies).
BA, 1989, Michigan State; Ph.D., 1995, Cornell.
(1995)
Evlyn Gould, professor (19th-century French litera-
ture and culture, literature and psychoanalysis, lit-
erature and the other arts). B.A., 1975, California,
Irvine; M.A., 1977, Ph.D., 1983, California, Berkeley.
(1983)
Jim Heinrich, senior instructor. B.A., 1977, M.A.,
1979, Oregon. (1987)
Massimo Lollini, assistant professor (baroque and
modern Italian literature, comparative modern lit-
erature). Laurea, 1978, University of Bologna;
Ph.D., 1992, Yale. (1992)
Barbara D. May, associate professor (19th-and
20th-century Peninsular literature, modern Span-
ish women writers, feminist theory). BA, 1972,
MA, 1973, Ph.D., 1975, Utah. (1976)
Karen S. McPherson, assistant professor
(Francophone literatures, modern French novel,
feminist theory). BA, 1970, Oregon; MA, 1983,
Ph.D., 1987, Yale. (1998)
Shelley Merello, senior instructor. B.A., 1970, St.
Lawrence; MA, 1972, Stanford. (1989)
F. Regina Psaki, associate professor (medieval and
Renaissance Italian literature, comparative medi-
eval literature). BA, 1980, Dickinson; MA, 1986,
Ph.D., 1989, Cornell. (1989)
Wolfgang F. Sohlich, associate professor (modem
French poetry, theater, cultural studies). B.A., 1959,
Johns Hopkins; MA, 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, Ph.D., 1994, California, San Diego.
(1995)
Luis F. Verano, senior instructor (Spanish Golden-
Age literature). BA, 1971, Portland State; MA,
1974, Ph.D., 1982, Oregon. (1983)- ------
Julian Weiss, associate professor (medieval and early
modern Spanish literature, cultural studies). B.A.,
1978, Westfield College, London; D.Phil., 1984,
Oxford. (1994)
Catherine Wiebe, senior instructor; coordinator,
second-year French program. Diplome, 1978, Ecole
Superieure des Arts Appliquees, Paris; MA, 1982,
Oregon. (1985)
Gloria Zabala, senior instructor. B.A., 1983, M.A.,
1989, Oregon. (1989)
Emeriti
David J. Curland, senior instructor emeritus. B.A.,
1950, California, Los Angeles; MA, 1963, Oregon.
(1966)
Richard H. Desroches, associate professor emeritus.
B.A., 1947, Clark; Ph.D., 1962, Yale. (1957)
Sylvia B. Giustina, senior instructor emerita. B.A.,
1956, Marylhurst; MA, 1966, Oregon. (1968)
Elisabeth A. Marlow, ass9ciate professor emerita.
Dipl6me, 1953, Hautes Etudes Commerciales,
Paris; MA, 1958, Ph.D., 1966, Oregon. (1958)
Perry J. Powers, professor emeritus. B.A., 1941,
Oregon; Ph.D., 1947, Johns Hopkins. (1946)
Steven Rendall, professor emeritus; editor, Compara-
tive Literature. BA, 1961, Colorado; Ph.D., 1967,
Johns Hopkins. (1967)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
ABOUT THE DEPARTMENT
The Department of Romance Languages offers
an extensive range of courses and degree pro-
grams, frorrf-ihstlTicfion In beginning-languages -----.-~
through the study of the literatures 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,
encompassing 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 any of the Romance
languages:
1. As much work as possible in the student's
major language. Knowledge of a second
Romance language is helpful but not required
Romance Languages 159
2. Knowledge of the history and geography of the
European or Latin American areas where the
student's major language is spoken
3. Communication skills, speech, and essay or
theme writing help the student convey ideas
logically. In literature courses, papers or essay
examinations are generally required
4. Experience in literary studies
Careers. Students who graduate with a B.A.
degree in Romance languages enter a variety of
occupations. Language teaching is an obvious
possibility. Proficiency in a second 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,
especially those who have a second major in
another discipline (e.g., art history, economics,
finance, history, international studies, journal-
ism, management, marketing, music, or political
science) find positions in communications media,
government foreign service, international busi-
ness and law, libraries, social work organizations,
and travel and tourist-related agencies, among
others.
Interdisciplinary Faculty
Faculty members in the Department of Romance
Languages actively participate in other UO inter-
disciplinary programs and departments (e.g.,
comparative literature, Latin American studies,
linguistics, medieval studies, and women's stud-
ies). For descriptions see those sections of this
bulletin.
Scholarships
The department administers scholarships for
undergraduate and graduate students of second
languages. The Perry J. Powers Scholarship is
awarded annually to an outstanding Romance
languages student. The Charles Stickles Endow-
ment Scholarship is awarded for study in a
Spanish-speaking country. The Leona M. Kail
Scholarship is awarded every other year to an
outstanding student with financial need. The
Helen Fe Jones Spanish Student Fellowship sup-
ports study abroad. The Emmanuel Hatzantonis
Scholarship is awarded every year to a Romance
languages major or minor who is studying in
Italy with the university's overseas study pro-
gram. The James T. Wetzel Memorial Scholarship
is awardetleveryyear to an outstanding graduate
student in the Department of Romance Lan-
guages. Additional information may be obtained
in early January in the department office.
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
121 Pacific Hall, provides a valuable complement
to classroom exercises.
Students who intend to do graduate work in
Romance languages are advised to begin a sec-
ond Romance language early in their studies.
Courses in English and other literatures are also
recommended. One of the goals of the depart-
ment is to give students a thorough view of the
cultures of the countries where Romance lan-
guages are spoken. The department encourages
students to study, at some point in their under- Majors in French, Italian, and Spanish are urged
graduate careers, in a country where their target to take additional work in related fields (e.g.,
language is spoken. another Romance language, English, linguistics,
art history, philosophy, history).Major Requirements
Majors in French, Italian, or Spanish must Honors
complete a minimum of 12 credits in literature Application for graduation with honors in the
courses beyond the survey level (courses num- major must be made through the student's de-
bered 319 or higher) on the Eugene campus-at partmental adviser no later than the end of the
least 8 credits in courses numbered 407 or term preceding the term of graduation.
higher. Approval for graduation with honors is granted
Students majoring in Romance languages must to a student who:
complete a minimum of 12 credits in literature 1. Maintains at least a 4.00 grade point average
courses on the Eugene campus-at least 8 credits (GPA) in all upper-division department course
in courses numbered 407 or higher work and at least a 3.50 GPA overall or
Specific requirements for each major are listed 2. Maintains at least a 3.75 GPA in all upper-
below. Students are urged to consult their advis- division department course work and at least a
ers to create balanced programs. 3.50 GPA overall and submits an ho'nors tfiesi-s--'
Romance Languages. Forty-eight credits in two written under the guidance of a Romance
Romance languages-passed with grades of C- languages faculty thesis adviser. The thesis
or better-are required beyond the second-year adviser determines whether the thesis is
language sequence, distributed as follows: acceptable and may require the student to
register for up to 6 passino pass (PIN) credits
First Romance Language 32 credits in Thesis (FR, ITAL, SPAN 403)
Language courses 12 Transfer credits and overseas work used to fulfill
Literature survey sequence (FR 317,318,319 or
ITAL 317, 318, 319 or three from SPAN 316, major graduation requirements are typically in-
317, 318, 319) 12 cluded in determining the major GPA.
Additional literature courses 8 Minor Requirements
Second Romance Language 16 credits Students may earn a minor in French, Italian, or
Language courses 8 Spanish (not in Romance languages) by complet-
Literature courses 8 ing 28 credits in upper-division courses, passed
French. Forty-eight credits in French-passed with grades of C- or better, in one language area.
with grades of C- or better-are required beyond At least 12 credits must be in language studies
second-year French, distributed as follows: and 12 in literature. A minimum of three litera-
48 credits ture courses (12 credits) must be taken on the
Reading French (FR 301) 4 Eugene campus. Readings in courses taken for
Writing French (FR 303) 4 the minor must be in the original language.
F~~~~~ar~;?:~~.~.~.:.:.~~~:.~~:.:.~.~ 12 Study Abroad
French literature courses numbered FR 330 Students are encouraged to study abroad during
or above 12 their tenure at the university. Before going
French electives (e.g., literature, history of abroad students should consult an appropriate
French language, phonetics) 12 language adviser about the selection of a
Advanced Writing in French (FR 416) 4 program and the courses to be taken in that
Italian. Forty-eight credits in Italian-passed program.
with grades of C- or better-are required beyond Courses taken in which the readings or lectures
second-year Italian, distributed as follows: or both are in English typically do not count
--'48rYenfts- - toward-the-major,the-minor,or-the-B~A.'foreign------
Reading Italian (ITAL 301) 4 language requirement.
Writing Italian (ITAL 303) 4 Students in all University of Oregon overseas
Oral Skills (ITAL 307), two terms 4 study programs enroll in courses with subject
Italian Survey (ITAL 317, 318, 319) 12 codes that are unique to individual programs.
Italian literature courses numbered ITAL 341 or Special course numbers are reserved for overseas
above 12 study. See Overseas Study in the Academic
Italian electives (e.g., literature, film, culture) 12 Affairs section of this bulletin.
Spanish. Forty-eight credits in courses-passed France. The Oregon University System provides
with grades of C- or better-are required beyond opportunities for a year's study in France at the
second-year Spanish, distributed as follows: Universities of Poitiers and Lyon. Although the
48 credits programs are primarily intended for undergradu-
Reading Spanish (SPAN 301) 4 ates, some graduate credit may be obtained if
Writing Spanish (SPAN 303) 4 proper arrangements are made with the
Three courses chosen from Survey of department.
Peninsular Spanish Literature (SPAN 316, 317),
Survey of Spanish American Literature In Poitiers, students with two years of college
(SPAN 318,319) 12 French take courses at the Oregon Study Center.
Spanish literature courses numbered More advanced students may also attend a few
SPAN 328 or above 12 classes at the University of Poitiers. Not all
Spanish electives (e.g., literature, phonetics, courses taken at Poitiers satisfy major require-
history of Spanish literature) 12 ments. Students should consult a major adviser
Advanced Writing in Spanish (SPAN 416) 4 before leaving for Poitiers.
160 College of Arts and Sciences
In Lyon, students with two years of college
French take intensive courses in French lan-
guage' literature, and history in an institute for
foreigners. In addition, they attend regular
classes at the Universities of Lyon. Students who
have three years of college French and have
passed an entrance examination take all their
courses from the standard curriculum of the
Lyon universities alongside native students.
Students with beginning to advanced proficiency
in French can also study in Angers at the Inter-
national Center for French Studies, part of the
Catholic University of the West. Programs are
offered during summer session, a fall term, or a
spring semester.
Italy. Since 1970 the university has had a sum-
mer program from early July to mid-August in
Italy, at the Universita Italiana per Stranieri,
Perugia, which is open to both undergraduate
and graduate students. No knowledge of Italian
is required, but participants with one or more
years of instruction in the language have a wider
choice of courses because, with the exception of
one offered 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
program in Siena, Italy. Students may enroll for
one 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 lan-
guage programs in Mexico in which students
may complete an entire year's work in one term.
There is also a summer program offering courses
in Mexican literature and civilization as well as
language training at secondo, 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
program is designed for students who have stud-
ied at the 300 level.
Secondary School Teaching
The College of Education offers a fifth -year
program for teaching licensure in foreign lan-
guage. This program is described in the Educa-
tional Leadership, Technology, and Adminis-
tration section of this bulletin.
GRADUATE STUDIES
The Department of Romance Languages offers
programs of study leading to the degree of mas-
ter of arts (M.A.) in Romance languages, French,
Italian, or Spanish and to the degree of doctor of
philosophy (Ph.D.) in Romance languages.
The master's degree program encourages broad
research in each of the language areas. The Ph.D.
program allows students to focus on a specific
field of interest.
Both graduate programs provide students with
solid training as teacher-scholars. The depart-
ment is proud of its high-quality teaching meth-
ods courses, and it offers funding to graduate
students who present papers at national
academic conferences.
The resources of the UO Library System for
research 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
(MA) 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 lan-
guage 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. 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 department's graduate secretary,
2. Send the first copy to the university Office of
Admissions with a $50 fee and the remaining
copies to the department's graduate secretary
3. Submit or have sent to the department's
graduate secretary:
a. An official transcript showing college-level
work as of the date of application
b. A 750-word statement of purpose describ-
ing academic experience, the reasons for
wanting to do graduate work in the UO
Department of Romance Languages, and
eventual career goals. Students applying to
the Ph.D. 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-
tional students must demonstrate proficiency
in English with a score of at least 500 on the
Test of English as a Foreign Language
(fOEFL)
4. Submit a substantial writing sample (e.g.,
master's thesis, graduate seminar paper, or
undergraduate research paper on a relevant
topic) if applying to the Ph.D. program
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 fall term.
Graduate Teaching Fellowships
A number of graduate teaching fellowships are
available each year for new graduate students in
the department. Students should apply to the
department by February 15 for fall admission and
appointment priority. In exceptional cases, these
fellowships may be supplemented by academic
scholarships and awards.
During each term of the appointment, graduate
teaching fellows must register for and complete
at least 9 credits of course work that can be
applied to the degree program.
All graduate teaching fellows must take Work-
shop: Teaching Methods (RL 608) in the fall term
of the first year of graduate studies. Students
who do not hold GTF appointments 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
combine two of these languages for a-major in-- - - -
Romance languages. The degree program is
typically 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) of3.00 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
possible during their graduate studies. Remedial
foreign-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
foLthe M.A., s.tudentsmusLcomplete.one.cuurse- _
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
period-one examination each day-typically
during the seventh week of the spring term of
the second year. Students who fail one or both
examinations have one chance to take all or part
of them again.
1. Students use a departmental reading list as a
resource in constructing individualized reading
lists of at least thirty-six works from which
examination questions are drawn. Students
who are combining two Romance languages
for the M.A. should construct a reading list
that includes twenty-four works for the pri-
mary language and twelve for the secondary
language
Romance Languages 161
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
primary language, the other one in English.
Students 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, baroque,
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
English in a French secondary institution while
pursuing studies at a French university, when-
ever the appointment location allows.
Doctor of Philosophy
The Ph.D. program in Romance languages is
designed to provide students with: (1) thorough
fiutUliarityWithseveral fieldne.g.~amovemen(
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) maybe 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 graduate
courses completed during the M.A. program to-
ward Ph.D. course requirements, provided that
these courses were not used to fulfill the M.A.
requirements.
Graduate students with an M.A. in French,
Italian, Spanish, or Romance languages from
another institution must take a minimum of
40 credits in the Department of Romance
Languages. The department's graduate commit-
tee evaluates previous graduate course work and
determines 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
credits. If the candidate is found to be seriously
deficient or if the master's degree is in a field
other than Romance languages, the graduate
committee may choose to admit the student into
the master's program. In this 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
petition 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
interest 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
members ofthe Romance languages faculty who
constitute 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 ofthe Ph.D. 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
examinations with the other facets of the stu-
dent's declared field of interest. In a two-hour
conversation, the candidate and the committee
members 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
dissertation committee, other faculty members,
and the general public may question the candi-
date about the dissertation's implications and its
use to the field.
Funding
Work for the Ph.D. beyond the master's degree,
including the dissertation, is typically completed
in three to four years of study. Students who
enter the Ph.D. program with a master's degree
from the UO are typically eligible for a maximum
of three years of funding. Students entering 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
graduate teaching fellowships. GTFs include
stipends for teaching and tuition waivers. "Satis-
factory 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 Teach-
ing Fellowships earlier in this section of the
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] (l-6R) R when topic
changes.
620 Graduate Study in Romance Languages
(2-4) Discussion of purposes, problems, and
methods of graduate study in Romance
languages. Elements of critical method, research
techniques, and scholarly writing. Psaki.
627 Literature and Ideology (4R) Introduction
to literary theories that inscribe texts into the
contexts of cultural power structures. Readings
162 College of Arts and Sciences
selected from Marx, Lukacs, Adorno, Foucault,
Barthes, Habermas, and others. Sohlich, Weiss.
R when topic changes.
641 Medieval Lyric Poetry (4) Introduction to
Old Proven~al through the reading of easy prose
texts and selected lyrics. Emphasis on the diver-
sity 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, Weiss.
319 French Survey: 19th and 20th Centuries
(4) Representative literary works from the 19th
and 20th centuries with attention to literary
analysis and literary history. Albert-Galtier,
Altmann, Brox, Calin, Gould, Sohlich.
330 French Poetry (4) Poems from the Middle
~ges to the 20th century, literary movements,
Introduction to textual analysis and modern
critical approaches. Prereq: two years of college
French or equivalent. Altmann, Calin, Gould,
Sohlich.
FRENCH COURSES (FR) 331 French Theater (4) Explores important
Native speakers ofFrench or students whose com- aspects of French theater. Reading plays from
petence in the language already exceeds the scope different periods. Emphasizes formal aspects
of the course may not enroll in any lower-division and critical reading. Prereq: FR 301,303. Albert-
course. Galtier, Brox, Gould, Sohlich.
1.01,102,103 First-":ear French (5,5,5) Introduc- 333 French Narrative (4) Covers important
bon to French stressing the development of aspects of French narrative. Reading texts from
listening, speaking, reading, and writing skills different periods. Emphasis on formal aspects
through a communicative approach. Sequence. and critical reading. Prereq: FR 301, 303. Brox,
Conducted in French. Calin, Gould, Sohlich.
150 Cultural Legacies of France (4) French 361 Francophone Literature and Culture (4)
civilization in France and beyond. Possible topics Examines French culture outside of France-
are Francophone Africa; the Caribbean; Vietnam; Sub-Saharan Africa, the Caribbean-through
North America; modern France; French film, literature and film. Brox. Lectures and discus-
architecture, and painting. Albert-Galtier, sions in English. Texts can be read in either En-
Altmann, Brox, Calin. Conducted in English. glish or French.
Offered 1998-99 and alternate years. 362 French Film (4) Focuses on the differences
199 Special Studies: [Topic] (1-5R) between American culture and French and
201,202,203 Second-Year French (4,4,4) Devel- Francophone cultures. Addresses a sensitive
opment of reading. writing. and speaking skills; issue exemplified by the attitude of the intema-
study of short literary and cultural texts; consider- tional movie industry. Albert-Galtier, Altmann.
able attention paid to oral use of the language. 399 Special Studies: [Topic] (1-5R) R when
Sequence. topic changes.
301 Reading French (4) Language skills with 403 Thesis (3-6R) Departmental honors stu-
empha.sis on strategies for reading different types dents only.
of text m French (e.g., current press, short stories, 405 Reading and Conference: [Topic] (I-6R)
poetry); vocabulary enrichment activities. Prereq: 407/507 Seminar: [Topic] (I-6R)
FR 203 or eqUivalent. Albert-Galtier, Altmann,Calin, Gould. 408/508 Workshop: [Topic] (1-12R)
303 Writing French (4) Language skills with 409 Practicum: [Topic] (I-4R) PIN only
emphasis on styles in different genres, grammar 410/510 Experimental Course: [Topic] (I-4R)
reVIew. Prereq: FR 203 or equivalent. 415/515 French Culture and Civilization (4)
~07 Oral Skills (2R) Practice in improving listen_ Political and social backgrounds of French litera-
lng, comprehension, and oral skills in French. ture; introduction to French music and art.
Communicative activities in class in addition to Prereq: FR 301, 303 or FR 317,318,319 or
language laboratory work. Prereq: FR 203 or equivalents. Marlow, Sohlich.
equivalenLRoncefor-maximum .of·4 Gredits.-- . 416l516.A...dY.an.ceJiJ'YritinginFrench (4) _..
309 Literary Skills (4) Acquisition of critical Extended written production; writing for specific
voc.abulary and concepts through readings in purposes and audiences. Advanced grammar
major genres and multiple writing assignments. review and composition; study of specialized
Prereq: FR 203 or equivalent or instructor's vocabulary. Prereq: FR 301,303; FR 307
consent. Designed for students with limited recommended.
exposure to literature. 417/517 Advanced Oral Skills (2R) Advanced-
315 French Pronunciation and Phonetics (4) level practice in improving listening, comprehen-
Introduction to French phonetics designed to sion, and oral skills in French. Communicative
help develop better pronunciation and to intro- activities in class in addition to language labora-
duce the French sound system. Special attention tory work. Prereq: FR 301, 303; FR 307 recom-
to individual difficulties. mended. R once for maximum of 4 credits.
317 French Survey: Medieval and Renaissance 420/520 French Linguistics: [Topic] (4R) Vari-
(4) Introduction to major themes and ideas in able topics in French linguistics. Recent topics
French literature from the medieval and Renais- include French Phonology, History of the French
s.ance periods through the reading of representa_ Language. FR 315 recommended. R once when
bve texts. Albert-Galtier, Altmann, Brox, Calin, topic changes for maximum of 8 credits.
Gould, Sohlich. 435/535 Autobiographical Writings by
318 French Survey: Baroque and Enlighten- Women (4) Autobiographical works by authors
ment (4) Introduction to major themes and ideas such as George Sand, Colette, Simone de
in French literature from the medieval and Re- Beauvoir, Marguerite Duras, and Nathalie
naissa~ce periods through the reading of repre- Sarraute. Specific works and writers vary. Brox.
sentabve texts. Albert-Galtier, Altmann, Brox, 450/550 17th-Century Literature: [Topic] (4R)
Calin, Gould, Sohlich. Changing topics concerning trends or particular
authors representative of 17th-century French
literature. Prereq: FR 317,318,319 or equivalent.
Albert-Galtier, Marlow, Sohlich. R when topic
changes.
451/551 Baroque Theater: [Topic] (4R) Inten-
sive study of representative plays by Moliere,
Racine, or Corneille with emphasis on modern
criticism. Albert-Galtier. R thrice when topic
changes for maximum of 16 credits. Offered al-
ternate years; not offered 1998-99.
460/560 18th-Century Literature: [Topic] (4R)
Changing topics concerning trends or particular
~uthors representative of 18th-century French
lIterature. Prereq: FR 317,318,319 or equivalent.
Albert-Galtier, Desroches. R when topic changes.
480/580 19th-Century Literature: [Topic] (4R)
Changing topics concerning trends or particular
~uthors representative of 19th-century French
lIterature. Recent topics include Decadence, -- -
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 trends or particular
~uthors representative of 20th-century French
lIterature. Brox, Calin, Sohlich. R when topic
changes.
RL 503 Thesis (1-16R) PIN only
601 Research: [Topic] (I-6R) PIN only. Prereq:
instructor's consent.
605 Reading and Conference: [Topic] (I-6R)
607 Seminar: [Topic] (I-6R)
608 Workshop: [Topic] (1-12R) Teaching Meth-
ods is offered annually. Other workshops may be
offered.
609 Practicum: [Topic] (I-4R) PIN only
~33 Top.ics in Modern French Drama (4) Top-
ICS may mclude dramatic theory, modes of critical
inquiry, and trends in contemporary theater such
as the avant-garde, metatheater, or political the-
ater. Sohlich.
637 Narrative Technique (4) The novel ques-
tioning itself. Emphasis on narratology; narrators,
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-
shil:'be_tw~en theory and text. Prereq: reading
Kriowledgeof 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
romance, epic, allegory, and the dit. Prereq:
FR 640 or instructor's consent. Altmann.
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.
64616th- and 17th-Century Narrative (4)
Study of French narrative fiction from Marguerite
de Navarre to Mme. de Lafayette.
650 Advanced 17th-Century Literature:
[Topic] ~4R) Selected topics in 17th-century
French lIterature. Albert-Galtier, Marlow.
R when topic changes.
Romance Languages 163
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.,
Ariosto, Castiglione, Leonardo, Machiavelli,
Michelangelo, 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 Autobiogra-
phy in the context of the philosophical and aes-
thetic debates of the 18th century. Prereq: read-
ing knowledge of Italian. Lollini.
481158119th-Century Literature: [Topic] (4R)
Topics concerning issues or authors in 19th-
century Italian literature (e.g., Irony and Novel,
Leopardi and Italian Romanticism)':Trereq:p-re'-----
vious work in literature. Lollini. R when topic
changes.
491159120th-Century Literature: [Topic] (4R)
Topics about issues or figures in 20th-century
Italian literature (e.g., Symbol and Allegory in
Modern Literature, Modern Lyric Poetry). Pre-
req: 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 metropo-
lis). 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] (l-6R) PIN only. Prereq:
instructor's consent.
RL 603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (l-6R)
607 Seminar: [Topic] (l-6R) Recent topics in-
clude Dante, Petrarch, and Boccaccio; The Italian
Lyric; Verga's Narrative.
608 Workshop: [Topic] (1-12R) Teaching Meth-
ods is offered each fall term.
609 Practicum: [Topic] (l-4R) PIN only
.SPANISH COURSESJSPA~ _
Native speakers ofSpanish or students whose
competence in the language already exceeds the
scope ofthe 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.
150 Cultural Legacies of Spain (4) The rich cul-
tural heritage of the Spanish-speaking world.
Topics include Jewish, Arabic, and Christian rela-
tions in medieval Iberia; the encounter with the
New World; Hispanic experience in the United
States. Cruz, Garcia-Pabon, Gladhart, May,
Szurmuk, Verano, Weiss. Conducted in English.
Offered 1989-99 and alternate years.
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
409 Practicum: [Topic] (l-4R) PIN only
410/510 Experimental Course: [Topic] (l-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)
Focuses on The Decameron; also covers familiar
adaptations 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-
660 Advanced 18th-Century Literature:
[Topic] (4R) Selected topics in 18th-century
French literature. Albert-Galtier, Desroches.
R when topic changes.
680 Advanced 19th-Century Literature:
[Topic] (4R) Changing topics in 19th-century
French literature complemented by essays in
critical theory. Recent topics include Baudelaire
and Rimbaud, the Birth of Realism, and Virtual
Theater. 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 Advanced 20th-Century Literature:
[TopJe] (4R) Selected topics in 20th-century
French literature. Brox, Calin, Sohlich. R when
topic changes.
693 Surrealism (4) Development of the surreal-
istic movement in art and literature. Analysis of
works-prose, poetry, paintings, films-by
Apollinaire, Breton, Aragon, Desnos, Eluard,
Gracq, Dali, and Buii.uel. Prereq: graduate stand-
ing or instructor's consent. Calin.
ITALIAN COURSES (ITAL)
Native speakers ofItalian or students whose com-
petence in the language already exceeds the scope
ofthe course may not enroll in any lower-division
course.
to be able to read Italian texts in their field. Gius-
tina, Psaki. Conducted in English.
317 Italian Survey: Medieval and Renaissance
(4) Introduction to major themes and ideas in
Italian literature from the medieval and Renais-
sance periods through the reading of representa-
tive texts. Prereq: two years of college Italian or
equivalent. Lollini, Psaki. Conducted in Italian.
318 Italian Survey: Baroque and Enlighten-
ment (4) Introduction to major themes and ideas
in Italian literature from the baroque and En-
lightenment periods through the reading of rep-
resentative texts. Lollini, Psaki. Conducted in
Italian.
319 Italian Survey: 19th and 20th Centuries (4)
Representative literary works from the 19th and
20th centuries with attention to literary analysis
and literary history. Lollini, Psaki. Conducted in
Italian.
341 Dante in Translation (4) The entire Divine
Comedy read in English. Focuses on specific me-
dieval components, relevance for modern read-
ers, effects and process of translation. Lollini,
Psaki. Conducted in English.
342 Italian Literature in Translation (4) Exam-
ines Italian literature from the sublime to the
merely curious. Endeavors to illustrate the mas-
sive influence of this literature. Lollini, Psaki.
Conducted in English.
362 Classic Italian Film (4) History of classic
Italian cinema and its influence abroad, especially
101, 102, 103 First-Year Italian (5,5,5) Introduc- in the United States. Directors studied include
tion to Italian stressing speaking, reading, writing, Fellini, Pasolini, Bertolucci, Antonioni, and
and comprehension skills. Sequence. Wertmuller. Lollini.
104,105 Intensive First-Year Italian (6,6) 363 Contemporary Italian Film (4) History of
Covers in two terms the work of ITAL 101, 102, contemporary Italian cinema and its influence
103. Sequence. Cannot be taken in any combination abroad, especially in the United States. Directors
with ITAL 101, 102, 103 to total more than 15 cred- studied include Scola, Taviani, Tornatore, Moretti,
its offirst-year Italian. and Nicchetti. Lollini.
150 Cultural Legacies of Italy (4) Italy's contri- 399 Special Studies: [Topic] (1-5R) R when
butions to world cultures: modern Italian life, topic changes.
Italians in America, Italian cinema and its influ-
ence' Italian Renaissance at home and abroad. 403 Thesis (3-6R) Departmental honors students
Lollini, Psaki. Conducted in English. Offered only.
1998-99 and alternate years. 405 Reading and Conference: [Topic] (l-6R)
199 Special Studies: [Topic] (1-5R) Guided reading.
201, 202, 203 Second-Year Italian (4,4,4) Review 407/507 Seminar: [Topic] (l-6R) Recent topics
f .. include The Decameron, Fascism in Fiction ando grammar, readIng of sho~ lIterary a~~ cultu.ral Film, Italian Poetry! Literature of the Italian
texts,development-of speakmgand-wrItIngskllls:--- .------ .... --- _.- . ..--. - - .-
S C d t d · It I' EnlIghtenment, Plrandello.equence. on uc e In a Ian. ..
301 R d' It r (4) L k'll 'th 408 Workshop: [TOpIC] (1-12R) SpeClal group
ea mg alan anguages 1 sWl f'f h d l' fIt r I
emphasis on strategies for reading different types ac IV! les suc as pro uc lOn 0 . a lan.p ays. ,
f t t' It r ( t h t t' Prereq: two years of college Italian or Instructor s
o ex m a Ian e.g., c,:rren press~ s. or s ones, consent.
poetry); vocabulary ennchment actlVlhes. Prereq:
ITAL 203 or equivalent. Giustina, Psaki.
303 Writing Italian (4) Language skills with em-
phasis on writing strategies for different genres,
grammar review. Prereq: ITAL 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: ITAL 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:
ITAL 203. Giustina, Lollini, Psaki. Designed for
students with limited exposure to literature.
310 Basic Italian for Reading (4) Italian for stu-
dents or scholars in other disciplines who need
164 College of Arts and Sciences
of text in Spanish (e.g., current press, short stories,
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
ofrepresentative texts. Prereq: SPAN 301,303.
Castillo, Verano, Weiss.
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. Castillo,
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 selected
texts from colonial times. Prereq: SPAN 301,303.
Epple, Garcia-Pabon, Szurmuk.
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
selected poems, short fiction, and plays. Prereq:
SPAN 301,303. Epple, Garcia-Pabon, Szurmuk.
320 Intensive Spanish Grammar Review (4)
Review-and-development·of the mtlre-complex-
aspects of Spanish grammar with special atten·
tion to idiomatic usage. Prereq: SPAN 203.
Davis, Heinrich, Verano, Weiss. Offered 1989-99
and alternate years.
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, Gladhart, May, Szurmuk.
330 Introduction to Spanish Poetry (4) Explores
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.
Castillo, Verano.
331 Introduction to Spanish Theater (4) Explores
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.
Gladhart.
333 Introduction to Spanish Narrative (4)
Explores 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. Castillo, Garcia-Pabon.
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-6R)
407/507 Seminar: [Topic] (I-6R) Recent topics
include Contemporary Poetry; Gender and
Memory; Jews, Arabs, and Christians in Iberia;
Literature of the Conquest; Love in the Golden
Age; Medieval and Early Modern Spanish Tales;
Spanish American Modernism; Spanish Ameri-
can Theater; Testimonial Literature.
408 Workshop: [Topic] (1-12R) Special on-
campus activities in Spanish.
409 Practicum: [Topic] (I-4R) PIN only
410/510 Experimental Course: [Topk] (I-4R) -
Recent topics include Creative Writing in Span-
ish, Essays of Mariano Jose de Larra and Lidia
Falcon, Spanish American Novel, Spanish
American Theater.
416/516 Advanced Writing in Spanish (4)
Extended written production; writing for specific
purposes and audiences. Advanced grammar
review and composition; study of specialized
vocabulary. Prereq: SPAN 301, 303; SPAN 307
recommended. Baker, Heinrich, Verano, Zabala.
417/517 Advanced Oral Skills (2R) Advanced-
level practice in improving listening, comprehen-
sion, and oral skills in Spanish. In-class commu-
nicative activities, language laboratory work.
Prereq: SPAN 301, 303; SPAN 307 recom-
mended. Heinrich, Verano. R once for maximum
of 4 credits.
420/520 Spanish Linguistics: [Topic] (4R) Vari-
able topics in Spanish linguistics. Recent topics
include Spanish Phonology, History of the Span-
ish Language. SPAN 315 recommended. 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 Arreola, Borges, Cortazar, Donoso, Garcia
Marquez, Quiroga, Rulfo. Prereq: SPAN 318, 319.
Epple, Garcia-Pabon, Gladhart.
436/536 Contemporary Mexican Literature:
[Topic] (4R) Explores major aesthetics trends,
genres, authors. Topics include Novel of Mexican
Revolution, Rewriting Mexican History, Contem-
porary Mexican Theater, Juan Rulfo, Octavio Paz,
Mexican Women Writers. Prereq: SPAN 318,
319. Epple, Garcia-Pabon. R thrice when topic
changes for maximum of 16 credits.
437/537 Contemporary Latin American Verse:
[Topic] (4R) Explores major aesthetic trends, au-
thors, and works in contemporary Latin Ameri-
can poetry. Topics include avant-garde poetry,
poetry and subjectivity, poetry and modernism.
Prereq for 437: SPAN 318,319. Cruz, Garcia-
Pabon, Epple. R thrice when topic changes for
maximum of 16 credits. Offered alternate years.
438/538 Spanish Romantic Poetry (4) Major
poets and movements from Romanticism to the
present. Prereq: SPAN 316, 317. Mc-aYL'~~__~~_
450155'0 Coloni~-Latin American Literature:
[Topic] (4R) Representative works of Colonial
Latin America. Recent topics include epic of the
conquest, Indian theater, Sor Juana Ines, Barroco
de Indias. Prereq: SPAN 318. R twice when topic
changes for maximum of 12 credits.
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. Castillo, 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 from SPAN 316,
317,318,319 or equivalent; prereq for nonmajors:
equivalent background in literature. Castillo,
Verano.
470/570 Latino Cultures: [Topic] (4R) Examines
cultural issues relating to Latino and Latina ex-
perience in the United States. Topics may include
La Frontera, language and identity, artistic
movements, and genres. Prereq for 470: 12 cred-
its in 300-levellanguage or literature, or
Russian 165
instructor's consent. Cruz, Szurmuk. R thrice
when topic changes for maximum of 16 credits.
Offered alternate years.
480/580 19th-Century Spanish American
Literature: [Topic] (4R) Topics include issue of
literary periods, authors, narrative and nation,
genres, and indigenismo. Prereq: SPAN 318, 319.
R twice when topic changes for maximum of
12 credits.
481158119th-Century Spanish Literature:
[Topic] (4R) Explores major literary trends, au-
thors, and works. Recent topics include Natural-
ism in its Spanish form, Gald6s, Clarfn, Valera.
Prereq: work in Spanish literature. R thrice when
topic changes for maximum of 16 credits. Offered
alternate years.
490/590 20th-Century Latin American Litera-
ture: [Topic] (4R) Explores major literary trends,
authors, and works. Recent topics are testimonial
literature, Neruda, nation and literature, post-
modernity in Latin America, Borges. Prereq:
SPAN 318,319. R twice when topic changes for
maximum of 12 credits.
492/592 20th-Century Spanish Literature:
[Topic] (4R) Topics may include the avant-
garde, post-Franco Spain, regional and national
identities, representations of women. Prereq for
492: 12 credits in 300-levellanguage or literature,
or instructor's consent. Cruz, May. R thrice when
topic changes for maximum of 16 credits. Offered
alternate years.
497/597,498/598 Spanish Women Writers (4,4)
Developments in literature written by women;
the woman writer in Spanish society. Poetry,
drama, and narrative fiction. Literary
foremothers and contemporary writers. Prereq:
work in Spanish literature. May.
RL 503 Thesis (1-16R) PIN only
601 Research: [Topic] (l-6R) PIN only. Prereq:
instructor's consent.
RL 603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (l-6R)
607 Seminar: [Topic] (l-6R) Recent topics in-
clude Clerical Verse, Garda Marquez, Golden
Age Theater, La Celestina, Lope de Vega, Neruda,
Novela y Nacion, Poetry of the Generation of
1927, SUjeto y subjetividades.
608 Worksh0I'.:lI()picl(1-=12R) Teaching Meth~_
ods is offered fall term only. Other workshops
may be offered. Davis.
609 Practicum: [Topic] (l-4R) PIN only
644 Medieval Iberian Cultures: [Topic] (4R)
Cultural and ideological readings of medieval
Iberian literature. Topics selected from major
texts of the period. Weiss. R when topic changes.
Offered alternate years.
650 Advanced Colonial Latin American Lit-
erature: [Topic] (4R) Representative works of
Colonial Latin America. Recent topics include
Epic of the Conquest, Indian Theater, Sor Juana
Ines, Barroco de Indias. R twice when topic
changes for maximum of 12 credits.
680 Advanced 19th-Century Spanish Ameri-
can Literature: [Topic] (4R) Selected Latin
American topics from literary periods, authors,
genres, and aesthetic trends. R twice when topic
changes for maximum of 12 credits.
690 Advanced 20th-Century Latin American
Literature: [Topic] (4R) Selected topics from
literary periods, authors, genres, and aesthetic
trends. R twice when topic changes for maximum
of 12 credits.
RUSSIAN
Albert Leong, Department Head
227 Friendly Hall
(541) 346-4078
FACULTY
Catherine V. Chvany, Marjorie Lindholm Professor
of Russian Language, Literature, and Culture
(Russian studies, Slavic linguistics). A.B., 1963,
Radcliffe; Ph.D., 1970, Harvard. (1998)
Yelaina Khripkov, instructor (Russian language,
culture). M.A., 1983, Moscow State Pedagogical
Institute; Ph.D., 1996, Kansas. (1995)
Albert Leong, professor (19th- and 20th-century
Russian literature, culture, film). A.B., 1961, A.M.,
1966, Ph.D., 1970, Chicago. (1966)
James 1. Rice, professor (folklore; 18th-, 19th-, and
20th-century literature; comparative literature).
A.B., 1960, Harvard; M.A., 1964, Ph.D., 1965,
Chicago. (1967)
Cynthia M. Vakareliyska, associate professor (Slavic
linguistics). B.A., 1973, Princeton; J.D., 1976,
Columbia; Ph.D., 1990, Harvard. (1994)
Emeriti
John Fred Beebe, associate professor emeritus. B.A.,
1946, Wabash; M.A., 1954, Indiana at Bloomington;
Ph.D., 1958, Harvard. (1968)
Fruim Yurevich, senior instructor emeritus. Diploma,
1959, Astrakhan State Pedagogical Institute; M.A.,
1976, Oregon. (1975)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Participating
Mieczyslaw "Mischa" E. Buczkowski, library
UNDERGRADUATE STUDIES
The University of Oregon Department of Russian
offers 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
languages and Slavic cultures.
The undergraduate program in Russian prepares
-the-student for graduate studies-inthe-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 Club-and in
the activities of the UO Russian and East Euro-
pean Studies Center, which sponsors scholarly
symposiums, distinguished guest lecturers, art
exhibits, concerts, films, and other cultural
events. As part of the bachelor's degree program,
many majors in Russian study abroad in St. Pe-
tersburg, Novosibirsk, or Moscow for a summer
or a semester. A number of students who major
or minor in Russian also complete the
requirements for an undergraduate certificate in
Russian and East European studies to enhance
their employment opportunities.
The department regularly offers intensive courses
in Russian and other Slavic languages and
cultures during summer session. More informa-
tion is available from the Summer Session office.
Facilities at the Yamada Language 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.
Recent holders of the Marjorie Lindholm
Professorship of Russian Language, Literature,
and Culture are Tatyana Tolstaya, Andrei
Sinyavsky, Ruth Zernova, Ilya Serman, Efim
Etkind, Lev Losef£, Helena Goscilo, and
Catherine Chrang.
Preparation. Students considering a major or
minor in Russian should declare their interest as
early as possible in their academic careers in
order to satisfy the requirements within four
years of undergraduate study. A background in
second languages, literature, history, and inter-
national or global studies at the high school or
community college level is recommended for
students preparing to major in Russian.
Major Requirements
Candidates for the bachelor of arts (B.A.) degree
in Russian are required to take 47 credits of
course work after achieving proficiency in Rus-
sian equivalent to successful completion of the
third term of second-year Russian (RUSS 203).
Major Requirements 47 credits
Introduction to Russian Literature (RUSS 204,
205, 206) 12
Third-Year Russian (RUSS 316, 317, 318) 15
Four upper-division courses, two in literature
and two in culture 16
One additional course in language, literature,
linguistics, or culture 4
Students who are preparing for graduate work in
Slavic studies should take fourth-year Russian
(RUSS 416, 417, 418).
Majors are encouraged to take Russia and the
Soviet Union (HIST 345,346,347).
Courses applied to the Russian major must be
completed with grades of rnid-C or better. At
least 20 credits must be taken on the UO campus
in courses taught by Department of Russian
faculty members.
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
should enroll in the following courses during
their first year at the university:
Fall Term 17 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) 4
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 17 credits
First-Year Russian (RUSS 103) 5
Introduction to Russian Literature (RUSS 206) 4
Social science group-satiSfying course 4
Science group-satisfying course 4
Honors in Russian
To earn a bachelor of arts with honors in Russian,
a student must maintain a 3.50 grade point
166 College of Arts and Sciences
average (GPA) and submit a 3-credit honors
project or thesis approved by the department.
Minor Requirements
The Russian department offers a minor in
Russian for students who want to combine
Russian studies with another major. The Russian
minor is particularly useful for students majoring
in international studies, marketing, history, art
history, music, theater arts, journalism, humani-
ties, sociology, political science, and other second
languages and literatures.
The minor in Russian requires 35 credits in
language, literature, and culture distributed as
follows:
35 credits
Introduction to Russian Literature (RUSS 204,
205, 206) 12
Third-Year Russian (RUSS 316, 317,318) 15
Two courses in language, literature, linguistics,
or culture taught by a Department of Russian
faculty member 8
One term of Russia and the Soviet Union (HIST
345,346, or 347) is recommended.
First- and Second-Year Russian may not be
applied to the minor. All courses submitted for
the Russian minor must be completed with
grades of mid-C or better. At least 16 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 Cen-
ter section of this bulletin.
Study Abroad in the Commonwealth of Inde-
pendent States and Eastern Europe. Qualified
students of Russian may spend a summer,
semester, or academic year in the Common-
wealth of Independent States (CIS)-in the
Council on International Educational Exchange
(CIEE) Cooperative Russian Language Program,
of which the University of Oregon is an affiliate.
Participating CIEE schools include Novosibirsk
State University and St. Petersburg University.
Students may also participate in Moscow and
St. Petersburg programs sponsored by the
- AmencanCotlncffOfTeachers ofRussian---
(ACTR). Opportunities also exist for study in the
Czech Republic, Hungary, and Poland; limited
fellowship aid is available for these 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 reserved for overseas study.
See Overseas Study in the Academic Affairs
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 (541) 346-3206.
Secondary School Teaching
The College of Education offers a fifth-year
program for teaching licensure in foreign lan-
guage. This program is described in the Educa-
tional Leadership, Technology, and Adminis-
tration section of this bulletin.
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. Each new graduate student in
Russian must meet with an adviser and take a
Russian proficiency examination during the
Week of Welcome before the beginning of fall
term.
The master's degree in Russian requires at least
49 credits beyond the bachelor's degree. All the
required courses must be taken in residence and
completed with grades of B+ or better.
Course Requirements 49 credits
Russian literature courses including at least two
courses selected from Pushkin (RUSS 519),
Russian Folklore (RUSS 520), Old Russian Lit-
erature (RUSS 521), Modern Russian Poetry
(RUSS 522) minimum of 16
Slavic linguistics courses: Russian Phonology and
Morphology (RUSS 540), Russian Syntax and
Semantics (RUSS 541), Old Church Slavonic
(RUSS 545), History of Russian Literary Lan-
guage (RUSS 546) 16
Thesis (RUSS 503) 9
Electives in culture or a second Slavic language
approved by the department faculty 8
To develop and demonstrate research and writ-
ing skills, graduate students are required to
produce a term paper for each literature course
or seminar taken.
Foreign Language. The student must pass a
reading examination in French or German that is
administered by the department.
Reading List. The student is responsible for all
primary sources on the M.A. reading list, avail-
-- ablem-fheaepaftmenfoffice:-Sec6noarymaferF
als, which place the primary sources in historical
or literary contexts, are highly recommended.
Thesis. Graduate students should have selected
a thesis director and submitted a one-page thesis
proposal by November 1 of the second year of
study. A draft of the thesis should be submitted
by February 15 and the final version by April 15.
Students may not take the final written examina-
tion until the thesis has been submitted to the
department.
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 (six hours)
a. Russian literature (three hours)-questions
covering folklore; 11th- through 20th-
century literature; and Russian literary
theory, history, and criticism
b. Slavic linguistics (three hours)
2. Oral (two hours)
a. Defense of M.A. thesis
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.
104,105 Intensive Elementary Russian (8,8) Cov-
ers in two terms the work of RUSS 101, 102, 103.
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, Intensive Grammar Review,
and the Second Russian Revolution are current
topics. R when topic changes.--
201, 202, 203 Second-Year Russian (5,5,5)
Intermediate Russian grammar, reading, conver-
sation, and composition. Study of representative
literary works. Khripkov.
204, 205, 206 Introduction to Russian Litera-
ture (4,4,4) Survey of Russian literature from its
origins to the present; emphasis on Pushkin,
Gogo!', Turgenev, Dostoevsky, Tolstoy, Chekhov,
and contemporary works. Readings, lectures, and
discussions in English. Khripkov, Leong, Rice.
221 Spoken Russian (1-2R) R twice for maxi-
mum of 6 credits.
240 Russian Culture (4) Comparative aesthetics
and development of art, film, architecture, music,
and literature within the context of Russian intel-
lectual history. Readings, lectures, and discus-
sions in English. Khripkov.
241 Great Russian Writers (4) Introduction to
Russian literature by author and/or genre. Lec-
tures and readings in English. Not offered 1998-
99.
301 Readings in Russian Literature (4) Read-
ings, lectures, and discussion of fundamental
literary works. Prereq: second-year Russian or
equivalent. Conducted in Russian. Not offered
1998-99.
304,305,306 Doing Business in Russia (4,4,4)
304: introduction to Russia as a country and to
the Russian people, their cultural heritage, tradi-
tions, and social values. Reports on business top-
-ics.-3OS:-post-£oviet-RussiaR--soeiety;--impaeffif-----
Western culture, adjustment to free-market
economy, ecological issues. Business ethics and
etiquette. "Survival Russian." 306: issues of
morality; rebirth of religion, rise of criminality,
commercialization of culture in contemporary
Russia. Business communication and terminology.
Conducted in English. Khripkov.
316,317,318 Third-Year Russian (5,5,5) 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 equivalent.
Conducted in Russian. Khripkov.
330 Women in Russian Literature (4) Women
in Russian folklore and the classics of Russian
literature to 1900. Not offered 1998-99.
350 Russian Cinema (4) Introduction to major
Russian and Soviet filmmakers and their works.
Leong.
351 Russian Film and Literature (4) Explores
contemporary Russian and Soviet culture
through film and fiction. Leong.
Russian 167
399 Special Studies: [Topic] (1-5R) Current Tsvetaeva, Voinovich, Sokolov, Akhmatova, and Bulgarian culture. Sequence. Offered alternate
topics are Business Russian and Russian Brodskii. Readings in English. Rice. Not offered years. Vakareliyska. Not offered 1998-99.
Lexicology. R when topic changes. 1998-99. 196 Field Studies: [Topic] (1-2R)
401 Research: [Topic] (2-6R) Prereq: 432/532 Russian Prose Classics: [Topic] (4R) 198 Workshop: [Topic] (1-2R)
instructor's consent. Comprehensive study of works by one or two 199 Special Studies: [Topic] (1-5R) R when403 Thesis (3-6R) authors: Gogo!', Turgenev, Chekhov, Nabokov. topic changes.
405 Reading and Conference: [Topic] (l-6R) Readings in English; Russian selections for
. Ri R th . h . h f 345 Balkan Cultures (4) Examines the culturalPrereq: instructor's consent. R when topic changes. majors. ceo nce w en tOpIC c anges or
maximum of 16 credits. Not offered 1998-99. clashes underpinning the violence in the
406 Field Studies: [Topic] (1-21R) Prereq: Balkans. Compares the folk, religious, popular,
instructor's consent. R when topic changes. 440/540 Russian Phonology and Morphology d h' h It f th B lk I(4) Russian phonology and morphology (sound an Ig cu ures 0 e a an peop es.
407/507 Seminar: [Topic] (2-4R) Recent topics system and word formation). Vakareliyska. Not Vakareliyska. Not offered 1998-99.
are Turgenev and the St. Petersburg Myth. offered 1998-99. 399 Special Studies: [Topic] (1-5R) R when
R when topic changes. topic chan441/541 Russian Syntax and Semantics (4) ges.
408/508 Workshop: [Topic] (2-4R) Special on- Issues in Russian syntax (generative and non- 401 Research: [Topic] (2-6R) Prereq: instructor's
camplls activities. R when topic changes. generative models), semantics (grammatical consent.
Conducted in Russian. case), and pragmatics (discourse analysis, gender 403 Thesis (3-6R) Prereq: instructor's consent.
409 Practicum: [Topic] (1-5R) PIN only linguistics). Prereq: second-year Russian or 405 Reading and Conference: [TopICDi-6-R)
410/510 Experimental Course: [Topic] (2-6R) LING 290 or 421/521 or equivalent. Vakareliyska. R when topic changes.
Recent topics are Joseph Brodsky and Russian Not offered 1998-99. 406 Field Studies: [Topic] (1-21R)
Crisis in Texts. R when topic changes. 442/542 Gender Issues in Russian (4) Differ- 407/507 Seminar: [Topic] (2-4R) R when topic
411/511 Russian Culture and Civilization: ences in male and female modes of communica- changes.[Topic] (4R) Readings, lectures, and texts from tion in Russian. Gender-based patterns in into-
the 10th through the 20th centuries. Rice. R twice nation, syntax, and pragmatics, and their cultural 408/508 Colloquium: [Topic] (2-4R) R when
when topic changes for maximum of 12 credits. significance. Conversations from literature, film, topic changes.
Not offered 1998-99. and real life. RUSS 203 or LING 290 or 421/521 409 Supervised Tutoring Practicum: [Topic]
416/516,417/517, 418/518 Fourth-Year Russian recommended. Vakareliyska. (1-3R) Prereq: instructor's consent.
(5,5,5) Stylistic analysis of authentic Russian texts 443/543 Russian Phonetics (4) Scientific study 410/510 Experimental Course: [Topic] (2-6R) A
and films with extensive practice in conversation, of Russian sounds, rhythms, and intonation; recent topic is Introduction to the Slavic Lan-
composition, and comprehension. Prereq: RUSS supervised individual practice. Prereq: two years guages. R when topic changes.
316,317,318 or equivalent. Khripkov. of college Russian or equivalent. Not offered 420/520 Slavic Civilization (4) Introduction to
419/519 Pushkin (4) Narrative and lyric poetry, 1998-99. the cultures and civilizations of Russia, the Inde-
dramas, prose fiction, folk stylizations, and 444/544 Introduction to Slavic Languages (4) pendent States of the former Soviet Union, and
Evgenii Onegin by Pushkin, Russia's first great Comparative survey of Slavic languages, their East Europe and their contributions to world
writer. Readings in Russian; lectures and discus- relationships to each other, and the characteriz- culture.
sions in English. Rice. Not offered 1998-99. ing features of each individual language. Prereq: 440/540 Slavic Linguistics: [Topic] (4R) Struc-
420/520 Russian Folklore (4) Russian folklore in RUSS 203 or LING 290 or 421/521. Vakareliyska. ture, historical development, grammar. Discourse
its social and aesthetic functions. The paradig- 445/545 Old Church Slavonic (4) Sound system analysis and other linguistic topics as applied to
matic 18th-century collection attributed to Kirsha and grammar of Old Church Slavonic; its role as Slavic languages or Romanian, individually or
Danilov and various literary adaptations of folk- a primary source of evidence on the development comparatively. Prereq: RUSS 203 or LING 290 or
lore forms. Rice. of the Slavic languages. Readings from Old 421/521. Vakareliyska. R thrice when topic
421/521 Old Russian Literature (4) Introduc- Church Slavonic texts. Prereq: second-year changes for maximum of 16 credits. Not offered
tion to three fields of Russian verbal art before Russian or LING 290 or 421/521 or equivalent. 1998-99.
Pushkin: early manuscript culture, folklore, and Vakareliyska. 451/551,452/552,453/553 Basic Romanian
18th-century literature. Translation and discus- 446/546 History of Russian Literary Language (4,4,4) Elementary Romanian grammar, conver-
sion of texts. Prereq for 421: two years of college (4) Development of Russian language from Indo- sation, reading, and composition. Emphasis on
Russian; prereq for 521: three years of college European to the present. Focus is Early East pronunciation. Reading of literary texts third
Russian. Rice. Not offered 1998-99. Slavic or Old Russian. Medieval and early mod- term. Not offered1998-99.
-~~422152TMi5l1effi-Russian-Poetry(4rDetaileC1-·-er-n-e~-lesia5tieal-and-hi5tBri€al-teJ(~11th-t:B-1J}th----48J/~/-S~tsll5-l1iJ;st.-¥ear-IJg~sh-(4,4,4}--)~~-
study of Russian symbolism, acmeism, futurism, centunes). Prereq: second-year RUSSian or LING Elementary Pohsh grammar, conversatlOn, read-
and contemporary poetry. Rice. Readings in 290 or 421/521 or equivalent. Vakareliyska. ing, and composition. Not offered 1998-99.
Russian. Rice. 503 Thesis (3-6R) PIN only. Prereq: instructor's 503 Thesis (3-6R) PIN only. Prereq: instructor's
424/524 Dostoevsky (4) Dostoevsky's intellec- consent. consent.
tual and artistic development; context and struc- 601 Research: [Topic] (2-6R) PIN only. Prereq: 601 Research: [Topic] (2-6R) PIN only. Prereq:
ture of The House ofthe Dead, Notes from the instructor's consent. instructor's consent.
Underground, Crime and Punishment, The Idiot, 602 Supervised College Teaching (1-5R) 605 Reading and Conference: [Topic] (l-6R)
The Brothers Karamazov, and other works. Read- 605 R d' d C f [T' ] (l-6R) Prereq: instructor's consent.
ings in English. Rice. Not offered 1998-99. prere~:~n~~!u~~r's ;o:::~;ce: °PIC 606 Field Studies: [Topic] (1-16R)
425/525 Tolstoy (4) Development and context of 606 Field Studies: [Topic] (l-16R) 607 Seminar: [Topic] (1-5R)
Tolstoy's art; analysis of War and Peace, Anna
Karenina, representative short novels, stories, 607 Seminar: [Topic] (1-5R) 608 Colloquium: [Topic] (1-16R)
plays, and essays. Readings in English. Rice. 608 Colloquium: [Topic] (2-4R) R when topic 609 Terminal Project (1-16R)
429/529 20th-Century Russian Literature (4) changes. 610 Experimental Course: [Topic] (1-5R)
Major developments in Russian literature since 609 Practicum: [Topic] (1-5R) PIN only
1917; theory and practice of "socialist realism"; 610 Experimental Course: [Topic] (1-5R)
representative works by Babel, Gorky, Olesha, RUSSIA A D A
Shukshin, Trifonov, Rasputin, Zamiatin, and NNE ST
others. Readings in English. Rice. Not offered EUROPEAN STUDIES COURSES
1998-99. (REES)
430/530 Contemporary Russian Literature (4) 170,171,172 First-Year Bulgarian (4,4,4)
Discussion of works by Solzhenitsyn, Zinov'ev, Elementary grammar, conversation, and reading
Mande!'shtam, Tertz-Siniavskii, Pasternak, in areas of students' interests. Introduction to
168 College of Arts and Sciences
R. Alan Kimball, Center Director
124 Prince Lucien Campbell Hall
(541) 345-4813
(541) 345-4895 fax
http://darkwing.uoregon.edu/-reesc/
RUSSIAN AND EAST
EUROPEAN STUDIES
CENTER
The center offers undergraduate and graduate
certificates, attached to the diploma of students
who satisfy the requirements stated below, so
that these students may prepare themselves for
significant careers related to this area-teaching,
Participating Faculty
John H. Baldwin, planning, public policy and
management
Mieczyslaw "Mischa" E. Buczkowski, library
Robert G. Darst, political science
Jane I. Dawson, political science
Mary-Lyon Dolezal, art history
Theodore P. Gerber, sociology
Julie M. Hessler, history
Katya E. Hokanson, comparative literature
Esther Jacobson, art history
Oleg Khripkov, history
Yelaina Khripkov, Russian
R. Alan Kimball, history
Albert Leong, Russian
Mark Levy, music
Mikhail Myagkov, political science
Leonid"Alexey" Panchenko, library
James 1. Rice, Russian
Patricia 1. Rounds, linguistics
Carol T. Silverman, anthropology
Sherwin Simmons, art history
Augustine C. A. Thompson, religious studies
Cynthia M. Vakareliyska, Russian
Marc Weinstein, management
Ronald Wixman, geography
research, consulting, private industry, and schools. Students interested in pursuing special-
government service-or simply enrich their gen- ized Russian and East European area studies are
eral education and their understanding of our encouraged to seek assistance from the REESC
world. REESC supports basic training and inter- staff. The certificate program encourages the in-
disciplinary study on all levels, brings students tegration of course material and degree require-
and faculty members with mutual interests ments from various departments. The certificate,
together to share their works in progress, and which gives formal recognition of the interdisci-
helps students plan their curricula in language plinary work accomplished, supplements a
and area studies. degree program or major in another discipline.
Career Counseling. The center maintains close Undergraduates who seek double majors or mi-
contact with university graduates in Russian and nors may also earn the REESC certificate.
East European language and area studies. The Undergraduate Certificate Requirements
center also provides individual counseling about 1. Language. Three years of college study (or
careers and about the choice of graduate pro- equivalent) in languages of the region. Russian
grams at the university or other major area- is offered regularly; East European languages
studies centers. are offered occasionally
Visiting Faculty Members. The center sponsors a. Option 1: three years of one language
extended stays by visiting Fulbright and Interna- b. Option 2: two years of one language and
tional Research and Exchange Board (IREX) one year of another language
scholars from Russia and Eastern Europe. Each 2. Core (two courses)year the Russian department invites a distin-
guished Slavist to hold the Marjorie Lindholm a. Slavic Civilization (REES 420)
Professorship of Russian Language, Literature, b. At least 3 credits in a research-oriented
and Culture. Recent occupants include Tatyana course, taught by a REESC faculty member,
Tolstaya, Andrei Sinyavsky, Lev Loseff, and Hel- in an interdisciplinary area of concentration
ena Goscilo. Recently, Boris Mironov of the St. 3. Electives (20 credits). May include seminars
Petersburg branch of the Russian Academy of and courses with Russian and East European
Sciences was a distinguished visiting professor in studies content and covering at least three
the Department of History. nonlanguage topics in the Russian and East
Overseas Study. Students are encouraged to European studies curriculum-anthropology,
study in the region. All the Independent States of art history, dance, geography, history, litera-
the former Soviet Union have programs associ- ture, music, political science, Slavic linguistics,
ated with the University of Oregon as do War- and sociology. No more than two electives
saw, Poland; Prague, the Czech Republic; and may be taken in anyone department. Such
Szeged, Hungary. Some programs have language courses are usually offered by REESC faculty
prerequisites. More information is available in members; other courses may be approved by
the Office ofInternational Education and the center's director
Exchange. Graduate Certificate Requirements
Cultural Programs. The center sponsors lec- 1. Language. Four years of college study (or the
ABOUT THE CENTER tures, panel discussions, symposiums, films, ex- equivalent) in languages of the region. Russian
The Russian and East European Studies Center hibitions, concerts, and festivals. These presenta- is offered regularly; East European languages
(REESe) is devoted to the study of the peoples tions involve scholars from other institutions in are offered occasionally
living in the eastern third of Europe, throughout the United States and Europe as well as special- a. Option 1: four years of one language
the northern steppes of Central Asia, and across ists at the university. In addition, the REESC fac- b. Option 2: two or three years of one
Siberia to the Pacific Ocean. Settled over a terri- ulty engages in outreach activities with local language and one or two years of another
tory that spans half the earth's time zones, these schools, community groups, ~nd or~anization.s language to total four years
peoples have created a complex mosaic of cul- such as the Eugene-Irkutsk Sister CIty Commlt- C ( h \
---tures;exp-ressecnnlirerarure anel art as well as in -tee. ----------------.------ __2._ ore- t reg.rour.sgsl
a. Slavic Civilization (REES 520) taken ininstitutions and social forms. Over the centuries, Resources. The University of Oregon Library
conjunction with 3 credits of Research
these lands have come under the sway of several System contains more than 130,000 volumes in (601), resulting in an interdisciplinary
great world-historical civilizations and empires: the Russian and other Slavic and East European
research paper or project that is supervised
the Byzantine, Mongolian, Ottoman Turkish, languages, more than 60,000 on Russia and East- by a REESC faculty member
Holy Roman, Austro-Hungarian, Russian, and ern Europe in Western languages; and subscribes
Soviet. These lands have felt the influence of Or- to more than 100 serial titles. The library also has b. At least 3 credits in a research-oriented
thodox Christianity, Catholicism, Protestantism, a large collection of Russian and East European course, taught by a REESC faculty member,
Judaism, Islam, and Communism. At the inter- films. The bulk of the collection is in the humani- in an interdisciplinary area of concentration
section of many powerful forces, these lands ex- ties and social sciences. 3. Electives (20 credits). See the electives
perience, with a particular sharpness and histori- State-of-the-art facilities at the Yamada Lan- requirement for the undergraduate certificate
cal drama, what some call "modernization" and guage Center enhance the learning of Slavic and described above.
its challenge to customary ways of life. Yet, after East European languages. For more information Elective Courses
centuries of massive transplantation and trans- see Yamada Language Center in the Services for Undergraduate and graduate electives may be
formation, national and ethnic heritages survive. Students section of this bulletin. chosen from, but are not limited to, the courses
Customary ways and native self-consciousness, listed below. As a general rule, any nonlanguage
more diverse than anywhere else on the globe, Russian and East European Studies course that has significant Russian and East Eu-
express themselves with new vigor in our own Certificate ropean content and is taught by a REESC faculty
time. The undergraduate and graduate Russian and member qualifies as an elective. Seminars
East European studies certificates may be earned (407/507), Experimental Courses (410/510), and
in conjunction with any of the bachelor of arts substitutions may be authorized by the center's
(B.A.), master of arts (M.A.), and doctor of philo- director.
sophy (Ph.D.) degrees offered by the university's Anthropology. Jewish Folklore and Ethnology
liberal arts departments and professional (ANTI-! 429/529), Balkan Society and Folklore
(ANTH 430/530)
Sociology 169
SOCIOLOGY
Robert M. O'Brien, Department Head
736 Prince Lucien Campbell Hall
(541) 346-5002
(541) 346-5026 fax
Department of Sociology, 1291 University of
Oregon, Eugene OR 97403-1291
sociology@oregon.uoregon.edu
http://oregon.uoregon.edu/-sociologyl
index.htrnl
FACULTY
SCANDINAVIAN
STUDIES
Committee Chair
UNDERGRADUATE STUDIES
Vallon 1. Burris, professor (theory, political sociol-
ogy, 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, Ph.D., 1973, Oregon.
(1973)
Michael C. Dreiling, assistant professor (work and class
formation, environmental sociology, collective action
The Scandinavian Studies Committee endeavors and social movements). B.A, 1990, California, Irvine;
to stimulate interest in Scandinavian culture, M.A., 1993, PhD., 1997, Michigan. (1996)
society, languages, and history. The committee is Steven Deutsch, professor. See Labor, Education,
a focal point for faculty members and students and Research Center
who want to teach or take courses related to John B. Foster, associate professor (environment,
Scandinavia or to do research on Scandinavian Marxism, political economy). B.A, 1975, Evergreen
countries. Students can earn a minor in Scandi- State; M.A., 1977, Ph.D., 1984, York. (1985)
Linda O. Fuller, associate professor (comparative
navian or a major in German with a German and socialism, work, Latin American development and
Scandinavian option. See the Germanic Lan- social change). B.A., 1966, M.A., 1977, Ph.D., 1985,
guages and Literatures section of this bulletin California, Berkeley. (1989)
for information about both academic programs. Richard P. Gale, professor (environmental sociology,
d natural resources, community). B.A, 1960, Reed;Overseas Stu y M.A., 1962, Washington State; Ph.D., 1968, Michi-
Students in all University of Oregon overseas gan State. (1967)
study programs enroll in courses with subject Theodore P. Gerber, assistant professor (political
codes that are unique to individual programs. sociology, comparative and historical research,
social stratification). B.A, 1987, Michigan, Ann
Special course numbers are reserved for overseas Arbor; M.A, 1991, Ph.D., 1995, California, Berkeley.
study. See Overseas Study in the Academic (1995)
Affairs section of this bulletin. Marion Sherman Goldman, professor (deviance,
The university has student exchange programs gender, new religious movements). AB., 1967,
with the University of Copenhagen in Denmark, California, Berkeley; M.A., 1970, Ph.D., 1977,
Chicago. (1973)
the University of Tampere in Finland, the Uni- Patricia A Gwartney, professor (social demography,
versity of Bergen in Norway, and the University methods, stratification). AB., 1973, California,
of Uppsala in Sweden. Area-studies courses that Berkeley; M.A., 1979, Ph.D., 1981, Michigan. (1981)
are not offered by the University of Oregon can Jocelyn Hollander, assistant professor (gender, social
often be taken at one of the Nordic universities. psychology, discourse). B.A, 1987, Stanford; M.A,
The courses count toward a Scandinavian minor 1991, Ph.D., 1997, Washington (Seattle). (1997)
or ttie German and-ScandmaVlan opnon fonti-e--Kennetnl'-U15erman, assoCiate professor (etllnnno=-- --
German major at the University of Oregon. methodology, race and ethnic relations, phenom-
. . .. enology and postmodernism). B.A, 1970, State
Faculty members assocIated WIth ScandmaVlan University of New York at Old Westbury; M.A,
studies have close ties to the information services 1976, Ph.D., 1981, California, San Diego. (1983)
of Nordic governments. As a result, the Scandi- Gregory McLauchlan, associate professor (political
navian Studies Committee regularly receives sociology, peace and war, science and technology).
books, periodicals, and newspapers from Nordic B.A., 1974, M.A, 1978, Ph.D., 1988, California,
countries. Berkeley. (1989)
Sandra 1. Morgen, associate professor (women and
health care, feminist theory, 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)
Arlene Stein, assistant professor (gender, Clliture
and mass media, social movements). B.A, 1980,
Amherst; M.A., 1985, Ph.D., 1993, California,
Berkeley. (1994)
Jean Stockard, professor (sociology of education,
sociology of gender, methodology). B.A., 1969,
M.A., 1972, Ph.D., 1974, Oregon. (1974)
Mia Tuan, assistant professor (racial and ethnic
identity and relations, school intergroup relations,
urban immigration). B.A., 1990, California,
Berkeley; M.A., 1992, Ph.D., 1996, California, Los
Angeles. (1996)
Curriculum
477A Lawrence Hail
(541) 346-4698
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
Courses appropriate for Scandinavian studies
have been offered in anthropology, comparative
literature, English, Germanic languages and
literatures, political science, sociology, and other
departments. The Department of Germanic
Languages and Literatures offers language
instruction in Danish, Finnish, Norwegian,
and Swedish.
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.
Art History. Nomadic Art of Eurasia (ARH 381),
Byzantine Art (ARH 431/531)
Dance. International Folk I (DANC 178), Balkans
and Eastern European (DANC 179), Character
Ballet I,Il (DANC 273,373), Dance and Folk
Culture (DAN 301)
Geography. Geography of Post-Soviet States
(GEOG 204), Culture, Ethnicity, and Nationalism
(GEOG 445/545)
History. U.S.A.-USSR Shared History (HIST
245), Russia and the Soviet Union (HIST 345,
346,347), Rise and Fall of the Soviet Union
(HIST 446/546)
Music. East European Folk Ensemble (MUS 190,
390,690), Folk Music of the Balkans (MUS
453/553)
Political Science. Marxist Political Theories
(PS 433/533)
Religious Studies. History of Christianity
(REL 321,322,323), History of Eastern
Christianity (REL 324,325)
Russian. Any nonlanguage or linguistic course is
accepted. See Russian Courses
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 passino
pass (PIN) courses accompanied by the
instructor's statement that the work was of
graduate quality, can count toward the require-
ments 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 oLearn-
.__ ingJ:he-bachelor~gree. _
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)
Russian and East European Studies Center courses
with the REES subject code are listed between the
Russian and the Russian and East European Stud-
ies Center sections of this bulletin.
170 College of Arts and Sciences
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
Interest Areas
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.
Donald R. Van Houten, professor (complex organi-
zations, work, higher education). B.A., 1958,
Oberlin; PhD., 1967, Pittsburgh. (1968)
Emeriti
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
research methods and social theory. It is strongly
recommended that SOC 310,311, and 312 be
completed before taking 400-level courses.
Joan R. Acker, professor emerita. B.A., 1946, Hunter;
M.A., 1948, Chicago; Ph.D., 1967, Oregon. (1964)
Benton Johnson, professor emeritus. B.A., 1947,
North Carolina; M.A., 1953, Ph.D., 1954, Harvard.
(1957)
Miriam M. Johnson, professor emerita. B.A., 1948,
North Carolina; M.A., 1953, Ph.D., 1955, Harvard.
(1959)
Walter T. Martin, professor emeritus. B.A., 1943,
M.A., 1947, Ph.D., 1949, Washington (Seattle).
(1947)
David Milton, professor emeritus. B.A., 1963, San
Frandsco State; M.A., 1973, Ph.D., 1980, California,
Berkeley. (1978)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Participating
Paul Goldman, educationalleadership, technology,
and administration
Judith H. Hibbard, planning, public policy and
management
Anita M. Weiss, international studies
Planning a Program
An adviser is assigned to each student at the time
the major is declared. The department also main-
The Community, Urban Affairs, Population, tains an active peer advising program. Under-
and Resources. World Population and Social graduate students can receive a variety of
Structure (SOC 303), Community, Environment, advising services from the peer advisers, who
and Society (SOC 304), America's Peoples (SOC maintain regular office hours. With the help of
305), Social Demography (SOC 415), Issues in peer advisers and the faculty adviser, the student
Sociology of the Environment (SOC 416), Urban- should set out a model program that emphasizes
ization and the City (SOC 442), Sociology of those experiences most useful for the student's
Developing Areas (SOC 450) educational and career objectives. Several sug-
Criminology and Delinquency. Introduction: gested model programs are listed below. It is
Deviance, Control, and Crime (SOC 380), Crime essential, however, that students consult their
and Social Control (SOC 480), Issues in Devi- advisers concerning the selection of courses. Stu-
ance, Control, and Crime (SOC 484) dents with specific career plans may also go to
Methodology. Introduction to Social Research the Career Center, 244 Hendricks Hall, for advice
(SOC 311), Quantitative Methods in Sociology about suitable course programs.
(SOC 312), Sociological Research Methods General Sociology. Students who want a broad
(SOC 411, 412, 413) liberal-arts education should begin with SOC
UNDERGRADUATE STUDIES Organizations and Occupations. Work and 204 and 207. These lower-division courses
Sociology is the analytical study of the develop- Occupations (SOC 346), Complex Organizations provide an introduction to the discipline with
ment, structure, and function of human groups (SOC 347), Issues in Sociology of Work (SOC emphasis on how sociology can be applied to
and societies. It is concerned with the scientific 446), Issues in Sociology of Organizations (SOC contemporary social issues.
understanding of human behavior as it relates 447), Social Stratification (SOC 451) Students specializing in general sociology may
to, and is a consequence of, interaction within Social Institutions. Sociology of the Family then take courses that provide a more in-depth
groups. The undergraduate program in the (SOC 330), Issues in Family Sociology (SOC study of social institutions. Courses on social
Department of Sociology is intended to provide a 425), Sociology of Religion (SOC 461), Political stratification, social psychology, and social
broad understanding of human society for stu- Sociology (SOC 465), Sociology of Education change help to tie these diverse areas together by
dents in all fields as well as integrated programs (SOC 491) providing perspectives that are useful in the
for majors in sociology. study of any institutional area. Finally, courses in
Social Issues and Movements. Social Inequality . I . I h d h d I 'dPreparation. High school students plannI'ng to ) SOCIO ogrca t eory an met 0 0 ogy proVI e(SOC 207), American Society (SOC 301 , Social I I' I d h k'll h
major in sociology should take courses in history Issues and Movements (SOC 313), Race, Class, genera ana ytlca an researc SIS t at are
and social studies. Substantial work in math- useful both in sociology courses and in whatever
and Ethnic Groups (SOC 345), Political Economy . .. h d f d'
ematics, EnglI'sh composI'tI'on, and secondlan-) actIVItIes t e stu ent pursues a ter gra uatIon.(SOC 420 , Sociology of Race Relations (SOC
guages is also desirable. Two-year transfer stu- 445), Social Stratification (SOC 451), Issues in Social Service Professions. The social service
dents are advised to come with a year's work in Sociology of Gender (SOC 455), Systems of War professions are those that help people. They
introductory-level sociology courses as well as and Peace (SOC 464) include social work, counseling, community
courses that fulfill university group requirements.. .. relations, housing, labor relations, and human
SOCIal Psychology. IntroductIOn t~ S~clal P~y- resources. Students majoring in sociology who
Careers: Recent graduates wit~ bachelor's. chology (SOC 328), Advanced TOpICS In SOCIal want to enter one of the helping professions - - -
degrees In SOCIOlogy are found In all the purSUItS Psych~ (SOC 428), Ethnomethodology and _1.. 'd- k.]· . . . i~'----
----traditiomrH en-toiibera:t=arts~uates- -----.. ----------"mOtl1 ta :e-a,-,east-one-course-ursOTIO Vo·~~·
. TO? . . .' o·~~ ConversatIon AnalySIS (SOC 435) methodology at least two courses in social psy-
especIally begrnnIng pOSItIons In SOCIal work,. . '
I k d t· S d t SOCIal Theory. Development of SOCIology (SOC chology, and several courses dealing with socialpersonne wor ,an recrea IOn. orne gra ua es 3) M . S . I . ITh (SOC) .
go on for additional training in graduate profes- 10, aIXlst OCIO ogrca eory 475 Issues and problems.
sional schools of social work, business adminis- Major Requirements St~dents ma~ also supplement their pr?~ams.
tration, and law. A bachelor's degree alone is 1. A minimum of 44 credits in undergraduate WIth courses In the psy~hologyand polItIcal SCI-
seldom sufficient to allow a person to enter a . I ence departments and In the College of Educa-
. SOCIO ogy courses . M f h . . dprofeSSIonal career as a sociologist. Students who ... tIon. any 0 t ese occupatIons reqUIre gra uate
seek careers as social scientists enter graduate 2. ~t least 36 of the 44 credIts must be upper dIVI- or field training. Students can get more detailed
programs in sociology or related fields. Slon and 16 of the 36 must be numbered 407 or information from the Career Center.
410-491; 12 of the 16 creclits in 400-level courses. ..
must be taken at the University of Oregon Busme~s or Government Ser:'Ice. Many socIOI-
. . ogy majors find employment WIth business or
3. No more than 8 credIts In courses ~umbered government organizations. These organizations
401.-406 and 408-409 may be applIed to the typically require general human-relations skills,
major some awareness of organizations and the sur-
4. Courses used to satisfy major requirements rounding social environment, and an ability
must be taken for letter grades and passed to analyze and understand basic social data.
with grades of C- or better; at least a 2.00 Students interested in possible employment with
grade point average (GPA) must be achieved such organizations should include in their
in these courses. SOC 204, 207, and courses programs courses in methodology, social psy-
numbered 401-406 and 408-409 may be taken chology, and organizations and occupations.
passino pass (PIN); P grades must be earned Th I I t th . 'tht I th t th . ey maya so supp emen elr programs WI
o app y. em 0 e maJ~r courses in the Lundquist College of Business and
5. CompletIOn of the follOWIng courses: in the Department of Economics.
Sociology 171
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 com-
munity change, impact of environmental change
on human communities. Prereq: SOC 204.
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 anci 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.
Students with career goals in governmental
service 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 in sociology
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 to any
outstanding and highly motivated student who
wants a rewarding intellectual experience, not
only to students enrolled in the university's Clark
Honors College. While the program may be
especially important for students planning
advanced training in sociology, it may also be of
interest to qualified students who eventually plan
to enter other professional fields.
More information about the honors program,
including how to apply, is available in the
department 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
advanced courses in areas of special interest to
them, students planning graduate study should
take a substantial number of upper-division
- coursesinOlliersociaIsdences.
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,
experiences that increase chances for admission,
and requirements for students in graduate
programs in sociology.
Middle and Secondary School
Teaching
The College of Education offers a fifth-year
program for middle-secondary teaching licensure
in social studies. This program is described in the
Educational Leadership, Technology, and
Administration section of this bulletin.
GRADUATE STUDIES
The graduate program of the Department of
Sociology is intended primarily to lead to the
doctor of philosophy (Ph.D.) degree.
Students seeking an advanced degree in sociol-
ogy should have achieved a grade point average
(CPA) of 3.00 or better in their undergraduate
work in the social sciences. Admission is not
restricted 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 60
credits of graduate-level work-all taken for
letter 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 60-
credit requirement in their first six terms of en-
rollment. Those maintaining a CPA 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- 311 Introduction to Social Research (4) The
tion and prepares for comprehensive examina- development of social research; the nature of
scientific inquiry and basic methods and tech-
tions in these areas. Upon passing the compre-
hensive examinations, the student is advanced to niques; examination of representative sociologi-
cal studies from the standpoint of methodology.
Ph.D. candidacy and begins work on the doctoral Prereq: SOC 204.
dissertation, which must embody the results of
research and show evidence of originality and 312 Quantitative Methods in Sociology (4)
ability in independent investigation. Early in Construction and interpretation of tables and
their graduate work, students should begin graphs, descriptive statistics, measures of asso-
ciation and contingency relationships, basic ideasdefining the general topic to be covered in the
dissertation research. of probability, and elementary statistical infer-
ence applied to nonexperimental research.
Many students receive some type of financial Prereq: MATH 95 or equivalent, SOC 204, 311.
assistance. In addition, some graduate students 313 Social Issues and Movements (4) Contem-
hold part-time teaching or research appoint- porary social issues viewed in relation to the so-
ments outside the department. cial structure of American society. Social move-
A booklet, Information for Graduate Students, may ments and ideologies related to these issues.
be obtained from the department. It describes Prereq: SOC 204, 311.
the graduate program, specifies the materials 317 Sociology of the Mass Media (4) Analysis
needed to apply for admission, lists specific of media events: advertisements, news broadcasts,
course requirements, and includes a current list documentaries, popular music, and television.
of faculty members and their research interests. Perspectives include content analysis, semiotics,
Students applying for graduate admission should functionalist and structuralist paradigms, and
submit all necessary materials by February 1. power system analysis. Prereq: SOC 204, 310.
SOCIOLOGY COURSES (SOC) 328 Introductio,:, to Social Psy.cholo.gy .(~) How
the thought, feelmg, and behaVIOr of mdlVlduals
Because not every course can be offered every are influenced by the actuaL imagined, or implied
o-yearyostudents-should-GOnsul-t-t-he-most-reeent-DG--presence-of-others-;-Prereq-:-&8E-204c-.-------
Sc~eduleof Classes or inquire at the department 330 Sociology of the Family (4) The family in
office. historical perspective. Introduction to the family
196 Field Studies: [Topic] (1-2R) as a social institution and small-group associa-
198 Workshop: [Topic] (1-2R) tion. Prereq: SOC 204.
199 Special Studies: [Topic] (1-5R) 335 Interaction and Social Order (4) Introduc-
204 Introduction to Sociology (4) The socio- tion to ethnom~thodology, which is t.he st~~~ of
logical perspective with emphasis on fund amen_ methods by w~lch hum~ns or?er theIr actiVItIes,
tal concepts, theories, and methods of research. and conversatI~n.analysIs: w.hlch fo~uses on
207S . II I' (4)0 . f'l methodsorgamzmgtalk-m-mteractlOn.Prereq:oCla nequa Ity verVJew 0 socIa SOC 204
inequality, cross-culturally and within the United . . .
States. Examines relationship of social inequality 345 Rac~, Class, an~ Ethmc ~roups (4~Major
based on social class, race, and gender to social cl~ss, racI~, and et.hmc groups m the Umted S~ates
change, social institutions, and self-identity. wlth.spe~IaI attention to the culture and expenence
Prereq: SOC 204. of mmonty groups. Prereq: SOC 207.
217 Special Topics in Sociology: [Topic] (4R) 346 Work and Occ~pations(4) ~haracteristics
Applies the concepts and skills developed in of ~o~k and o~cupa!lOnal careers m m?dern
SOC 204 to current major sociological issues and socIetIes; relatIonshIps of those to famIly, t.he
problems. Prereq: SOC 204. R when topic changes. ec.onomy, bureaucracy, technology, and alIen-
301 A . S' () d atIon. Prereq: SOC 207.mencan oClety 4 Selecte aspects of . .
American culture and institutions and the ways in 3~7 ~om~lex Orgamz~tI~ns (4) Natur~ o.f orga-
which they are changing. Prereq: SOC 204. mzatlOns m modem socIetIes (e.g., speClalIza-
303 World Population and Social Structure (4) tion, impers?nality, formaliz~tio~, authority and
I t d t· I' d' C . power) relatIOnshIp of orgamzatlOns to work andn ro uc IOn to popu atIon stu les. omparatIve
172 College of Arts and Sciences
careers, stratification, democracy, discrimination, 435/535 Ethnomethodology and Conversation
and deviance. Prereq: SOC 204. Analysis (4) Advanced study of the common-
355 Sociology of Women (4) Position of women sense sources, methods, and practices through
in contemporary society; women and work, which members of a culture construct and make
politics, families, the economy; intersection of sense of social activities, especially conversation.
gender, race, and class; women's movements. Prereq: SOC 310,335 or instructor's consent.
Prereq: SOC 207. 442/542 Urbanization and the City (4) Determi-
380 Introduction: Deviance, Control, and nants and consequences of urbanization under
Crime (4) Origins of rules and laws, patterns of different conditions; the city as a social and eco-
reactions to their violation, emphasis on causal logical system. Prereq: 12 credits in sociology.
theories of deviance and of crime, data sources 445/545 Sociology of Race Relations (4) Racial
for study of crime. Prereq: SOC 204. oppression as a structural and ideological feature
399 Special Studies: [Topic] (1-5R) Prereq: in American life. Prereq: introductory course in
SOC 204. sociology, anthropology, or psychology; SOC 345
Or instructor's consent.401 Research: [Topic] (1-21R)
403 Thesis for Honors Candidates (1-21R) 446/546 Issues in Sociology of Work: [Topic]
(4R) Selected topics in sociology of work: occu-
404 Internship: [Topic] (l-6R) pational structures and careers, industrial democ-
405 Reading and Conference: [Topic] (1-21R) racy; technological change and work reform, poli-
406 Supervised Field Study: [Topic] (1-21R) tics of work. Prereq: SOC 346 or instructor's
407/507 Seminar: [Topic] (1-5R) Offerings vary consent. R twice when topic changes for maxi-
from year to year depending on student needs mum of 12 credits.
and faculty interests. Recent topics include Chil- 447/547 Issues in Sociology of Organizations:
dren and Society, New Religious Movements, [Topic] (4R) Analysis of selected topics in the
and Social Thought and the Environment. sociology of organizations. Topics include indus-
408/508 Workshop: [Topic] (1-21R) trial sociology, organizational change; organiza-
tional democracy; corporate deviance; bureau-
409 Supervised Tutoring Practicum: [Topic] nd so . ty P SOC 347cracy, power, a Cle. rereq: or
(1-21R) PIN only instructor's consent. R twice when topic changes
410/510 Experimental Course: [Topic] (1-5R) for maximum of 12 credits.
411/511, 412/512, 413/513 Sociological Research 450/550 Sociology of Developing Areas (4)
Methods (4,4,4) 411/511: investigates strengths Social and economic structures and processes
and weaknesses of various research methods for promoting or inhibiting change in the developing
testing sociological theories and describing social nations of Africa, Asia, Latin America. Topics
facts. Prereq: SOC 311 or equivalent. 412/512: include urbanization, industrialization, cultural
intermediate-level descriptive and inferential change, world poverty, and dependence. Prereq:
statistics. Prereq: SOC 311,312 or equivalent. 12 credits in sociology.
413/513: multiple regression and other advanced 451/551 Social Stratification (4) The interrela-
statistical techniques. Sequence. Prereq: SOC412/512. tions among class, race, and sex. Historical origins
and development of class and class systems
415/515 Social Demography (4) Causes and including slavery. Prereq: 12 credits in sociology.
~~~~~cq~~~~: i~ft~:m~~~~h~~a~~:~f:c~~~~: ~~ 455/555 Issues in Sociology of Gender: [Topic]
(4R) Advanced analysis of gender and social rela-demographic analysis. Prereq: SOC 303 or equiva- tions of power in contemporary society. Variablelent or 12 credits in sociology. topics include Class, Gender, and Race; Women
416/516 Issues in Sociology of the Environ- and Health; Women and Work. Prereq: SOC 355
ment: [Topic] (4R) Analysis of selected topics in or WST 101 or instructor's consent. R twice when
environmental sociology. Topics include environ- topic changes for maximum of 12 credits.
mental movement, impacts of technological
I . 1 l~ '" k _45.6/55.6,EeminisLTheoJ:Y(A->,Examin€s,majgr~----c 1arrge;-'envrrrml1le'f(ta -po Icy anutIlErsme, ----
environmental values, attitudes, and behaviors. sociological theories that elucidate the position
of women and gender as part of the configura-
Prereq: 12 credits in sociology or instructor's con- t' f . lit' f . tIOn 0 socia re a Ions 0 power In con emporary
sent. R twice when topic changes for maximum
of 12 credits. societies. Prereq: SOC 355 or 455/555, or upper-
division course on gender in another department,
420/520 Political Economy (4) Survey of the or instructor's consent.
fundamentals of political economy. Readings
from Marxian and mainstream traditions intro- 457/557 Sex and Society (4) Examines alterna-
tive sociological perspectives on sexual behavior,
duce contemporary debates on socioeconomic the social construction and regulation of sexual-
crisis. Prereq: 12 credits in sociology or
instructor'sconsent. ity, contemporary social and political issues per-
taining to sexuality. Prereq: 12 credits in sociol-
425/525 Issues in Family Sociology (4) Analysis ogy or instructor's consent.
~~;~~~~~~~~~i~~:~~~~r~~o~n:;:~~~~:}~~.ti_ 461/561 Sociology of Religion (4) Sociological
analysis of religious belief and behavior; special
nist perspectives on the family, and the family in
attention to the relation between religious insti-
cross-cultural perspective. Prereq: SOC 330 or tutions and the larger societies of which they are
equivalent.
a part. Prereq: 12 credits in sociology or instruc-
428/528 Advanced Topics in Social Psychology: tor's consent.
[Topic] (4R) Topics may include altruism and 464/564 Systems of War and Peace (4) Violence
helping behavior, communication and language, and nonviolence as functions of social structures
socialization, prejudice, conformity, collective be-
and as instruments of social change. Systems ofhavior, aggression, or other basic areas of social international threat, their supporting institutions,
psychological research. Prereq: SOC 328 or and the ideology of nationalism. Prereq: 12 cred-
instructor's consent. R twice when topic changes
for maximum of 12 credits. its in sociology.
465/565 Political Sociology (4) Analysis of politi-
cal 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.
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
perspectives. Prereq: SOC 310 or instructor's
consent. R twice for maximum of 12 credits.
475/575 Marxist Sociological Theory (4) Basic
concepts, theory, and social analysis in the works
of Marx and Engels. Topics include dialectical
and historical materialism, class, historical devel-
opment, political economY, and iinperialism.----~
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 societies,
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
research in crime. Prereq: SOC 380 or instruc-
tor's consent. R twice when topic changes for
maximum of 12 credits.
491/591 Sociology of Education (4) The rela-
tionship between education and other social
institutions, the school and the community, the
school as a social system, social change and
education. Prereq: 12 credits in sociology.
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] (l-6R)
605 Reading and Conference: [Topic] (1-16R)
606 Supervised Field Study: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Offerings vary
from year to year depending on student needs
and faculty interests. Recent topics include Femi-
nist Sociological Theory, Philosophy and Episte-
mology of Social Science, Time-Series Analysis.
608'WorKshop: [TopiC]-(l=1oR)'Toplcs vary. -----
609 Supervised Tutoring Practicum: [Topic]
(1-3R)
610 Experimental Course: [Topic] (1-5R)
612 Overview of Sociological Methods (5)
Examines the research process-framing
research questions, qualitative and quantitative
design, relationships between methods and
theory, deductive and inductive investigation
logic, research ethics, sampling procedures,
explanatory power.
613 Advanced Sociological Methods: [Topic]
(5R) Major methodological topics such as
comparative, demographic, experimental, field,
historical, and survey methods. Other possible
topics include time-series analysis. Prereq:
SOC 612 or equivalent. R twice when topic
changes for maximum of 15 credits.
615 Advanced Sociological Theory: [Topic]
(5R) Major sociological theories such as modern
functionalism, contemporary Marxism, phenom-
enology, postmodernism, feminist and organiza-
tional theory. R twice when topic changes for
maximum of 15 credits.
Southeast Asian Studies 173
and British Columbia joined the University of
Oregon in establishing the Northwest Regional
Consortium for Southeast Asian Studies, which
now includes the University of Victoria. The
consortium sponsors a biennial conference and
workshops that address timely issues; sponsors
presentations by Southeast Asian scholars; and
conducts outreach activities for Northwest insti-
tutions, schools, and businesses.
Consortium membership fosters study-ahroad
opportunities as well as grant, fellowship, and
internship opportunities for study or research.
Teaching and library collections have been
developed with the cooperation of the lihraries
at consortium universities.
SOUTHEAST ASIAN
STUDIES
Gerald W. Fry, Program Director
110 Gerlinger Hall
(541) 346-5082
(541) 346-0802 fax
Southeast Asian Studies Program, 1246
University of Oregon, Eugene OR 97403-1246
caps@darkwing.uoregon.edu
616 Environment and Resource Issues: [Topic]
(5R) Explores issues of environmental sociology
and resource policy, including ecological crisis;
environmental justice as it pertains to race, gen-
der' class, and international inequality. R twice
when topic changes for maximum of 15 credits.
617 Sociological Theory I (5) Graded only.
Sociological theories of the 19th century (espe-
cially Marx, Weber, and Durkheim) and 20th
century (e.g., modern functionalism, feminist,
neo-Marxism, neo-Weberian, poststructuralist
theories).
618 Sociological Theory II (5) Graded only. Program Committee
Major themes and historical foundation of con- William S. Ayres, anthropology (Thailand)
temporary sociological theory. Prereq: graduate Kathie Carpenter, linguistics (language acquisition)
standing in sociology, SOC 617. Carolyn L. Cartier, geography (Malaysia, Singapore) The University of Oregon participates in study-628 Interaction and Social Psychology Issues: Ken DeBevoise, history (Philippines)
[Topic] (5R) Topics include symbolic interaction, Scott DeLancey, linguistics (Sino-Tibetan languages) abroad programs in Thailand, Vietnam~ Indone~----
Goffman's micro-Durkheimian perspective, Janet W. Descutner, dance (Southeast Asian dance) sia, and the Philippines. Credit can be earned for
communication and language, collective behav- an academic year or a summer of study in theseGerald W. Fry, international studies (Thailand, Laos) Th"ty . f hior, aggression, preJ'udice, conformity, and iden- programs. e umverSI IS a sponsor 0 t eKenneth M. George, anthropology (Indonesia) S th t A' S St d' I t't ttity formation. R twice when topic changes for ou eas sIan ummer u les ns I u e,
maximum of 15 credits. Robert Kyr, music (Indonesia) through which students may earn academic
Glenn A. May, history (Philippines) credit and fulfill their language requirements.
642 Population, Community, and Urban Issues: Geraldine Moreno, anthropology (Thailand, Th U' 'ty f 0 . h h t f thi . f[Topic] (5R) Theoretical and empirical issues e mverSI 0 regon IS t e os 0 SInS 1-
Indonesia) tute in the summers of 1998 and 1999. Several
concerning size, composition, distribution, and Robin Paynter, library (Southeast Asian bibliography) d f 11 h 1 bl f d
change in human populations including fertility, area-stu ies e ows ips are avai a e or gra u-
Robert C. Proudfoot, international studies (Cambodia, ate students ho are taking Southeast ASI'an
mortality, migration, and human ecology. wLaos, Vietnam) I 0 1fu dResearch design and analysis. R twice when anguage courses. verseas trave n s are
Kenneth D. Ramsing, decision sciences (Thailand) '1 bl f h d t" ttopic changes for maximum of 15 credits. aVaI a e or researc an coopera Ive In erna-
Theodore Stem, anthropology (Thailand) tio al p o' t644 Race and Ethnicity Issues: [Topic] (5R) n r Jec s.Norman D. Sundberg, psychology (cross-cultural
Explores current research and theoretical debates psychology) A list of Southeast Asian studies courses is
such as Chicano-Chicana and Latino-Latina included in the Asian Studies section of thisGerardo R. Ungson, management (Philippines)
studies in the sociology of race and ethnicity. bulletin. Examples of courses about SoutheastHarry F. Wolcott, anthropology (education andR twice when topic changes for maximum of Thailand) Asia are Geography of Pacific Asia (GEOG 205),
15 credits. Southeast Asia in Modern Times (PS 338), Viet-
646 Work and Organization Issues: [Topic] ABOUT THE PROGRAM nam and the United States (HIST 388), Seminar:
(5R) Issues in the sociologies of work and organi- Southeast Asian Ethnography (ANTH 407/507),
zations (e.g., power in organizations, changing In fall 1986 the University of Oregon launched Experimental Course: Religion and Politics of
patterns of employment and work, industrial the Southeast Asian Studies Project to enrich the Island Southeast Asia (ANTH 410/510), The
democracy, issues of class, race, and gender). breadth of its Asian studies offerings. Students Pacific Challenge (INTL 4401540), Southeast
Substantial reading; research design. R twice can enhance degree programs in most depart- Asian Political Novels and Films: Changing
when topic changes for maximum of 15 credits. ments with a specialization in Southeast Asian Images (INTL 441/541), Postwar Vietnam and
656 Issues in Sociology of Gender: [Topic] (5R) studies. B.A. and M.A. programs with majors in United States Relations (INTL 443/543), and
Examines sociological theories of gender, focus- Asian studies and international studies offer con- Gamelan (MUS 490/590). An interdisciplinary
ing on a particular substantive area such as health, centrations in Southeast Asian studies. Students faculty with field experience in the Philippines,
work, family, or sexuality. Explores gender in may also complete a minor in Southeast Asian Thailand, Indonesia, Laos, Malaysia, and Vietnam
relation to race, ethnicity, and class. R twice studies. See the Asian Studies section of this has coordinated development of the curriculum.
when-!opie-changes_for_maximum_of-15-credits. hulletin_or.inquire_aUhe_program's_office_aho.ut Languag-e_study.in-l'hairlRd~ne-Si<m,-aI1.J>-------
661 Cultural, Educational, and Religious Issues: requirements for the minor. Vietnamese is offered. Individualized and self-
[Topic] (5R) Special topics in sociology of cul- To facilitate exchange among their students and instructional study of other languages may be
ture. Requires development ofresearch designs faculty members, the Universities of Washington arranged through the Yamada Language Center.
and research in selected areas. Prereq: graduate
standing. R twice when topic changes for maxi-
mum of 15 credits.
664 Political and Economic Sociology Issues:
[Topic] (5R) Examines the relationship between
economic institutions and political processes.
Sample topics include theories of modern
capitalism, corporations and the state, develop-
ment and underdevelopment, war and peace.
R twice when topic changes for maximum of
15 credits.
684 Deviance, Control, and Crime Issues:
[Topic] (5R) Intensive study of a contemporary
topic in deviance, control, or crime that focuses
on research in theory and method. Possible top-
ics are organized crime, cross-cultural compari-
son, data sources, and race and gender issues.
R twice when topic changes for maximum of
15 credits.
174 College of Arts and Sciences
THEATER ARTS
John C. Watson, Department Head
216 Villard Hall
(541) 346-4171
(541) 346-1978 fax
Department of Theater Arts, 1231 University of
Oregon, Eugene OR 97403-1231
http://darkwing.uoregon.edu/-theatre
FACULTY
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; PhD., 1952, Southern
California. (1957)
D. Glenn Starlin, professor emeritus. B.A, 1938,
Idaho; M.A., 1939, PhD., 1951, Iowa. (1947)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Psychology. Data Analysis II (PSY 612)
Decision Theory
Decision Sciences. Applied Decision Analysis
(DSC 425), Decision Analysis for Negotiation
Problems (DSC 626)
Multivariate Statistics
Decision Sciences. Applied Multivariate Analy-
sis (DSC 643)
Exercise and Movement Science. Applied
Multivariate Statistics (EMS 694)
Political Science. Methods for Politics and
Policy Analysis II (446/546)
Nonparametric Statistics
Decision Sciences. Applied Nonparametric
Statistics (DSC 633)
Regression
Decision Sciences. Applied Regression Analysis
(DSC 435, 635)
Mathematics. Mathematical Statistics UUII
(MATH 464/564,465/565,466/566), Theory of
Estimation 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 Analy-
sis for Forecasting (DSC 640)
Courses
Introductory Statistics
STATISTICS
Larry E. Richards, Committee Chair
305 Gilbert Hall
(541) 346-3315
Steering Committee
Lorraine G. Davis, academic affairs
Stephen E. Haynes, economics
Robert M. O'Brien, sociology
Larry E. Richards, decision sciences
Darning Xu, mathematics
ABOUT THE CURRICULUM
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.
The University of Oregon does not have a formal
department or faculty of statistics. However, a
variety of courses are either exclusively or prima-
rily about statistics. Over the past several decades
statistical techniques have become a primary tool
of empirical research. As such, a variety of func-
tional areas and disciplines teach applied statisti-
cal techniques. This is particularly true at the
graduate level, where research plays an important
role. Listed below are permanently numbered
courses in statistics offered at the university.
Degrees
The Department of Decision Sciences in the
Lundquist College of Business offers a graduate
degree with a specialty in statistics, and the
Department of Mathematics in the College of
Arts and Sciences offers both undergraduate and
graduate degrees with a specialty in statistics.
Interested students should inquire at the appro-
priate department for specific requirements.
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 UI (MATH
461/561,462/562)
Political Science. Methods for Politics and
Policy Analysis 1(445/545)
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)
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. (1979)
Grant F. McKemie, professor (dramatic literature
and criticism); graduate coordinator. B.A, 1964,
Northwestern; M.A, 1965, Ph.D., 1972, Ohio State.
On leave spring 1998. (1979)
Elizabeth C. Ramirez, assistant professor (theory,
multicultural theater, dramaturgy). B.A., 1971, St.
Mary's; M.A., 1974, California, Los Angeles; PhD.,
1982, Texas at Austin. (1992)
Economics. Introduction to Econometrics Janet Rose, senior instructor (technical director,(EC 420/520,421/521), Econometrics (BC lighting designer). B.F.A., 1977, Florida Atlantic;
424/524,425/525) M.F.A., 1979, Ohio. (1987)
Mathematics. Multivariate Statistical Methods John C. Watson, associate professor (history and
(MATH 427/527), Mathematical Methods of directing). B.A., 1964, Lewis and Clark; Ph.D.,
- D~ision Sciences. Introduction toJllisine~~~RegressiOnA:lliilysisarufAnalysis Of variance ------19&7,Gregeficf198-7-)
Statistics (DSC 611) (MATH 463/563) Jerry R. Williams, professor (scene designer). B.F.A.,
Economics. Introduction to Econometrics 1964, Carnegie-Mellon; M.A, 1965, Washington
(EC 420/520,421/521), Econometrics (BC Psychology. Data Analysis III (PSY 613) (Seattle). (1973)
423/523) Sociology. Sociological Research Methods Emeriti
(SOC 4131513)
Sampling Techniques
Decision Sciences. Applied Sampling Tech-
niques (DSC 620)
Theory of Probability and
Statistics
Theater Arts 175
THEATER ARTS COURSES (TA)
121 Scenery and Lighting Laboratory (1-2R)
PIN only. Building and painting scenery, hang-
ing lights for productions. R thrice for maximum
of 8 credits.
122 Costume Laboratory (1-2R) PIN only.
Building costumes for productions. R thrice for
maximum of 8 credits.
124 Production (1-2R) PIN only. Working back-
stage for productions. R thrice for maximum of
8 credits.
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 a second language.
The M.F.A. is typically a three-year program
requiring a minimum of 54 credits. Areas of
specialization are directing, acting, set design,
lighting design, and costume design. Students
may not apply for admission to the M.F.A. pro-
gram until they have enrolled for 36 credits in
UNDERGRADUATE STUDIES
For its undergraduate major program, the
Department 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 several fields of the-
ater to provide an appreciation of the different
areas of theater
ABOUT THE DEPARTMENT 3. Direct experience in several aspects of theater courses appropriate for the M.A. degree. A list of
The Department of Theater Arts offers major production specific course requirements is available from the
curricula leading to the bachelor of arts (B.A.), Major Requirements department. Typically, course work is substan-
bachelor of science (B.s.), master of arts (M.A.), tially completed during the first two years, and
master of science (M.s.), master of fine arts Students study acting, directing, design, cos- students work on their terminal artistic projects
(M.F.A.), and doctor of philosophy (PhD.) tume, lighting, stagecraft, history, dramatic lit- during subsequent terms. An oral evaluation and
degrees. Courses in theater arts are available for erature, and theory. Courses in these fields are review of the project is held following comple-
students majoring in other disciplines who want available to both majors and nonmajors. tion of the project performance. A written report
to develop their communication skills and their In addition to the B.A. or B.S. degree require- on the project, previewed by the candidate's
ability to appreciate and evaluate what they see ments of the university, the following require- report committee, follows the review.
and hear. ments are specified for students with a major in The Ph.D. degree has no minimum credit re-
theater arts:The theater arts department offers a humanistic quirement. However, most theater arts students
and liberal-arts education. Preprofessional 1. All of the following: Introduction to Design take approximately 130 credits beyond the
courses provide vocational competence in teach- (TA 210); Theater Production !,II (TA 211,212); bachelor's degree. After candidates have com-
ing and in some aspects of commercial theater. Acting I (TA 250); Introduction to Theater Arts pleted most of their course work, they write a
Some students seek careers in commercial, edu- (TA 271); Play Direction (TA 364); History of the comprehensive examination and take an oral
cational, and community theaters as designers, Theater tIl,III (TA 367,368,369); Advanced examination. The comprehensivee)(arninafio~--
actors, technicians, stage managers, or theater Script Analysis (TA 462); one advanced upper- committee may require that all or part of the ex-
managers. Many continue specialized training in division course in design or technology; two- amination be retaken with or without additional
M.F.A. degree programs or nondegree profes- advanced upper-division courses in theory, courses. Students who fail to pass this examina-
sional training schools. Some students use their history, or criticism; and one additional upper- tion by the second try may not remain in the the-
liberal-arts background to pursue vocational division course in theater arts ater arts PhD. program. A dissertation with an
opportunities that require good skills in commu- 2. Three of the following: Scenery Production oral defense is required. The dissertation must be
nication and organization. (TA 321), Costume Production (TA 322), completed within three years after the student is
Students may gain practical experience in theater Lighting Production (TA 323), Production advanced to candidacy, which happens after
studies through Second Season and University (TA 324) passing the comprehensive examination.
Theatre productions in the Robinson Theatre. 3. Letter grades of mid-C or better in all course General Requirements. The only course re-
Theatrical Plant. There are three theaters in work for the major quired of all theater-arts graduate students is Re-
Villard Hall. Main Stage (the Robinson Theatre) Grading Options. Some courses in theater arts search Methods (TA 611). Ph.D. candidates are
has a proscenium stage and seats approximately are offered passIno pass (PIN) only. Work counts expected to complete 60 to 90 credits in history,
400 people. The Pocket Playhouse is a small toward fulfillment of the 180-credit requirement theory, and literature of the theater after obtain-
proscenium stage that seats about eighty. The for a B.A. or B.S. only if satisfactorily completed. ing a master's degree.
Arena Theatre provides a flexible open space for Honors in Theater Arts All candidates for graduate degrees are requ(red
about 100 people. to take a written or oral examination during the
Technical Facilities. The scene shop is well The honors program is designed to serve a select first term of residence. This examination is
grOUp of students who have demonstrated un- diagnostl'c and l't l'S us d t d t . t d
equipped with power tools for wood and metal ' e 0 e ermme a s u y
f
usual ability and uncommon commitment. The program for the student E h tud t' t d
abrication. Lighting equipment includes com- . ac s en s s u Y
d P
rogram is administered by a special honors program l'S planned l'n consultatl'on Wl'th an
puterize controls and up-to-date instruments. committee. For more information. interested adviser and a dl'agno t' 'tt Th'The costume shop has power sewing and seroing . s lC comml ee. IS pro-
o' students should consult their academic advisers gram c t'tut t t th t t b fulfill d
machines and a laundry and crafts area. Students ons 1 es a con rac a mus e e
are encouraged to sign up for production work- three terms before graduation. by the student unless it is amended in consulta-
shop classes or to practice their crafts as volun- Minor Requirements tion with the diagnostic committee.
teers. Those who qualify for work-study financial The theater arts minor requires 24 college-level The graduate student is expected to show ability
aid are hired to assist in the shops. The shops are credits in theater arts. Of these 24 credits, at least in both academic and production areas. During
open every day. 16 must be taken at the university and 16 must residence at the univ~rsi~, each student is
Pocket Playhouse. Pocket Playhouse is the site be upper division. One course in each of the expected to make a slgniflca~t contributio~ in
___ for-a-weekly-gathering-ofstudentsamHaculty----f(')llowing areas-must-be-jncluded:--literature-and--_t~ree~reas out ?f the followmg seven: act:~&.__~~_1
members. Students may sign up for time to criticism, performance, technical theater, and dlrect:ng, tec~mcal, management, playwntmg,
produce a low-cost show. This weekly event is theater history. All course work for the minor teachmg, desIgn.
organized and run by an elected student board must be completed with letter grades of mid-C Candidates for an M.A. degree in theater arts
with a small budget at its disposal. Workshops or better. must demonstrate their ability to read a second
and speakers are also scheduled in response to GRADUATE STUDIES language. Students seeking the Ph.D. degree
student requests. must acquire two research tools, one of which
Theater Productions. During the year, several The theater arts department offers graduate work must be the knowled~e of a second languag.e.
Main Stage productions are directed by faculty in acting, directing, design, history, literature, The other may be a thIrd l.anguage or 9 credlt~ of
members and qualified students; four or five criticism, and theory leading to the M.A., M.S., ~aduate-level study outsl~e the department m a
budgeted studio productions, which may be M.F.A., and Ph.D. degrees. Students entering fIeld related to the student s research mtent.
student-directed, are staged. Studio productions this program should have an undergraduate For additional requirements and information,
are usually scheduled in the Pocket Playhouse or major in theater arts or the equivalent. contact the graduate coordinator.
the Arena Theatre.
176 College of Arts and Sciences
196 Field Studies: [Topic] (1-2R) 406 Field Studies: [Topic] (1-21R) 460/560 Advanced Play Direction (4) Theory
407/507 Seminar: [Topic] (1-5R) and practice in direction of plays for public198 Workshop: [Topic] (1-2R) performance. Prereq: TA 364 and instructor's
199 Special Studies: [Topic] (1-5R) Stage crew: 408/508 Workshop: [Topic] (1-21R) consent. Watson. Not offered 1998-99.
lighting, scene, costume. 409 Practicum: [Topic] (1-21R) Rehearsal and 461/561 Dramaturgy (4) Examines the process
210 Introduction to Design (4) Introduction to Performance is a current topic. and practice of dramaturgy. Training in critical
the principles of design as applied to the arts of 410/510 Experimental Course: [Topic] (l-4R) analysis of theater, informed by a thorough
theater design, scenery, costumes, and lighting. 411/511,412/512,413/513 Costume History grounding in theater history and criticism.
Creative projects to develop concepts of visual 1,11,111 (4,4,4) History of Western clothing in cul- Ramirez.
imagery. Bonds, Rose, Williams. Includes tural context. 411/511: Egyptian to Renaissance. 462 Advanced Script Analysis: [Topic] (4R)
laboratory. 412/512: mid-Renaissance to romanticism. Topics in theater literature including recent
211 Theater Production I (4) Introduction to the 413/513: Victorian to the present. Bonds. European drama, recent American drama, recent
mechanics of mounting a theatrical production 416/516 Costume Design (4) Beginning design British drama, and American musical theater.
including basic construction of scenery and props concepts and various artistic media as applicable McKemie, Watson. R thrice when topic changes
and use of lighting equipment. Rose. Includes to costume design and rendering techniques. for maximum of 16 credits.
laboratory. Bonds. Not offered 1998-99. 467/567 Lighting for the Stage (4) Designing
212 Theater Production II (4) Introduction to 417/517 Advanced Costume Design (4) Analy- lighting for the stage; technical and aesthetic
costumes and makeup. Costume construction sis and interpretation of scripts for costume de- problems. Prereq: TA 111 or instructor's consent.
includes basic hand and machine sewing sign. Continuation of development of rendering Rose.
techniques. Beginning makeup covers ingenue, techniques. Prereq: TA 416/516. Bonds. Not 4711571 Studies in Theater and Culture: [Topic]
beards, wounds, and fantasy. Bonds, Williams. offered 1998-99. (4R) Dramatic literature and historical cultural
Includes laboratory. 418/518 Costume Pattern Drafting (4) Designing concepts. Establishes a cultural context for periods
250 Acting I (4) Principles of warm-ups, indi- patterns through flat patterning and draping of drama, using arts materials and socioeconomic
vidual inventory, Stanislavski system, character techniques. Practical experience in pattern factors to clarify aesthetic attitudes and practices
analysis, and rehearsal procedure. development and execution. Bonds. of theater. McKemie. R thrice when topic
251 Acting II (4) Continuation of performance 419/519 Costume Construction (4) Practical changes for maximum of 16 credits.
principles for contemporary realistic theater with problems encountered in building and decorating 4721572 Multicultural Theater: [Topic] (4R)
addition of comic technique and director-actor costumes for the stage. Bonds. Not offered Origins and development of contributions in the-
relationship. Prereq: TA250, instructor's consent. 1998-99. ater and drama by various cultures including
252 Acting III (4) Development of audition and 423/523 Theater Arts Pedagogy (4R) Practical Latino and Latina, Chicano and Chicana, African
improvisational skills while establishing a work-experience as teaching assistant includes re - American, Asian American, and Native Ameri-
ing file of monologue material. Prereq: TA 251, search, presentation, coaching, and written can. Ramirez. R four times when topic changes
instructor's consent. reports. Available in a variety of d~sciplines.. for maximum of 20 credits.
271 Introduction to Theater Arts (4) Play and Prereq: instructor's consent. R thnce when tOpiC 473/573 Non-Western Theater: [Topic] (4R)
script structure, contemporary aesthetic attitudes, changes for maximum of 16 credits. Barton. Examines international theater literature, pro-
and the value of theater arts to society and the 425/525 Scenery Drafting Techniques (4) duction, and performance within a cultural con-
individual. Drafting techniques for the scenic artist. Plan text. Focuses on cultures outside the Anglo-
321 Scenery Production (l-4R) PIN only. views; isometric, orthographic, and section views European tradition. R thrice when topic changes
Production or performance crew head for scen- of scenery details. Conventions of stage and for maximum of 16 credits. Not offered 1998-99.
ery. R thrice for maximum of 16 credits. scenery plans. Drafting equipment. Williams. 475/575 Teaching Theater (4) Not offered 1998-
322 Costume Production (l-4R) PIN only. Not offered 1998-99. 99.
Production or performance crew head for ENG 437/537, 438/538 English Drama (4,4) ENG 477/577 Modern Drama (4) See English
costumes. R thrice for maximum of 16 credits. See English 503 Thesis (1-16R) PIN only
323 Lighting Production (l-4R) PIN only. 440/540 Principles of Design in the Theater (4) 601 Research: [Topic] (1-16R) PIN only
Production or performance crew head for light- Visual statement in the .thea~er. Composition, 603 Dissertation (1-16R) PIN only
ing. R thrice for maximum of 16 credits. color, spatial relationships, Ime, and movement . [T .] (1 16R)
d I· h' d . 605 Readmg and Conference: 0PIC -324 Production (I-4R) PIN only. Stage man- for the scene, costume, an Ig t~n? eSlgners . . .
ager, assistantdirector, or dramaturgy posi!i~n-'- ~_I1d for the directo~and acto!- William~,--- ~Flel~ SJudles: ~UmlcHI-16RL) _
~--Rtrmce tormaximum of 16 credits. 441/541 Scene Design I (4) Elements of scene 607 Semmar: [TopiC] (1-5R)
325 Performance (l-4R) PIN only. Preparation, design; the scene designer's role: Creatin~ a 608 Workshop: [Topic] (1-16R)
rehearsal, and performance of an acting role. ground plan, ~easured persp.ectlve techmques, 609 Practicum: [Topic] (1-16R) Rehearsal and
R thrice for maximum of 16 credits. elevations, deSign styles. DeSign process and Performance is a current topic.
351 Techniques: Acting IV (4) Problems in the proc.edures related to the proscenium stage only. 610 Experimental Course: [Topic] (1-5R)
f . . d . I P .' tru t r's Williams. h d I
use 0 vOice m ramatlc ro es. rereq. ms c . bl m 611 Research Methods (3) Research met 0 0-
consent. Barton. ;M2/542 S.cene Deslgn.I1 (4) Jelected ~~lre s ogy; experimental, historical, descriptive, and de-
352 Styles: Acting V (4) Problems in the analysis m the deSign of dram
9
atlc pro uctlOns. I lams. velopmental research methods; style and format
. f h f I' t' Not offered 1998-9 . . f h R 'and presentatIOn 0 c aracters rom nonrea IS IC, .. in scholarly presentation 0 researc . amlrez.
noncontemporary theater. Prereq: instructor's 444/544 The Mask (4) Explores mask ?esl.gn I.n 631 Avant-Garde Theater (3) New forms,
consent. Barton. diff~rent worl? cultu~e~ and mask fabncatlon m styles, treatments of mood, and expressions of
364 Play Direction (4) Sources of dramatic ma- vanous matenals. Willia.ms. . ideas and emotions as manifested in literary, dra-
terial, choice of plays, casting and rehearsal of 445/545 Adv~ncedProjec.ts.m Theater Tech- matic, and theatrical elements and conditions of
players, production organization. Prereq: TA 250 nology: [TOplC] (4R) SpeCialized ar~as.of theater production. Prereq: instructor's consent. Not of-
or equivalent and instructor's consent. Watson. technology, one tOpiC per term. Toplcs mclude fered 1998-99.
.. . f d . g, m keup367 368 369 History of the Theater 1,I1,III scene pamtmg, projec IOns, rapm ad ' . I 651 652 653 Theory of Dramatic Production
(4,44) Development of the theater from its puppetry, stdageRmanaWg:lml'ent, PRrops, ant' specla (3 i 3) 651: theory of acting. 652: theory of dra-
' . h h' f effects Bon s ose I lams. seven Imes , , .
origins to the present. EmphaSizes t e IStOry 0 . . h' 'f . f 32 d't matic direction. 653: theory of dramatic structure.
. . . h h' when tOpiC c anges or maximum 0 cre I s. ff d 19 8 99dramatic literature, cntlclsm, t eater arc Itec- ... Ramirez, Watson. 652 not 0 ere 9 _ .
ture, design, and performance. Watson. ~52/552 Advanced Actmg: .[~OPlc] (4R) Top~c: 664 Special Problems in History of Theater:
399 Special Studies: [Topic] (1-5R) m ~he per£f~rmlance of a sfPeclfflc genre o~~lyth s, [Topic] (3R) Components of the theater during
or m speCi IC e ements 0 per ormance SIS d f d . t th . t401 Research: [Topic] (1-21R) . I d" t nd usi al skills the gol en ages 0 ramatlc ar: e ancien s,
. .) mc u mgvOlce, mo;emen, a m c . Euro ean Renaissance, Asiatic, 18th- and 19th-405 Readmg and Conference: [TOplC] (1-21R Barton. R when tOpiC changes. P W N t ff d 1998 99
century European. atson. 0 0 ere -.
Women's Studies 177
WOMEN'S STUDIES
Judith Raiskin, Program Director
315 Hendricks Hall
(541) 346-5529
Women's Studies Program, 1298 University of
Oregon, Eugene OR 97403-1298
wst@oregon.uoregon.edu
FACULTY
Barbara Corrado Pope, associate professor
(women's history). B.A., 1964, Hiram; M.A., 1966,
Iowa; Ph.D., 1981, Columbia. (1976)
Judith Raiskin, associate professor (postcolonial lit-
erature, feminist theory). B.A., 1979, Califorma,
Berkeley; M.A., 1981, Chicago; Ph.D., 1989,
Stanford. (1995)
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 ofeach entry is the
first year on the University ofOregon faculty.
Participating
Ayr;e Agi~, English
Laura J. Alpert, fine and applied arts
Barbara K. Altmann, Romance languages
Claudia Baracchi, philosophy
Aletta Biersack, anthropology
Pamela Birrell, psychology
Susan Boynton, music
Cynthia J. Brokaw, history
Sara N. Brownmiller, library
Randi M. Brox, Romance languages
Gaylene Carpenter, academic affairs
Suzanne Clark, English
Frances B. Cogan, honors college
Jacqueline Cruz, Romance languages
Irene Diamond, political science
Dianne M. Dugaw, English
Linda F. Ettinger, arts and administration
Laura Fair, history
Marilyn Farwell, English
Lisa Freinkel, English
Jennifer J. Freyd, psychology
Caroline Forell, law
Linda O. Fuller, sociology
Amalia Gladhart, Romance languages
Marion Sherman Goldman, sociology
-Bryna-Geedman,Ristery-·-------
Patricia A. Gwartney, sociology
Leslie J. Harris, law
S. Marie Harvey, anthropology
Judith H. Hibbard, planning, public policy and
management
Shari M. Huhndorf, English
Kathleen Rowe Karlyn, English
Karen 1. Kelsky, anthropology
Lauren J. Kessler, journalism and communication
Linda Kintz, English
Lisa A. Kloppenberg, law
Wendy Larson, East Asian languages and literatures
C. Anne Laskaya, English
Clare A. Lees, comparative literature
Julia Lesage, English
Ajuan Maria Mance, English
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
Madonna 1. Moss, anthropology
Julie Novkov, political science
Peggy Pascoe, history
Amanda Powell, Romance languages
F. Regina Psaki, Romance languages
Forest Pyle, English
Elizabeth C. Ramirez, theater arts
Elizabeth Reis, history
Elizabeth M. Rocha, planning, public policy and
management
Mary K. Rothbart, psychology
Kathy Saranpa, Germanic languages and literatures
Karla 1. Schultz, Germanic languages and
literatures
Nancy E. Shurtz, law
Carol T. Silverman, anthropology
Priscilla Southwell, political science
H. Leslie Steeves, journalism and communication
Arlene Stein, sociology
Jean Stockard, sociology
Monica Szurmuk, Romance languages
Nancy Tuana, philosophy
Anita M. Weiss, international studies
Polly Welch, architecture
Barbara Y. Welke, history
Louise Westling, English
Elizabeth A. Wheeler, English
Mary E. Wood, English
Stephanie Wood, history
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
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
program is interdisciplinary, and courses are
taught in many areas of study: anthropology,
architecture, arts and administration, education,
English, history, international studies, journal-
ism, literature, philosophy, planning and public
policy, political science, psychology, and sociol-
ogy-amon&-oth€r.;;~...
Any student may take women's studies courses.
Some students take a few courses to complement
the curriculum in another major. Others choose
to fulfill the requirements for a major or minor in
women's studies. Most women's studies courses
do not have prerequisites.
Many women's studies courses satisfy group and
multicultural requirements. For more
information, see Group Requirements and
Multicultural Requirement in the Registration
and Academic Policies section of this bulletin.
Preparation. No specific high school preparation
is necessary. Students who transfer to the uni-
versity from other colleges may apply up to
8 credits of women's studies courses to the major
or 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
service, government, business, law, medicine, the
ministry, journalism, counseling, and childcare.
In addition, a women's studiesbackgrotind can
be used as a basis for entering a growing number
of graduate programs that emphasize the study
of women or gender.
Major Requirements
The Women's Studies Program offers an under-
graduate major in women's studies leading to a
bachelor of arts (B.A.) or bachelor of science
(B.s.) degree. Students may major in women's
studies alone or as one of two or more majors.
Majors must construct their programs in consul-
tation with women's studies advisers.
For double majors, a total of 48 credits are
required, distributed as follows:
SpecifiC Courses 24 credits
Introduction to Women's Studies (WST 101) ... 4
History and Development of Feminist Theory
(WST 301, 302) 8
Feminist Perspectives: Identity, Race, and
Culture (WST 321) 4
Either Feminist Research Issues (WST 407)
and Thesis (WST 403) or Feminist Praxis
(WST 411) and Field Studies (WST 406) 8
Electives 24 credits
Approved courses with the WST subject code .. 8
Approved courses that deal with the history of
women 8
Approved upper-division courses with subject
codes other than WST 8
Students whose sole major is women's studies
must complete the following additional require-
ment for a total of 72 credits.
Other 24 credits
Courses comprising a coherent course of study,
either by fulfilling the requirements of an existing
minor program or by pursuing a self-designed
disciplinary emphasis with the written aPr:roval
of a women's studies adviser from the deSignated
department or program.
All courses counting toward the major must be
taken graded except for Thesis (WST 403), Read-
ing and Conference (WST 405), Field Studies
(WST 406), Seminar: Pedagogy (WST 407), and
Practicum (WST 409); no more than 9 credits in
these generic courses may be taken passino pass.
At least 32 credits must be in upper-division
courses.
At least 24 upper-division credits must be taken
at the University of Oregon. Women's studies
majors must attain a grade point average of 2.50
or higher in courses applied to the major; all
graded courses in the major must be completed
with grades of C- or higher.
178 College of Arts and Sciences
Minor Requirements
The minor in women's studies requires 24 credits
including at least 12 WST credits and at least
8 credits chosen from approved upper-division
courses offered by other departments. See Ap-
proved Courses in Other Departments below.
The remaining 4 credits may be in either
women's studies or approved upper-division
courses. Introduction to Women's Studies (WST
101) is required, and candidates for the minor are
strongly urged to take at least one term of His-
tory and Development of Feminist Theory (WST
301, 302). 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 passino pass. Courses
applied to any major may not count for the
women's studies minor. At least 16 credits
applied to the women's studies minor must be
taken at the University 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
eligible for the minor, students must complete all
degree requirements and a major in another aca-
demic department.
GRADUATE STUDIES
The graduate certificate in women's studies
requires 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. No more than
4 credits of Reading and Conference (WST 605)
and Practicum (WST 609) can be applied to the
certificate. At least 8 credits must be taken in
approved graduate courses offered by other
departments. Introduction to Women's Studies
(WST 101) or its equivalent 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 complete the prerequisite
by enrolling in Practicum (WST 609) to facilitate
discussion groups for Introduction to Women's
Studies (WST 101).
A student who is unconditionally admitted to the
Graduate School may earn a women's studies
certificate as an unclassified graduate student, as
_~._a_complemenUQ...arl_individually_d@sigMdcinter_~
disciplinary master's degree with a focus on
women's studies, or as an enhancement to a
graduate degree in another discipline. For more
information see the Graduate School section of
this bulletin.
Application materials are available in the
women's studies office.
WOMEN'S STUDIES COURSES
(WST)
101 Introduction to Women's Studies (4)
Interdisciplinary investigation of the status and
contribution of women connects the public
issues raised by the feminist movement with
the personal experiences of women.
198 Colloquium: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
301 History and Development of Feminist
Theory (4) Development of feminist theory in
the West from the Middle Ages to the early 20th
century with attention to historical and cultural
meanings of feminism.
302 History and Development of Feminist 601 Research: [Topic] (1-16R) PIN only
Theory (4) Development of feminist theory from 605 Reading and Conference: [Topic] (1-5R)
the mid-20th century to the present. Selected 607 Seminar: [Topic] (1-5R)
themes represent the diversity and development
offeministthought. 608 Workshop: [Topic] (1-16R)
321 Feminist Perspectives: Identity, Race, 609 Practicum: [Topic] (1-5R)
Culture (4) Examines intersections of race and 610 Experimental Course: [Topic] (l-4R)
ethnicity, class, sexuality, and gender in the his- Approved Courses in Other
tory and lives of United States women of color.
Explores definitions of community, culture, and Departments
identity. Prereq: any WST lecture or seminar See descriptions under named departments. Other
course, or ES 101 or 102. courses may qualify; inquire at the Women's Studies
331 Science, Technology, and Gender (4) Program office.
Topics include the role of gender in the practice Anthropology. Women and Culture I: Politics,
of science and the impact of sexism and racism Production, and Power (ANTH 314), Women
on the development of science and technology. and Culture II: Creativity and Symbols (ANTH
Prereq: WST 101 or equivalent. Offered alternate 315), Anthropology of Gender (ANTH 421/521),
years. Feminism and Ethnography (ANTH.439/539)
341 Women, Work, and Class (4) Explores con- Arts and Administration. Women and Their
texts and cultural attitudes shaping the women's Art (AAD 452/552)
market and domestic labor including race, sexu-
ality, age, and class as well as occupational segre- Classics. Gender and Sexuality in Antiquity
gation and control. (CLAS 314)
351,352 Women's Literature, Art, and Society Comparative Literature. The Body in History
(4,4) Interdisciplinary examination of women's (COLT 472/572)
literary, artistic, and intellectual contributions to East Asian Languages and Literatures:
women's culture and to dominant cultures. Chinese. Women, Gender, and Chinese
Focuses primarily on 19th and 20th centuries. Literature (CHN 350)
399 Special Studies: [Topic] (1-5R) Educational Leadership, Technology, and
401 Research: [Topic] (1-16R) Administration. Educational History of
403 Thesis (lR) PIN only. R with adviser's American Women (EDPM 472/572)
consent. G )English. Women Writers' Cultures (EN 315,
405 Reading and Conference: [Topic] (1-5R) Women Writers' Forms (ENG 316), Film Direc-
406 Field Studies: [Topic] (lR) PIN only. R tors and Genres: Women and Melodrama,
with instructor's consent. Women Filmmakers (ENG 490/590), Feminist
407/507 Seminar: [Topic] (1-5R) A current Film Criticism (ENG 496/596), Feminist Literary
topic is Feminist Research Issues. R when topic Theory (ENG 497/597), Studies in Women and
changes. Literature (ENG 498/598), Women and Litera-
408/508 Workshop: [Topic] (1-16R) ture (ENG 696)
409 Practicum: [Topic] (1-5R) Ethnic Studies. Minority Women: Issues and
410/510 Experimental Course: [Topic] (l-4R) Concerns (ES 330)
411/511 Feminist Praxis (4) Combined intern- Germanic Languages and Literatures:
ship and seminar explores the history and politics German. German Gender Studies (GER 354)
of community agencies and the relationship of Germanic Languages and Literatures:
feminist theory to practice. Prereq: any WST or Scandinavian. Scandinavian Women Writers
other approved course. (SCAN 353)
421/521 Sexuality: [Topic] (4R) Topics include
the history of sexuality, the soci1l1 constlJlstion-9L. History. History of Women in the United States
sexuality, regulations concerning marital sex, TII\HIST3-0E;"3lJ9)~erceptions and Roles of
homosexuality, commercial sex, birth control, Women from the Greeks through the 17th Cen-
and sexual culture. Prereq: WST 101 or instruc- tury (HIST 310), Women and Social Movements
tor's consent. R twice when topic changes for in Europe from 1750 to the Present (HIST 311),
maximum of 12 credits. African Women (HIST 312)
422/522 Lesbian and Gay Studies: [Topic] (4R) International Studies. Gender and lnterna-
Various topics in lesbian and gay studies, includ- tional Development (INTL 421/521)
ing the relationship between gender and sexual- Journalism and Communication. Women,
ity and between lesbian-gay studies and women's Minorities, and Media a320)
studies. Prereq: WST 101 or instructor's consent.
R twice when topic changes for maximum of Political Science. Women and Politics (PS 348),
12 credits. Feminist Theory (PS 483/583)
431/531 Global Feminisms (4) Surveys political, Romance Languages: French. Autobiographi-
economic, and cultural strategies of women cal Writings by Women (FR 435/535), Modern
around the world with attention to feminist Women Writers (FR 639)
theory outside the United States. Prereq: WST Romance Languages: Italian. Italian Women's
101 or instructor's consent. Writing (ITAL 498/598)
432/532 Postcolonial Women Writers (4)
Romance Languages: Spanish. Spanish
Explores women's fictional and theoretical analy- Women Writers (SPAN 497/597,498/598)
ses of colonial history, neocolonial politics,
patterns of migration, and relations between Sociology. Sociology of Women (SOC 355),
gender and national identity. Prereq: any WST Issues in Sociology of Gender (SOC 455/555),
lecture or seminar course. Feminist Theory (SOC 456/556), Sex and Society
(SOC 457/557)
179
Academic Affairs and
Preparatory Programs
AFROTC Detachment 685,
300 McAlexander Fieldhouse,
Oregon State University, Corvallis
OR 97331
(541) 737-6284.
AIR FORCE ROTC
Students interested in obtaining an
officer's commission in the United
States Air Force upon graduation
may join the Air Force Reserve Of-
ficers Training Corps (AFROTq
program offered through the
Department of Air Force Studies at
Oregon State University. Under-
graduate credits earned in this pro-
gram may be transferred to the UO
relating to a contemporary issue.
Emphasis on writing abstracts,
reviews, and critiques that demon-
strate critical reading ability. Prereq:
instructor's consent.
199 Special Studies: [Topic] (1-5R)
R twice per topic for maximum of
6 credits.
399 Special Studies: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-4R)
409 Supervised Tutoring (l-4R)
R for maximum of 6 credits.
608 Workshop: [Topic] (l-4R)
609 Supervised Tutoring (1-4R)
R for maximum of 6 credits.
A maximum of 12 credits in ALS
courses may be applied to the total
credits required for a bachelor's
degree.
ACADEMIC LEARNING
SERVICES COURSES
(ALS)
Susan Lesyk, Center Director
68 Prince Lucien Campbell Hall
(541) 346-3226
The Center for Academic Learning
Services offers the following
courses.
HUMAN
DEVELOPMENT
COURSES (HDEV)
199 Special Studies: [Topic] (1-5R)
225 Nutrition (3) The relationship
of food to health with emphasis on
the young adult. Introduction to
nutrients, their functions, sources,
and requirements. Current dietary
trends and their implications for
health.
405 Reading and Conference:
[Topic] (1-6R) Prereq: instructor's
consent. Not offered 1998-99.
407/507 Seminar: [Topic] (1-5R)
409 Practicum: [Topic] (1-6R)
Prereq: instructor's consent. Not
offered 1998-99.
410/510 Experimental Course:
[Topic] (1-5R)
605 Reading and Conference:
[Topic] (1-6R) Prereq: instructor's
consent. Not offered 1998-99.
609 Practicum: [Topic] (1-6R)
Prereq: instructor's consent. Not of-
fered 1998-99.
610 Experimental Course: [Topic]
(1-5R)
101 Introduction to University
Study (3) Emphasizes the critical
reading, writing, and research 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
ACADEMIC
AFFAIRS
Most tenured faculty members are
listed under academic departments
and programs within sponsoring
colleges or schools. The following
people are assigned to administra-
tive units.
FACULTY
Lois E. Person, assistant professor
emerita. B.S., 1948, North Dakota;
M.S., 1950, Cornell. (1959)
Jessie 1. Puckett, professor emerita.
B.S., 1931, M.S., 1937, Oregon. (1952)
Norval J. Ritchey, professor emeritus.
B.S., 1953, M.S., 1956, Oregon. (1956)
Lynn S. Rodney, professor emeritus;
dean emeritus, health, physical edu-
cation, and recreation. B.A., 1936,
M.A., 1938, Washington State; Ph.D.,
1955, Michigan. (1955)
Richard G. Schlaadt, professor emeri-
Christopher R. Bolton, associate pro- tus. B.S., 1957, Lewis and Clark; M.S.,
fessor (gerontology). B.M.E., 1966, 1958, Illinois; Ed.D., 1966, Oregon
Drake; M.A., 1968, Northern Iowa; State. (1967)
Ph.D., 1974, Oklahoma. (1982) Frances G. Scott, professor emerita.
Gaylene Carpenter, senior instructor B.A., 1953, M.A., 1954, Texas; Ph.D.,
(festival, event, and leisure program- 1960, California, Los Angeles. (1962)
ming; social psychology of leisure). Karen Seidel, director emerita, Bureau
B.A., 1965, M.S., 1973, California of Governmental Research and
State, Long Beach; EdD., 1980, S' BA 1957 Kn (9)Temple. (1983) erYlce. .., , ox. 1 63
Richard J. Smith, associate professor
Lorraine G. Davis, professor (health emeritus. B.S., 1949, M.Ed., 1953,
education, statistics); vice provost for Springfield; Ph.D., 1968, Oregon.
academic affairs. B.S., 1965, M.S., (1962)
1967, Wisconsin, La Crosse; Ph.D.,
1972, Oregon. (1972) Warren E. Smith, professor emeritus.
B.S., 1941, Oregon; M.A., 1941,
Emeriti Michigan; Ed.D., 1957, Stanford.
Jack D. Adler, associate professor (1963)
emeritus. B.A., 1951, M.S., 1960, Vernon S. Sprague, professor emeri-
Washington (Seattle); D.Ed., 1967, tus. B.S., 1937, Oregon; M.A., 1942,
Oregon. (1965) Ph.D., 1951, Michigan. (1946)
John W. Borchardt, professor emeritus. Celeste Ulrich, professor emerita. B.S.,
B.S., 1940, La Crosse; M.A., 1951, 1946, M.A., 1947, North Carolina; ACADEMIC
___ ._I'bJlJ2.66,....Inwa._(19A8) --70Ph~.-=D"".,~1'-"956,-.fuJuthern Clllifornia. _
WilliamJ. Bowerman, professor emeri- (1979) LEARNING
tus; assistant athletic directoremeri- Donald P. Van Rossen, associateJro- SERVICES
tus. B.S., 1933, M.S., 1951, Oregon. fessor emeritus. B.S., 1953, M.E .,
(1948) 1954, Ph.D., 1968, Illinois. (1958)
Robert E. Kime, professor emeritus. Frances VanVoorhis, assistant profes-
B.S., 1954, M.S., 1958, Wisconsin, La sor emerita of horne economics. B.S.,
Crosse; PhD., 1963, Ohio State. (1963) 1932, Minnesota; M.S., 1949, Iowa
William E. Lamon, associate professor State. (1944)
emeritus. B.S., 1964, San Francisco; Margaret J. Wiese, associate professor
M.S., 1965, California State; Ph.D., emerita of horne economics. B.S.,
1968, California, Berkeley. (1972) 1941, Iowa State; M.A., 1945, Iowa.
Christine Leonard, assistant professor (1947)
emerita. B.S., 1981, Oregon. (1968) Janet G. Woodruff, professor emerita.
Marian H. Miller, professor emerita; B.S., 1926, M.A., 1929, Columbia.
assistant university physician emerita. (1929)
B.A., 1925, MD., 1930, Oregon. The date in parentheses at the end ofeach
(1931) entry is the first year at the University of
Myra Miller, associate professor Oregon.
emerita. B.A., 1937, Washington In addition to the curriculum
(Seattle); diploma, 1939, New York described under the university's
School of Social Work. (1967) academic units, additional courses
Larry 1. Neal, associate professor are available in the areas listed
emeritus (recreational management, below.
Pacific Rim studies, international
tourism). B.S., 1961, M.S., 1962,
D.Ed., 1969, Oregon. (1965)
180 Academic Affairs
ARMY ROTC
LABOR EDUCATION AND
RESEARCH CENTER
Margaret J. Hallock, Center Director
See Military Science
1675 Agate Street
(541) 346-5054
(541) 346-2790 fax
Labor Education and Research Center, 1289
University of Oregon, Eugene OR 97403-1289
http://darkwing.uoregon.edu/-lerc
ABOUT THE CENTER
FACULTY
Barbara Byrd, instructor. B.A, 1971, Rice; M:S.,
1978, Massachusetts at Amherst; Ph.D., 1988, Texas
at Austin. (1994)
Steven Deutsch, professor (sociology of labor, tech-
nology' work environment). B.A, 1958, Oberlin;
M.A., 1959, Ph.D., 1964, Michigan State. (1966)
Lynn M. Feekin, adjunct instructor. B.A, 1972,
Northern Iowa. (1994)
Margaret J. Hallock, professor. B.A., 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). On leave 1998-99. (1980)
Gordon Lafer, assistant professor. B.A, 1983,
Swarthmore; M.A., 1989, M.Ph., 1992, Ph.D., 1995,
Yale University. (1997)
Charles Spencer, adjunct instructor. AB., 1966,
Harvard; M.S., 1995, Oregon. (1993)
Marcus Widenor, associate professor. B.A, 1974,
Antioch; M.A., 1976, Massachusetts at Amherst.
(1983)
Emeriti
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 ofeach entry is the
first year on the University ofOregon faculty.
Allowances, Uniforms, Textbooks
Students enrolled in the professional officer
course are paid a $150 monthly stipend. Uni-
forms and textbooks for both the general military
course and professional military course are pro-
vided by the Air Force.
Field Training
One summer field training session is required for
either Air Force ROTC program. The two-year
program requires six weeks of field training; the
four-year program requires four weeks. Students
are paid varying amounts for each of these train-
ing periods. This pay is in addition to travel pay
to and from the field training location.
year on the basis of grade-point average, Air
Force Officer Qualifying Test scores, Scholastic
Assessment Test scores, and a personal inter-
view. Special scholarship programs are also
available to students of selected minority back-
grounds or who are majoring in critical-demand
areas deemed necessary by the U.S. Air Force.
Students receiving scholarships must be able to
complete the Air Force ROTC program, receive a
degree, and be commissioned before reaching
age twenty-seven (thirty for veterans). Each
scholarship covers the cost of tuition, laboratory
fees, incidental expenses, $432 a year for text-
books, and a $150 monthly subsidy.
For students who are not selected for any other
scholarship program, the air force offers $2,000 a
year for tuition and textbooks plus $150 a month
for expenses to students in any academic major
during their junior and senior years. To qualify
for this scholarship, the student must
• be a full-time student at OSU
• not be older than twenty-seven upon gradua-
tion (can be waived for students with military
service)
• maintain a 2.35 GPA every term. As in the
other scholarship programs, students must en-
roll in the AFROTC program and agree to ac-
cept an Air Force officer commission and ser-
vice commitment upon graduation
Other Educational Opportunities
After completing AFROTC requirements, ad-
vanced degrees may be sought by delaying ac-
tive-duty commitments. Some commissioned
officers continue advanced studies through fully
funded Air Force Institute of Technology pro-
grams. Special provisions are available for medi-
cal, law, and meteorology students.
Write to the department mailing address for
more information about Air Force ROTC
programs.
Commitments
as elective credits. Stildents may complete a de-
gree in any field while in the program. There is
no cost to the student (other than travel ex-
penses to OSU for classes and activities), and
classes are available to fit into individual sched-
ules. See the statement on Concurrent Enroll-
ment in the Registration and Academic Poli-
cies section of this bulletin.
Students in the four-year program incur no obli-
gation during their first two years in AFROTC
unless they are awarded a scholarship. After en-
rolling in Air Force Leadership and Management
(AS 311), the student agrees to accept a commis-
sion if it is offered. Scholarship students incur a
commitment at the beginning of their sopho-
more year. Upon accepting their commission,
pilots incur an obligation of eight years after
completion of pilot training; navigators incur a
six-year obligation after initial training and all
others agree to serve for four years after receiving
the commission.
Scholarships
Scholarships are available for qualified students.
High school students interested in applying
should consult their high school counselors in
their junior year or early in their senior year.
University students in the four-year AFROTC
program can compete for scholarships twice a
Programs
Students who qualify may pursue either of these
two programs.
Four-Year Program
The four-year program consists of the general
military course, six terms of lower-division air
force studies courses including a laboratory each
term, and the professional officer course, six
terms of upper-division air force studies courses
including a laboratory each term. Four-year ca-
dets attend Field Training (AS 304) for four
weeks during the summer before their junior
year of college.
Previous military experience (ROTC, academy, or
military service) may allow the officer in charge
of Air Force studies to waive all or part of the
general military course (freshman and sopho-
more years) for students who are enrolled in the
four-year AFROTC program.
Students may enter the freshman class at the
start of the fall, winter, or spring term. Sopho-
mores may enter at the start of the fall term and
take the freshman- and sophomore-level courses
concurrently.
Before enrolling in the last two years of the pro-
gram, the professional officer course, the student
must meet AFROTC qualification standards and
requirements.
Two-Year Program
Entry is competitive. Application should be made
early in the fall term of the student's sophomore
year. Participants must attend Field Training (AS
306) for six weeks in the summer before their
junior year of college. The curriculum also in-
cludes six terms of upper-division air force stud-
ies courses, including a laboratory each term.
Applicants must have two years remaining in Standards
college after the field training, which may be un- C d t t bUS 't' f d h . I The Labor Education and Research Center
.. a e s mus e .. Cl lzens a soun p YSlca t) bl h d h U f
dergraduate or ~uatework or a, combmatio1\---condition-aruHtigh-morah:haracter;-Before,~---~LERC was esta is e at t e niversity a
of the two. d' h I h' d Oregon in 1977 by the Oregon Legislativegra uatJon, nonsc oars lp ca ets must dAssembly on the recommen ation of the State
complete a 3-credit course in mathematical B d f H' h Ed tl'on LERC f d doar a 19 er uca. was oun e
reasoning. to serve the educational and research needs of
Nonscholarship cadets must receive a field train- Oregon workers and their organizations.
ing allocation before reaching age thirty to be LERC serves as a liaison between members of
commissioned as Air Force officers. Cadets des- Oregon's labor community and the stateignated to attend flight training must receive
university system. Research and educational pro-
their commission before reaching age twenty-six
and a half (twenty-seven and a half for veterans) grams provide a catalyst for interaction among
labor leaders, public officials, arbitrators, labor
relations specialists, and members of the academic
community.
LERC produces educational programs including
seminars, conferences, and short courses on
campus and throughout the state. It offers training
and education to unionists in grievance handling,
arbitration, collective bargaining, health and
safety, and issues of concern in today's complex
and rapidly changing economy. LERC also coop-
erates with national, regional, and state labor
organizations to provide intensive training and
educational opporhmities for union members,
Military Science 181
officers, and staff members in week-long residen-
tial programs.
The broader labor relations community of
arbitrators, mediators, and labor relations
professionals is served through LERC's confer-
ences and programs on public- and private-
sector labor law, worker participation, and labor-
management 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, and the changing work force. LERC
publishes a regular monograph series and occa-
sional 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) 725-3295.
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 students 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 students for consul-
tation related to the center's interest areas. More
information is available from the center.
LABOR EDUCATION 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 United States, Selected Issues in
Public Employment Relations, Unions and Work-
force Development, and Workers' Compensation.
408/508 Workshop: [Topic] (1-21R)
410/510 Experimental Course: rropic] (1-5R)
Topics include Bargaining Simulations, Techniques
of Labor Education, and Unions and Technology.
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
George W. Shipman, University Librarian
Office of the Librarian, Knight Library
(541) 346-3056
For information on University of Oregon Library
System services and faculty members, see the
Library section of this bulletin under Campus
and Community 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.
199 Special Studies: [Topic] (1-5R) Introduc-
tion to generallibraryresourcesandJosubjectc_
related library resources. R when topic changes.
210 Research Strategies and Information
Technology (3) Introduction to the complexities
of locating and retrieving information-develop-
ing research strategies, searching databases and
the Internet, evaluating information, and exam-
ining the social-political issues of information
access.
240 Legal Research (3) Provides a basic under-
standing of the legal system and process. Intro-
duction to legal research tools and use of the law
library.
405 Reading and Conference: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Ubraryresources
and bibliography.
410/510 Experimental Course: [Topic] (1-5R)
605 Reading and Conference: [Topic] (1-16R)
MILITARY SCIENCE
Robert H. Rhen, Department Head
1679 Agate Street
(541) 346-3102
Department of Military Science, 1297 University
of Oregon, Eugene OR 97403-1297
COURTESY FACULTY
Richard A. Lewis, courtesy assistant professor;
captain, U.S. Army. B.S., 1989, Colorado, Boulder.
(1997)
---Mar-k-A-Mftgal~ki;-eottrtesy-assistan:t-professor,~--­
captain, U.S. Army. B.S., 1990, Park. (1998)
Robert H. Rhen, courtesy assistant professor; lieu-
tenant colonel, National Guard. B.A., 1972, Or-
egon; M.A., 1974, Lewis and Clark. (1995)
Special Staff
Cameron Sloan, courtesy senior instructor; master
sergeant, U.S. Army. (1997)
Ronald Swasey, courtesy senior instructor; master
sergeant, U.S. Army. (1996)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon 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:
182 Academic Affairs
OVERSEAS STUDY
Thomas Mills, Director, Office of
International Education and Exchange
330 Oregon Hall
(541) 346-3207
Office of International Education and Exchange,
5209 University of Oregon, Eugene OR 97403-
5209
405 Reading and Conference: [Topic] (1-3R)
410 Experimental Course: [Topic] (l-4R)
411,412,413 Military Science IV (3,3,3) 411:
planning, evaluating, and conducting unit train-
ing; practical exercises in planning, coordinating,
and executing small unit training. 412: detailed
study of judicial and nonjudicial proceedings and
administrative actions available to commanders,
procedures for resolving damage to or loss of
government property. 413: social psychology of
leadership and transition to a military career;
addresses ethics, superior and subordinate
relations, loyalty, and mission.
About ROTC
The U.S. Army supports Reserve Officers Training
Corps (ROTq programs at colleges and univer-
sities throughout the country. Students who take
military science courses may also participate, by
contractual arrangement with the Department of
the Army, in the process that leads to a commis-
sion as a second lieutenant in the U.S. Army.
During the period of enrollment in the advanced
phase of training leading to a commission, each
cadet must take, in addition to military science
courses, a course in each of the following sub-
jects: military history, written communication,
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 competitively by
the army to students who seek a commission.
Anyone interested in pursuing a commission or
scholarship or both should write or call the
department.
19th-century Australia that was taken at La
Trobe University 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. crEE 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 Studies:
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 Studies:
Prague, Charles University (crEE) (1-12R)
Denmark
oms 188, 288, 388, 488, 688 Overseas Studies:
Copenhagen, Denmark's International Study
Program (l-12R)
Ecuador
OQUI 188,288,388,488, 688 Overseas Studies:
Quito, Catholic University of Ecuador (1-12R)
England
OBRT 188, 288, 388, 488, 688 Overseas Studies:
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 (l-12R)
Finland
OTAM 188, 288, 388, 488,688 Overseas Studies:
Tampere, UniversityofTampere (1-12R)
France
OAVI 188, 288, 388, 488 Overseas Studies:
Avignon, NCSA Program (1-12R) Not offered
1998-99.
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
offered 1998-99.
OPOI 188, 288, 388, 488, 688 Overseas Studies:
Poitiers, University of Poitiers (1-12R)
Germany
OBWU 188, 288,388,488, 688 Overseas
Studies: Baden-Wiirttemberg, Universities in
Baden-Wiirttemberg (1-12R)
OCOL 188, 288, 388, 488 Overseas Studies:
Cologne, NCSA Program (1-12R) Not offered
1998-99.
OSIP 188,288,388,488 Overseas Studies: Baden-
Wiirttemberg. Spring Intensive Program (1-12R)
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
5. Provide general knowledge of the structure of
the army, its organization, and how its various
components work together
Lower Division. Lower-division (100- and 200-
level) courses are offered for 1 or 2 credits each.
Lower-division courses are open to all under-
graduates and need not be taken in sequence.
They provide the basic framework of knowledge
and emphasize basic military terms, leadership,
organization, and military history. Students write
one paper each term.
Upper Division. Upper-division (300- and 400-
level) courses primarily are offered for 3 credits
each. They provide the advanced leadership,
decision-making, communication, ethics, and
tactical education to prepare the student to
become a commissioned officer in the U.S. Army.
Students complete one written project each term.
Extracurricular Activities
The department supports a variety of events
including ranger challenge (club sport), rifle and
pistol teams, and color guard.
MILITARY SCIENCE COURSES
(MIL)
121, 122, 123 Military Science I (2,2,2) 121:
Constitutional beginnings, organization, and role
of today's army; physical fitness; introduction to
equipment and small-unit operations. 122: op-
erational and survival skills, essentials of topo-
graphic map reading and land navigation, small-
unit tactics, practical exercises with weapons and
equipment. 123: characteristics and methods of
successful leadership-building trust, under-
standing, cooperation, and communication;
responsibilities of leadership including personal
motivation and ethics.
191 Leadership Laboratory (lR) Learning la.~b~o_-_~:::::::~=================_
- -ratory-forpractical-exp-erience-:-AssesseS\:au-et The Office of International Education and
leadership potential, physical fitness. One field-
training exercise a term. Prereq: enrolled in Exchange, which reports to the Office ofInterna-
military science. R five times for maximum of tional Affairs, 221 Johnson Hall, is responsible
6 credits. for University of Oregon overseas study and
exchange programs. Each subject code below is
199 Special Studies: [Topic] (1-5R) unique to a single overseas study program; the
221, 222, 223 Military Science II (2,2,2) 221: X88 numbers signify overseas study courses. As
U.S. Army's beginnings, the Constitution, and in other UO courses, course level is indicated by
the culture of the young nation; impact of early the first digit in the course number:
leaders on the army's organization. 222: battles
and tactics from the Civil War through World l=freshman
War II. 223: the changing technology's relation- 2=sophomore
ship to tactics and politics through the Cold War
to the present; transition from worldwide conflict 3=junior
to peacekeeping and humanitarian assistance. 4=senior
321,322,323 Military Science III (3,3,3) 321: 6=graduate
applies the sixteen leadership dimensions to Participating students register in courses with the
infantry tactics, operation orders, and orienteering; subject codes, numbers, titles, and credit ranges
aerobic conditioning and strength training. 322: shown below. After UO course equivalents are
strengthens individual abilities with experience determined, the generic overseas-study informa-in marksmanship, drill, and tactics. 323: evalua- tion is replaced with appropriate course-leveltion of leadership abilities in tactical and non-
tactical settings. designations, titles, and credits. For example, a
junior-leve15-credit course in the history of
Physical Activity and Recreation Services 183
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,
Recreation and Intramurals, and Equipment and
Facilities Management Services.
Employment. Students who areinterested-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
Emerita
Lois J. Youngen, associate professor emerita. B.S.,
1955, Kent State; M.A., 1957, Michigan State;
Ph.D., 1971, Ohio State. (1960)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregonfaculty.
PHYSICAL ACTIVITY AND
RECREATION SERVICES
FACULTY
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)
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
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
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.
Physical education courses emphasize the
development of physical skills, improvement in
physical-fitness levels, and the acquisition of
knowledge that contributes to a healthy lifestyle.
More than 130 instruction courses are offered
each term in a variety of activity areas-aerobics,
aquatiCS, individual activities, martial arts, out-
door pursuits, racquet sports, running, team
sports, weight training, and yoga. This ever-
changing array of courses is taught by an inter-
national staff of faculty members, coaches,
graduate teaching fellows, and contract employ-
ees who share their expertise and experiences.
More than 3,300 participants enroll in PE courses
James Blanchard, senior instructor (outdoor each term. Most classes meet twice a We.ekfoll-I _
pursuits). B.S., 1967,M..S.,J9.Z9.,Dr.eg<:m~(-1-9-7-9-)-----1 credit. Several outdoor-pursuit courses include
Brent Harrison, instructor (recreation); director, three-day field trips in addition to on-campus
recr~a~~on and mtramurals. B.S., 1988, M.S., 1991, sessions. Up to 12 credits in physical education
BemidJI State. (1993) .,
N A H . t ( .) BA 1979 may be applied to the bachelor s degree. Eachaney . eapes, mstruc or aquatics. .." , ff . 1· d· th h d I fAdams State; M.Mus., 1987, Oregon. (1992) term so enngs are iste 111 e sc e u eo.
Lani Loken-Dahle, senior instructor (aquatics, classes. Students may register for credlt-earnmg
gymnastics). B.S., 1971, Michigan; M.A, 1973, courses through DUCK CALL, which IS explamed
Arizona State. (1979) in the Registration and Academic Policies
Janice Radcliffe, instructor (fitness management). section of this bulletin.
B.S., 19.78, M.S., 1985, Oregon; PhD., 1994, Texas Students and members of the staff, faculty, and
at Austm. (1986) community are welcome and encouraged to
Peggy J. Rees, instructor (individual sports, team I·· d . d·
sports). B.S., 1977, M.S., 1991, Oregon. (1984) enrol .m phySical e u~atlOn .c~urses as noncre It
Karla s. Rioe, senior instructor (recreational programs). participants. Noncred.lt participants pay only the
B.S., 1962, Central Michigan; M.A., 1965, Michigan PE course fee and register m person at the PE of-
State. (1967) fice at the start of DUCK CALL each term.
Becky L. Sisl~y, professor (women's sports leader- Opportunities are also available for people who
ship); athletiC lIalson. B.A., 1961, Washmgton (Se- have disabilities or who need special accommo-
~:~~~X~·~·~i9~~f4,EdD., 1973, North Carolma, ~ations in order to participa:e ir: physical educa-
Michael Strong, instructor (outdoor pursuits). B.S., hon courses. More inf?rmahOn IS avaIlable from
1976, Alberta; M.S., 1986, Oregon. (1986) the PE office, 181 Esslmger Hall; telephone (541)
Mark Zakrzewski, instructor (racquet sports, team 346-4105. The office IS open from 8:00 A.M. to
sports). B.S., 1993, Fort Hays State; M.A., 1996, noon and 1:00 to 5:00 P.M., Monday through
Arizona. (1996) Friday.
Karla S. Rice, Director
181 Esslinger Hall
(541) 346-4105
Hungary
OJAU 188, 288, 388, 488, 688 Overseas Studies:
Szeged, Jozseph Attila University (1-12R) Not
offered 1998-99.
Indonesia
OMAL 188, 288, 388, 488 Overseas Studies:
Malang, Institut Keguran Dan Ilmu
Pendidikan (ClEE) (1-12R)
Israel
OHUJ 188, 288, 388, 488, 688 Overseas Studies:
Jerusalem, Hebrew University ofJerusalem
(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 (l-12R)
Japan
OAGU 188,288,388,488 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) Not offered 1998-99.
OKEI 188, 288, 388, 488, 688 Overseas Studies:
Tokyo, Keio University (1-12R) Not offered
1998-99.
OMEI 188, 288, 388, 488, 688 Overseas Studies:
Tokyo, Meiji University (1-12R)
OWAS 188, 288, 388, 488 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)
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
(1-12R)
OSTP 188, 288,388, 488, 688 Overseas Studies:
Russia (ClEE) (1-12R)
Scotland
OMAC 188,288, 388, 488, 688 Overseas Stud-
ies: Glasgow, University of Glasgow Charles
Rennie Mackintosh School of Architecture
(1-12R) Not offered 1998-99.
OUAB 188, 288, 388, 488, 688 Overseas Studies:
Aberdeen, University of Aberdeen (1-12R)
184 Academic Affairs
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-
letic 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), 350: Soccer (Women's Rules);----
353: Basketball (Women's Rules), 354: Basketball
(Men's Rules), 360: Football (Men's Rules).
R once for maximum of 2 credits per activity.
399 Special Studies: [Topic] (1-2R)
Martial Arts (PEMA)
101-198 Martial Arts: [Topic] (1-2R) 115: Self-
Defense, 121: Aikido I, 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 I, 222:
Karate II, 223: Karate III, 231: Bo-QuarterstaffI,
232: Bo-QuarterstaffII, 241: Judo 1, 242: Judo II,
246: Wrestling I, 247: Wrestling II, 248: Wrestling
III, 251: Tae Kwon Do 1, 252: Tae Kwon Do II,
253: Tae Kwon Do III. R once for maximum 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)
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 1, 251: Rock Climbing I,
252: Rock Climbing IL255' Introduction to Sport
Climbing, 261: Cross-Country Skiing I, 271: Alpine
Skiing I, 272: Alpine Skiing II, 273: Alpine Skiing
III, 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, 291: Rock Climbing II
Preparation, 292: Snow Camping Preparation,
294: Ski Touring Preparation, 296: Avalanche
Safety Preparation. R once for maximum of
2 credits per activity.
301-398 Outdoor Pursuits-Land: [Topic]
(1-2R) 341: Introductory Lead Climber, 351: Back-
packing Outing I, 352: Backpacking Outing II,
353: Canyoneering Outing, 361: Mountaineering
Outing 1, 363: Ice Climbing 1, 364: Mountain
Rescue Outing, 365: Glacier School, 366: High-
Angle Rescue, 371: Snow Camping Outing 1, 381:
Ski Touring Outing 1,391: Avalanche Safety Out-
ing. R once for maximum of 2 credits per activity.
399 Special Studies: [Topic] (1-2R)
PHYSICAL EDUCATION
COURSES
These courses, which are offered for credit or non-
credit, are open to anyone. Most courses are coeduca-
tional. Gender-specific classes are indicated in the
Prerequisites/Comments column in the UO Schedule
of Classes. Because not every course listed here can
be offered every year, students should consult the
most recent class schedule.
RECREATION AND
INTRAMURALS
Recreation and Intramural (RIM) programs pro-
vide opportunities for members of the university
community and their families to enjoy competi-
tive sports and informal, relaxing recreational
activities. These opporrunities include all-campus
tournaments, intramurals, and special events.
Some of the most popular RIM activities are bad-
minton, basketball, cross-country, flag football,
golf, indoor soccer, racquetball, softball, soccer,
swimming, tennis, track and field, ultimate
frisbee, volleyball, and wrestling.
Fitness Workouts. Fitness workouts provide
high-quality and inexpensive exercise experi-
ences without academic pressure. Activities
include aerobics, bench, low impact, 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. Faculty, staff, and community members may
purchase a facility 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
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.
Fees for Physical Education Courses
Course Dollars
Activity (1 credit) 45
Activity (2 credits) 90
Outdoor-pursuits 33-226
Practicum (1-3 credits) 10-45
Facilities. University buildings and playing fields
that ani devoted to physical education activities
This component of Physical Activity and Recre-
ation Services is responsible for maintaining and
providing services for the men's and women's
locker rooms.
Aerobics (PEAE)
101-198 Aerobics: [Topic] (1-2R) 111: Stretch
and Flex 1,131: Body Sculpting I. R once for
maximum of 2 credits per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Aerobics: [Topic] (1-2R) 201: Personal
Fitness, 221: Aerobics 1, 222: Aerobics II, 231:
Aerobic Bench 1, 232: Aerobic Bench II, 241:
Aerobic Funk I. 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, 340: Cross Training. R once
for maximum of 4 credits per activity.
399 Special Studies: [Topic] (1-2R)
Aquatics (PEAQ)
101-198 Aquatics: [Topic] (1-2R) 111: Learn to
Swim, 121: Aqua Aerobics I, 122: Aqua Aerobics
II, 123: Power Aqua Aerobics. R once for maxi-
mum of 4 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,
243: Springboard Diving III. R once for maximum
of 2 credits per activity.
301-398 Aquatics: [Topic] (1-2R) 311: Swim
Training 1,312: Swim Training II, 321: Swim and
Run, 351: Lifeguard Certification, 361: Lifeguard
Instructor, 366: Water-Safety Instructor (Ameri-
can Red Cross), 368: Basic Scuba, 369: Advanced
Scuba, 370: Scuba (Rescue Diver), 371: Scuba
(Underwater Navigator), 372: Scuba (Altitude
Diver), 373: Scuba (Search and Recovery), 374:
Scuba (Multilevel Diver-Drift Diver), 375: Scuba
occupy a forty-two acre tract at the southeast (Deep Diver), 376: Scuba (Night Diver-Under-
corner ~f the campus. Essl~~erHall ~ouses water Naturalist), 381: Scuba (Dive Master I),
-.----gy:mRa5lUrn&aRd.EelHt-f-a€lhtles,-meRcs-aRd~---382:Scuba\Dlve MasterlIj,383:ScTIba:(profes-
women's lock~r rooms, and t~e main .offices for sional Association of Diving Instructors Instruc-
Physl.cal ActiVIty and Re.creatlo~SerVIces. The tor-Development Course). R once for maximum
bUlldmg also meets the mstructlOnal and recre- of 4 credits per activity.
ational needs of the university community. 399 Special Studies: [Topic] (1-2R)
Gerhnger Hall holds the Janet G. Woodruff • • • • •
Gymnasium and men's and women's locker IndIVIdual ActIVItIes (PEl)
rooms. Gerlinger Annex's well-equipped gymna- 101-198 Individual Activities: [Topic] (1-2R)
siums and dance studios are used for instruction Beginning levels of individual activities. R once
and recreation. Leighton Pool, a competition for maximum of 2 credits per activity.
pool attached to Esslinger Hall, and Gerlinger 199 Special Studies: [Topic] (1-2R)
Pool, in Ge~linger Hall, are used for instruction 201-299 Individual Activities: [Topic] (1-2R)
and recreatIOn. 201: Juggling 1,202: Juggling II, 221: Billiards I,
Playing fields located east and south of Esslinger 222: Billiards II, 231: Bowling I, 232: Bowling II,
Hall and on the south bank of the Willamette 241: Golf I, 242: Golf II, 243: Golf III, 251: Ice
River provide excellent facilities for outdoor in- Skating I, 252: Ice Skating II, 261: Trampoline 1,
struction, intramural, and club sports. Hayward 262: Trampoline II, 263: Trampoline III. R once
Field accommodates track-and-field facilities for for maximum of 2 credits per activity.
intercollegiate athletics, classes, and recreational 301-398 Individual Activities: [Topic] (1-2R)
programs. There are six standard plexipave R once for maximum of 2 credits per activity.
tennis courts north of Hayward Field and five 399 Special Studies: [Topic] (1-2R)
covered courts east of Leighton Pool.
Engineering, Preparatory 185
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.
451 Adventure Education (3) Graded only.
Focuses 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 (3)
Graded only. Preparation for leading safe and
environmentally responsible outdoor pursuits
courses. Topics include field leadership, risk
management, and emergency procedures.
Prereq: PEOL 285, backpacking experience,
instructor's consent.
457 Administration of Outdoor Pursuits (3)
Introduction to design, implementation, and
management of safe and environmentally
responsible outdoor pursuits courses, programs,
and businesses. Prereq: PEOL 285, instructor's
consent.
243: Racquetball 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)
Advanced 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) 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) 331: 5K Train-
ing. 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-
Outdoor Pursuits-Water (PEOW) reational Softball, 211: Softball 1,212: Softball II,
101-198 Outdoor Pursuits-Water: [Topic] 231: Volleyball 1, 232: Volleyball II, 233: Volley-
(1-2R) Beginning levels of outdoor pursuits- ball III, 241: Basketball 1,242: Basketball II, 243:
water activities. R once for maximum of 2 credits Basketball III, 252: Ultimate Frisbee I, 253: Ulti-
per activity. mate Frisbee II, 261: Soccer I, 262: Soccer II, 263:
199 Special Studies: [Topic] (1-2R) Soccer III, 264: Indoor Soccer 1, 265: Indoor Soc-
cer II, 266: Indoor Soccer III. R once for maximum
201-299 Outdoor Pursuits-Water: [Topic] of 2 credits per activity.
(1-2R) 205: Fly Fishing I, 206: Fly Fishing II,
207: Fly Tying, 211: Sailing I, 212: Sailing II, 301-398 Team Sports: [Topic] (1-2R) Advanced
221: Windsurfing, 243: White-Water Canoe, levels of team sport activities. R once for maxi-
261: Kayaking 1, 263: Sea Kayaking. R once for mum of 2 credits per activity.
maximum of 2 credits per activity. 399 Special Studies: [Topic] (1-2R)
301-398 Outdoor Pursuits-Water: [Topic] Weight Training (PEW)
(1-2R) 361: River Rescue Techniques. R once for 101-198 Weight Training: [Topic] (1-2R)
maximum of 2 credits per activity. Beginning levels of weight training activities.
399 Special Studies: [Topic] (1-2R) R once for maximum of 2 credits per activity.
Physical Education Professional 199 Special Studies: [Topic] (1-2R)
Experience (PEPE) 201-299 Weight Training: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) 211: Weight Training 1, 212: Weight Training II,
., . 221: Circuit Weight Training I. R once for maxi-
241 First Ald-CardlOp_ulmonary Resuscitation mum of 2 credits per activity
__<American Red Cross) (2m Provides certified. .
training, knowledge, and skills needed in an --'301=398Welght .Irau:'l.lng: [Ioplcn! 2R) ..
emergency to sustain life and provide care until 331: Sports CondltIonmg, 341:. Strength.T~ammg.
professional help arrives. Certification optionaL R once for maXimum of 2 credits per actiVlty.
294 Physical Fitness (2) Basic skills and knowl- 399 Special Studies: [Topic] (1-2R)
edge of weight training, aerobics, aqua aerobics, Yoga Courses (PEY)
and conditioning. 101 198 Y T" [T .] (1 2R)
. . ., - oga rammg: 0PIC -
399 SpeCial Studies: [TopiC] 1)-5R) 101: Meditation 1,102: Meditation II, 108: Kun-
408 Workshop: [Topic] (1-5R) Professional dalini Meditation, 131: Tai Chi 1,132: Tai Chi II.
topics in physical education. R once for maximum of 2 credits per activity.
409 Practicum: [Topic] (1-6R) Practical experi- 199 Special Studies: [Topic] (1-2R)
enc~s in equipment an.d facilities.management 201-299 Yoga Training: [Topic] (1-2R) 211:
servIce, outdoor ~urSU1tS, recreatIOn and mtra- Hatha Yoga 1, 212: Hatha Yoga II, 231: Kundalini
murals, and phySical educatIOn. Yoga 1, 232: Kundalini Yoga II. R once for maxi-
Racquet Sports (PERS) mum of 2 credits per activity.
101-198 Racquet Sports: [Topic] (1-2R) Begin- 301-398 Yoga Training: [Topic] (1-2R) Advanced
ning levels of racquet sport activities. R once for levels of yoga activities. R once for maximum of
maximum of 2 credits per activity. 2 credits per activity.
199 Special Studies: [Topic] (1-2R) 399 Special Studies: [Topic] (1-2R)
201-299 Racquet Sports: [Topic] (1-2R)
211: Table Tennis 1, 212: Table Tennis II,
231: Badminton 1,232: Badminton II, 233: Bad-
minton III, 241: Racquetball 1, 242: Racquetball 11,
PREPARATORY
PROGRAMS
Students may begin preparing for the following
professional or graduate programs at the Univer-
sity of Oregon. Some of the programs simply
require a bachelor's degree for admission, while
others require specific undergraduate courses,
standardized examinations, and field experience.
Students who are interested in the preparatory
programs should consult appropriate university
advisers. The Office of Academic Advising and
Student Services assists students in all aspects of
the application process.
ENGINEERING,
PREPARATORY
David M. Strom, Preengineering Director
418 Willamette Hall
(541) 346-6108
Graduates with bachelor's degrees in engineer-
ing are in great demand to solve practical prob-
lems by applying the principles of physical
science and mathematics. While it is sometimes
difficult to define the difference in outlook
between a career in one of the physical sciences,
e.g., physics or chemistry, and a career in
engineering, engineering solutions to problems
are usually more influenced by practical and
economic considerations.
There are two academic phases in earning a
bachelor's degree in an engineering field: (1)
preengineering is the first two to three years of
course work before admission to a professional
engineering program, and (2) professional engi-
neering 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 em-
ployment in their field of specialization and suc-
cessful completion of state license examinations.
The University of Oregon offers a preengineering
program for students who want to complete their
first two to-three years ofstuay at a liberal=-arts-
university before transferring to a school of engi-
neering. Details are contained in the Student
Guide for Engineering Preparation at the University
ofOregon including the 3/2 Program with Oregon
State University, available in the Department of
Physics office.
High School Preparation. Students interested
in an engineering career should complete as
much mathematics and science as possible 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 begin calculus in the first
year at the university. Physics and chemistry
courses are strongly recommended.
Preengineering Requirements
The following requirements are designed for
students planning to transfer into the Oregon
State University (OSU) College of Engineering.
Detailed requirements are specified in the OSU
College of Engineering Advising Guide, available
from the College of Engineering, Oregon State
186 Preparatory Programs
HEALTH SCIENCES,
PREPARATORY
Steven Stolp, Coordinator
164 Oregon Hall
(541) 346-3211
(541) 346-1049 information area
http://gladstone.uoregon.edu/-health/
The Office of Academic Advising and Student
Services supervises the following preprofessional
health science programs. Information on other
health-career programs is available from the coor-
dinator. Because professional schools change
admission requirements frequently, students need
to consult regularly with UO advisers and with the
professional schools they want to enter.
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. Information is
also available on the prehealth sciences web site.
*General Chemistry Laboratory (CH 227,
228, 229) 6
*College Composition I (WR 121) 4
Humanities and social science 12
Sophomore Year 46 credits
*Calculus II,III (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
Additional Requirements
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.
University, Corvallis OR 97331; telephone (541)
737-5236.
While preengineering requirements at other en-
gineering 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), Dynam-
ics (ENGR 212), Strength of Materials (ENGR
213), and Electrical Fundamentals 1 (ENGR 221)
are available from the Science Department at
Lane Community College. Full-time UO pre-
engineering students may take these courses at
no additional charge. ENGR 211,212,213 must
be taken in sequence. Details of registration for
these courses, including pre- and corequisites,
are available from the preengineering director.
The Department of PhysiCS offers a three-plus-
two program. It allows a student to earn a
bachelor's degree in physicS from the University
of Oregon and a bachelor's degree in engineering
physics from Oregon State University by complet-
ing 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.
Required preengineering courses must be com-
pieted with grades of C- or better for admission
to the OSU College of Engineering. These
courses are marked with an asterisk (*) in the
sample programs below.
Sample Program
The following sample program is for students pre-
pared to begin calculus in their freshman year.
Freshman Year 46 credits
*Calculus UI,III (MATH 251, 252, 253) 12
*General Physics with Calculus (PHYS 211,
212, 213) 12
*Introductory Physics Laboratory (PHYS 204,
205,206) 6 DENTAL HYGIENE,
College Composition I (WR 121) :: _.4_-_"--'I~'IS'
'---*introducttonwNumencal ComputatiOn WIth PRE~l'ORY
FORTRAN (CIS 133) 4 Hilda Yee Young, Head Adviser
Humanities and social science 8
Sophomore Year 50 credits (541) 346-3211
*Introduction to Differential Equations The University of Oregon offers courses that
(MATH 256) 4 satisfy admission requirements for the Oregon
*Several-Variable Calculus I,ll (MATH 281, 282) .. 8 Health Sciences University (OHSU) Dental
*General Chemistry (CH 221,222,223) 12 Hygiene Program in Portland.
*General Chemistry Laboratory (CH 227,
228, 229) 6 Completion of a two-year program (90-credit
*Foundations of Physics II (PHYS 351) 4 minimum) is required prior to registration in the
Statics, Dynamics, Strength of Materials Dental Hygiene Program. All courses required
(ENGR 211, 212, 213) 12 for admission must be taken for letter grades.
Humanities or social science 4 The following courses satisfy basic requirements:
Sample Program Introductory General Chemistry (CH 211, 212,
The following sample program is for students not 213), or General Chemistry (CH 221, 222, 223)
prepared to begin calculus in their freshman year. with laboratories (CH 227,228,229)
Freshman Year 46 credits Organic Chemistry I (CH 331) with laboratory
*College Algebra (MATH 111), Elementary (CH 337)
Functions (MATH 112), Calculus I General biology (three terms)
(MATH 251) 12
*General Chemistry (CH 221,222,223) 12 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 (ANTH 110)
Mind and Brain (PSY 201), Mind and Society
(PSY202)
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
admission to a dental hygiene program.
DENTISTRY, PREPARATORY
John R. Lukacs, Director
(541) 346-5112
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 8Q--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 after entering the OHSU
School of Dentistry and after earning 132 UO
credits should satisfy all major and university
requirements at the UO that cannot be met with
course work at tne Sehool6f Dentistry. For
general umversl1Y reqUIrements, see Bachelor's
Degree Requirements in the Registration and
Academic Policies 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
Foundations I,II,III: Genetics and Evolution, Mo-
lecular Genetics, Biochemical Basis of Life (81261,
262, 263) is the recommended biology sequence.
Foundations N: Biological Interactions (81264) is
also recommended
Medical Technology, Preparatory 187
Alternatively, some predental students may take
three terms of general biology, which meets
minimum admission requirements, but is not
recommended as the sole preparation either for
dental school work or for the Dental Admission
Test. This sequence is acceptable for the UO
general science major and partially prepares
students for additional work in biology. It does
not, however, fully substitute for the core courses
required for the biology major. Other students
should consult their advisers on the suitability of
this alternative
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 1996 was 3.40. If the appli-
cant's GPA is below 3.00, there is little probability
of acceptance. However, the Admissions Commit-
tee of the School of Dentistry makes special
allowance for students who start poorly but im-
prove 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
lecturer, who may not deal personally with the
student. The evaluation should be obtained
immediately following the conclusion of a term's
work. Evaluation forms are available from the
UO Career Center, 244 Hendricks Hall.
Recommended Electives. Dental schools
recommend that predental students, in addition
to completing the basic requirements already
described, choose electives that broaden their
cultural background and strengthen their
scientific training. Courses in the following fields
are suggested: developmental biology, micro-
biology, genetics, physical chemistry, mathemat-
ics, second language (completion of a second-
year course), philosophy, public speaking, music
and art appreciation, history, economics, sociol-
ogy, literature, anthropology, and personnel
management. Students should explore their own
interests and obtain the best possible general
cultural education. The guidance of predental
advisers in course planning is indispensable, and
their counsel should be sought regularly.
FORENSIC SCIENCE,
PREPARATORY
Deborah B. Exton, Head Adviser
(541) 346-4629
The University of Oregon offers courses that pre-
pare students for graduate programs and careers
in forensic science. Forensic science is the
application of science and medicine to law.
Graduates of forensic science programs work in a
variety of settings including modern crime
laboratories, at the local, state, and national lev-
els, and in law enforcement agencies such as the
Drug Enforcement Administration, Food and
Drug Administration, Environmental Protection
Agency, and Occupational Safety and Health
Administrations. Other opportunities exist in
private industry.
Minimum Requirements
Bachelor's degree in any discipline, although
biology, chemistry, computer and information
science, general science, or physics are most
appropriate.
Scores from Graduate Record Examinations; a
few schools will accept Medical College Admis-
sion Test scores instead.
Letters of recommendation from science faculty
members.
Suggested Science Courses
Foundations I,II,III,N: Genetics and Evolution,
Molecular Genetics, Biochemical Basis of Life, Bio-
logical Interactions (BI 261,262,263,264)
Introductory General Chemistry (CH 211, 212,
213) or General Chemistry (CH 2217222,-223)-----
with laboratories (CH 227, 228, 229) or Honors
General Chemistry (CH 224H, 225H, 226H) with
laboratories (CH 237,238,239); Organic Chem-
istry (CH 331,335,336) with laboratories
(CH 337,338)
Instrumental Analysis (CH 429) is strongly
recommended
Calculus tIl (MATH 251, 252) and a course in
statistics
General Physics (PHYS 201, 202, 203) with labo-
ratories (PHYS 204, 205, 206) or General Physics
with Calculus (PHYS 211, 212, 213)
A complete list of graduate programs is available
from the head adviser. Students are urged to
contact the graduate programs of their choice for
information about application procedures.
MEDICAL TECHNOLOGY,
PREPARATORY
M. Charlene Larison, Head Adviser
(541) 346-4525
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,
requiring 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. Students 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
students to apply to programs that do not offer a
bachelor's degree.
Requirements
The first three years of undergraduate work
(135 credits) must include the following:
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.
Biology. 24 credits including Microbiology
(BI 330) and Microbiology Laboratory (BI 331)
and a course in immunology. Genetics, physiol-
ogy, and anatomy are recommended
Chemistry. 24 credits of lecture and laboratory
work that includes general inorganic chemistry,
organic chemistry, or biochemistry. Quantitative
analysis and physical chemistry are recommended
188 Preparatory Programs
Mathematics. One course in college-level math-
ematics, MATH 111 or higher. Additional math-
ematics and statistics courses are recommended
In addition, the OHSU strongly recommends
Instrumental Analysis (CH 429) and General
Physics (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 SW
Sam Jackson Park Road, Portland OR 97201-
3098; telephone (503) 494-8698.
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.
MEDICINE, PREPARATORY Admission
Steven Stolp, Head Adviser
The OHSU School of Medicine requires appli-
(541) 346-3211 cants to have a bachelor's degree prior to admis-
The university offers a premedical program that sion. Most other medical schools give preference
satisfies the requirements for admission to the to students with bachelor's degrees in academic
Oregon Health Sciences University (OHSU) subjects; premedicine is not an academic major.
School of Medicine in Portland as well as most Any major is acceptable to medical schools, and
other American medical schools. recent research has demonstrated that there is
no bias against the nonscience major in the
The Office of Academic Advising and Student selection process. Nor is there any significant dif-
Services has a prehealth sciences information ference between the science and the nonscience
area with catalogs, recent literature about the major in medical school performance or in even-
profession, and information and assistance on tual selection of residency. Specific requirements
admission tests and procedures. for various majors are found in this bulletin
The varying admission requirements of medical under department and program headings; see
schools are listed in Medical School Admission also the General Science section.
Requirements. Order forms are available at the A few medical schools accept students at the end
prehealth sciences information area. Because of their junior year on the assumption that science
most students apply to eight to ten medical credits earned in medical school may be trans-
schools, they should consult this book during ferred back to the undergraduate institution to
their junior year. satisfy bachelor's degree requirements. Students
Minimum Requirements planning to enter medical school at the end of
their junior year should consult advisers regularly
The minimum requirements for admission to the to ensure that general university and departmen-
OHSU School of Medicine and many others can tal major requirements are met. These students
be met with the following course work: must have completed 132 credits at the Univer-
Introductory General Chemistry (CH 211, 212, sity of Oregon or have met the university resi-
213) or General Chemistry (CH 221, 222, 223) dence requirement of 45 UO credits after com-
with laboratories (CH 227, 228, 229) or Honors pleting 126 credits.
General Chemistry (CH 224H, 225H, 226H) with Beyond the satisfactory completion of minimum
laboratories (CH 237, 238, 239) requirements, selection for admission is based on
Organic Chemistry I,ll,III (CH 331, 335, 336) many factors including undergraduate grade
--With-lapo.atori@8-(-GFI..JJ-7,338} ----------,.pll'oltitnlltaverag-es,-MeA'lscores,-letters of recom-
Three terms of biology covering basic concepts of mendation, and awareness of and experiences in
cell structure and function, developmental biology health-related fields.
(embryology), and genetics. Premedical students Currently, a 3.50 GPA is the national mean for
may take Foundations I,ll,III: Genetics and Evolu- accepted applicants, and it is unlikely that an
tion, Molecular Genetics, Biochemical Basis of life applicant with a GPA below 3.00 would be
(BI 261, 262, 263). Foundations IV: Biological accepted at most United States medical schools.
Interactions (BI 264) is also recommended Furthermore, courses taken to satisfy science
Alternatively, some students take General Biol- requirements must be taken for letter grades.
ogy I,ll,III: Cells, Organisms, Populations Nearly all medical schools require applicants to
(BI 211, 212, 213). Although these courses meet take the MCAT, given in early spring and late
minimum admission requirements, they are not summer each year. Reservations for this examina-
recommended as the sole preparation either for tion must be made at least one month in advance
medical school work or for the Medical-College of the scheduled date; reservation blanks are
Admission Test (MCAT). This sequence is available in the prehealth sciences information
acceptable in the general science major program area, which also has a manual that describes the
and partially prepares students for additional test and provides practice questions and sugges-
work in biology. The sequence does not, how- tions about preparing for the test. Applicants
ever, substitute for the core courses required for must take the test at least one full year before an-
the biology major. ticipated admission.
One college-level mathematics course. Many Three to five letters of recommendation from
schools require calculus college or university instructors are generally
required. 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.
Most schools also require volunteer experience
and/or a letter of recommendation from some-
one who works in a health-related field.
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.
NURSING, PREPARATORY
Hilda Yee Young, Head Adviser
(541) 346-3211
The College of Arts and Sciences offers prepara-
tory courses designed to meet the general re-
quirements for admission to bachelor's degree
programs in nursing. One to three years of
prenursing course work followed by two or three
years of professional course work at a school of
nursing leads to a bachelor of science degree in
nursing (B.S.N.). Satisfactory completion of the
prenursing requirements does not guarantee
admission to a nursing program since admission
to these programs is competitive.
The B.S.N. is offered by Oregon Health Sciences
University (OHSU) in Portland. OHSU also ad-
ministers the B.S.N. programs at Eastern Oregon
University in La Grande, Oregon Institute of
Technology in Klamath Falls, and Southern
Oregon University in Ashland. Private schools
offering the B.S.N. in Oregon include the Uni-
versity of Portland, Linfield College, and Walla
Walla College. Associate degrees in nursing
(A.D.N.) are offered by Oregon community col-
leges.
Students 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.
Before transferring to most B.S.N. programs,
students should have completed
Introduction to Cultural Anthropology (ANTH 110)
Human Anatomy I,ll (BI 311, 312), Human
Physiology I,ll (BI 313, 314)
General Chemistry (CH 221, 222, 223) with labo-
ratories (CH 227, 228, 229)
College Algebra (MATH 111), Introduction to
Methods of Probability and Statistics (MATH 243)
Ethics (PHIL 102)
Mind and Brain (PSY 201) or Mind and Society
(PSY 202), Development (PSY 375)
Nutrition (HDEV225)
College Composition I,II,III (WR 121, 122, 123)
WIeHE Programs in the Health Sciences 189
Prior to registration students should contact the
head adviser, who can provide information about
the above options and assist in course selection.
Registered nurses who want to complete the
B.S.N. degree should call OHSU for information,
(503) 494-7725.
PHARMACY, PREPARATORY
James W. Long, Head Adviser
(541) 346-2924
The University of Oregon offers a program that
fulfills admission requirements to the Oregon
State University (OSU) College of Pharmacy
Pharm.D. degree program and 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, or in the office of the
head adviser.
The prepharmacy curriculum for the OSU College
of Pharmacy requires three to four years of study
including:
General Physics (pHYS 201, 202, 203) with labo-
ratories (PHYS 204, 205, 206)
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,Il,III (CH 331,335,336)
with laboratories (CH 337, 338)
Foundations I,Il,III: Genetics and Evolution,
Molecular Genetics, Biochemical Basis of Life
(BI 261, 262, 263)
Human Physiology I,II (BI 313, 314)
Bacteriology (BI 318) or Microbiology (BI330)
Calculus I (MATH 251) or Calculus for Business
and Social Science I (MATH 241)
Mind and Brain (PSY 201)
Introduction to Economic Analysis: Microeco-
nomics (EC 201)
Two of the following: Introduction to Economic
Analysis: Macroeconomics (EC 202), Mind and
Society (pSY 202), Introduction to Sociology
(SOC204)-- ---
College Composition I (WR 121) and either
College Composition II or III (WR 122 or 123)
A third composition course or a course in com-
munication taken at Lane Community College
Advanced first aid if available or valid CPR and
first aid cards.
Required courses must be taken for letter grades
whenever that option is available.
In addition to the required courses, students must
submit letters of recommendation from the teach-
ing faculty and from a pharmacist. OSU does not
require the scores from the Pharmacy Admission
Test, but many schools do. Information about the
test is available in the Office of Academic Advis-
ing and Student Services.
Although OSU accepts students without a
bachelor's degree into the program, most UO
students complete a degree on this campus.
Majors in biology, chemistry, and general science
are most readily adapted to prepharmacy studies.
Students admitted to OSU without a bachelor's
degree must complete bachelor's degree require-
ments by the end of their third year at OSU.
Generally, the application deadline for the fol-
lowing fall term is early January. Applications are
available in September from the Oregon State
University College of Pharmacy, Corvallis OR
97331-3507; telephone (541) 737-3424. Informa-
tion is also available on the OSU College of
Pharmacy web site <http://www.orst.edu/dept
lcop/>.
PHYSICIAN ASSISTANT,
PREPARATORY
Steven Stolp, Head Adviser
(541) 346-3211
The University of Oregon offers the courses
required for admission to the Oregon Health
Sciences University School of Medicine program
to prepare physician assistants. Completion of
the two-year program earns a bachelor of science
degree. The required courses also meet require-
ments for many programs elsewhere in the
United States.
Applicants to the program must have completed
a minimum of two years of college (90 credits)
including
College Composition I (WR 121) and either
College 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)
General Biology I,Il,III: Cells, Organisms, Popu-
lations (BI 211, 212, 213) or Foundations I,1l,III:
Genetics and Evolution, Molecular Genetics, Bio-
chemical Basis of Life (BI 261,262,263); Human
Anatomy I,ll (BI 311, 312); and Human Physiol-
ogy I,II (BI 313, 314); Microbiology (BI 330)
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)
R€quin~d-cours€S-shQuld-b@-taktm-for-leth~r gr-ad€S-
In addition to academic requirements, employ-
ment in a responsible position in a health-care
setting is expected of applicants. Preference is
given to applicants who have experience that re-
quired a period of training and/or responsibilities
in direct patient care. Students are responsible
for gaining the appropriate experiences before
they apply.
The applications are available in the fall from
Oregon Health Sciences University Physician
Assistant Program, 3181 SW Sam Jackson Park
Road, Portland OR 97201-3098; telephone (503)
494-1484.
VETERINARY MEDICINE,
PREPARATORY
M. Charlene Larison, Head Adviser
(541) 346-4525
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
University, and the University of Idaho) and for
most U.S. schools of veterinary medicine.
University of Oregon course work that meets the
requirements for the tri-state program is listed
below. For other schools' requirements consult
the literature available in the biology advising
center, 73 Klamath Hall. Some schools maintain
informational web sites.
Most veterinary schools request scores from the
Graduate Record Examinations as well as
veterinary medical exposure and animal experi-
ence. A few schools require the Veterinary Col-
lege Admission Test Requirements should be
studied early so that they can be fulfilled 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 237, 238, 239)
Organic chemistry sequence (CH 331, 332) or
(CH 331, 335, 336) with laboratories (CH 337, 338)
One upper-division biochemistry course. Founda-
tions III: Biochemical Basis of Life (BI263) meets
this requirement; see adviser for letter to accom-
panyapplication
College Algebra (MATH 111), Elementary Func-
tions (MATH 112)
Foundations I,II,III,N: Genetics and Evolution,
Molecular Genetics, Biochemical Basis of Life, Bio-
logical Interactions (BI 261, 262, 263, 264). BI 261,
262 satisfy the requirement for one semester or
term of genetics; see adviser for letter to accom-
panyapplication
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
institutiQll-to_satisf¥-theJ:emainingJ:efJllirements~~~
for the bachelor's degree. UO students must
complete 132 credits at the University of Oregon
or have satisfied university residence requirements.
Students 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
participating institutions in any of the thirteen
participating WICHE states.
Assistance under these programs enables a lim-
ited number of students to pay reduced tuition
190 Preparatory Programs
selections are made in March and April for the
following fall. Application for WICHE certifica-
tion must be completed by October 15 of the year
preceding admission.
Most schools of physical therapy do not accept
students with grade point averages below 3.00.
Moreover, recent competition for admission has
caused the mean grade point average for accepted
students to rise above this level.
Currently, the only physical therapy program in
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,
students may write to theI\rnerican-Physical -----
Therapy Association, 1111 N Fairfax Street,
Alexandria VA 22314; telephone (800) 999-2782.
Podiatry, Preparatory
Steven Stolp, Head Adviser
(541) 346-3211
The university 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 podiatry is available in the Office of
Academic Advising and Student Services. For
more information, students may write to the
American Podiatry Association, 20 Chevy Chase
Circle NW, Washington DC 20015.
The California College of Podiatric Medicine
participates in the WICHE program; telephone
(800) 334-2276.
Steven Carney, Head Adviser
164 Oregon Hall
(541) 346-3211
LAW, PREPARATORY
organic chemistry, psychology, social science,
literature, philosophy, statistics, English, and
second 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.
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
Hilda Yee Young, Head Adviser
(541) 346-3211
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
requirements 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 as part of 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
required 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
graduation requirements of the school to which In general, major law schools require that appli-
they apply for admission. Approximately 60 per- cants for admission have a bachelor's degree.
cent of the students who apply for bachelor of They do not, however, require specific under-
sciell~iLegr~~_RIQgramsifLl2hysical th~<!i2Y----- _graduat~ majors or prescribe a sRecific I2releg_al .
already have bachelor's degrees in other fields. curriculum. Law schools suggest that prospective
Most schools require a year-long sequence each students choos~majors ~hat p~ovide education in
of general biology, general chemistry, and broad cultural fields, which o~le~t students to the
general physics and 6 credits each of human general sOCietal framework wlthm which our
anatomy and human physiology (including legal system has developed.
laboratories in all science courses). In addition, Whatever the undergraduate major, prelaw stu-
many schools require course work in abnormal dents should place considerable emphasis on the
psychology, developmental psychology, and development of skills in English composition and
statistics. Letters of recommendation from communication and on acquiring the ability to
faculty members may also be requested. read with understanding, to think logically, and
Practicum experience is reqUired to help students to perform research a~d analysis competently.
clarify career goals and use opportunities to con_Many law schools.adVise ~gamst al~rge concen-
suit practitioners who have current information tratJon of courses m vocatIOnal trammg.
about the profession. Most schools require 100 to The University of Oregon School of Law recom-
200 hours of observation with therapists. mends the following courses for student consid-
Practicum credit in the Department of Exercise eration. Theyare not required for admission, nor
and Movement Science is arranged through the do the~ substitute for a broad, well-developed
Office ofAcademic Advising and Student Services. educational background.
Applying for Admission. Applications to College Composition I,Il,III (WR 121, 122, 123)
physical therapy programs are made during fall Introduction to Economic Analysis: Microeco-
term a year in advance of expected enrollment. nomics (EC 201), Introduction to Economic
Most application deadlines are in early winter; Analysis: Macroeconomics (EC 202)
The university offers courses that satisfy the re-
quirements for admission to United States schools
of occupational therapy. Students may either
apply 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
and Movement Science is arranged through the
Office of Academic Advising and Student Services.
_ __Graduate programs leading~o_<15eltificateoC
proIiciency 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
Oregon is a master's degree program at Pacific
University.
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
Head Adviser
(541) 346-3211
The university offers courses that satisfy admis-
sion 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
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 146 Susan Campbell Hall on the UO campus;
telephone (541) 346-5725.
Additional information about the WICHE pro-
grams described below is available from the Office
ofAcademic Advising and Student Services, 5217
University of Oregon, Eugene OR 97403-5217.
Occupational Therapy, Preparatory
Hilda Yee Young, Head Adviser
(541) 346-3211
Teacher Education, Preparatory 191
United States (HIST 201, 202, 203)
Introduction to Accounting I (ACTG 211),
Introduction 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 (LSAr). The exami-
nation is given in October, December, February,
and June. Registration forms are available in the
prelaw advising area; the School of Law admis-
sions office; and the University Counseling
Center's Testing Office, 238 Student Health
Center. Completed forms must be mailed a
month before the testing date. For those plan-
ning to attend law school immediately upon
graduation, it is recommended that the examina-
tion 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 aver-
age 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 the campus
bookstore. Students who want more information
or assistance should inquire at the prelaw infor-
mation area and consult the director of admis-
sions for the University of Oregon School of Law.
Staff members in the Office of Academic Advis-
ing and Student Services supply the prelaw
information area with catalogs, recent literature
on the profession, and information and assistance
on admission tests and procedures. Each fall and
spring workshops are scheduled for students
interested in preparing for law school.
MASTER OF BUSINESS
ADMINISTRATION,
PREPARATORY
Jessica Blumberg, Head Adviser
164 Oregon Hall
(541) 346-3211
The master of business administration program
trains graduates for high-level management
positions. Two models of preparation exist. The
first model is to complete an undergraduate
major in the Lundquist College of Business and
then enter a master's degree program. Some
schools permit transfer credit earned in under-
graduate course work to count toward the gradu-
ate degree; many of the more competitive pro-
grams, 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
liberal 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
English, scientific and technical writing, advanced
composition, and literature. Studies in the be-
havioral sciences are particularly suitable for
future managers.
For most graduate schools of business, significant
work experience and achievement are important
considerations in evaluating an application for
admission. Certain types of experience may re-
flect motivation, exposure to practical problems,
and the ability to apply these to a business 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. Business
schools are also interested in a student's extra-
curricular activities, internships, and part-time,
summer, or volunteer work.
The Office of Academic Advising and Student
Services schedules informational workshops
during fall and spring terms for students inter-
ested in earning an M.B.A.. The pre-M.B.A. infor-
mation area has catalogs, recent literature on the
profession, and information and assistance on
admission tests and procedures.
See the Graduate School of Management
section of this bulletin for information on
University of Oregon M.B.A. degree programs.
SOCIAL WORK,
PREPARATORY
Steven Carney, Head Adviser
164 Oregon Hall
(541) 346-3211
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
recently admitted to professional programs in
social work have found majors in anthropology,
educational studies, political science, psychology,
and sociology especially useful in providing the
foundation for graduate study in social work.
Courses in second languages, oral and written
communication, management, ethnic studies,
biology, and computer science are also valuable.
Professional social workers not only provide
direct services to clients in a wide variety of set-
tings but also become administrators, supervisors,
and consultants. Most graduate programs in
social work expect applicants to show relevant
volunteer or paid experience, which can help
prospective social workers understand the pro-
fession and decide whether it is appropriate for
them.
Volunteer and internship opportunities may be
offered through the student's major department;
students should also check with local volunteer
agencies and the UO Career Center.
The Office of Academic Advising and Student
Services houses a catalog library of graduate
programs in social work and provides advising
about admission requirements, programs of
study, and career opportunities. While the appli-
cation process generally begins very early in the
senior year, students are encouraged to begin the
process toward the end of the junior year.
Distance Learning. Portland State University
offers students who do not live in or near the
Portland metropolitan area a fully accredited
distance-learning option for the master of social
work degree. The University of Oregon is an
alternate site for this three-year program.
Students attend classes at the UO but matriculate
at Portland State University. More information
about the distance-learning option in social work
is available from the administrative assistant for
student affairs, Portland State University; tele-
phone (503) 725-3949.
TEACHER EDUCATION,
PREPARATORY
Steven Stolp, Head Adviser
164 Oregon Hall
(541) 346-3211
Several routes are available to UO students who
seek teaching careers. Students who want
elementary and special-education teaching
licenses should complete the educational-studies
integrated-licensure program offered by the
College of Education.
Students who want middle-secondary teaching
licenses should complete a fifth-year program
offered by the College of Education in one or
more of the following areas: foreign language
(French, German, Japanese, Latin, Russian,
Spanish), language arts, social studies, biology,
chemistry, physics, integrated science, or math-
ematics. Other fifth -year programs are offered in
music education and special education. These
graduate programs take approximately one year
to complete, and they emphasize field work,
teaching methods, and pedagogy. With addi-
tional work, a master's degree can be earned.
Admission to any of the 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.
It is important for prospective candidates to make
early and regular contact with the College of Edu-
cation in order to keep abreast of application
timetables and course and test requirements.
The College of Education's Office of Academic
Support and Student Services maintains a library
of pertinent information on state and regional
schools.

193
School of ARCHITECTURE
and ALLIED ARTS
Robert Z. Melnick
Dean
105 Lawrence Hall
(541) 346-3631
dean@aaa.uoregon.edu
http://aaa.uoregon.edu
ABOUT THE SCHOOL
The School of Architecture and
Allied Arts, founded in 1914, is
based on the interdisciplinary and
integrated study and practice of
architectural design and the arts.
The school offers a full range of
study related to the built environ-
ment, public policy, and the visual
arts. Undergraduate and graduate
professional degrees are offered in
architecture; interior architecture;
fine and applied arts; and landscape
architecture; a graduate professional
degree is offered in community and
regional planning. The Departments
of Art History; Fine and Applied
Arts; and Planning, Public Policy
and Management offer undergradu-
ate and graduate nonprofessional
degrees. Programs of study in arts
and administration and in historic
p~€5€pration l€ad to nonpro£e55ional
graduate degrees. Approximately 9
percent of students at the University
of Oregon have declared majors in
this school.
A special aspect of the school is the
extensive involvement of students in
studio settings in the arts and envi-
ronmental design, enhanced by the
study of the history, theory, and
management of the arts. These
opportunities promote the direct
exploration of ideas and the devel-
opment of speculative thinking
through visual means. The school
has a long tradition of expecting
independent student initiative and
responsibility in seeking a signifi-
cant university education.
Extended Programs
The University of Oregon has
extended centers in the Portland
area that are used by various
departments and programs in the
school. In addition, the School of
Architecture and Allied Arts main-
tains property in Portland (The
WatzekHouse) and in the Columbia
Gorge (The Shire) that supports
research and teaching. Other off-
campus learning and research
opportunities include field courses
in historic preservation, architecture,
landscape architecture, and fine arts.
Local, state, regional, national, and
international internships are integral
to many of the school's disciplines.
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 develop
theoretical studies. Faculty members
in the arts participate nationally and
regionally in gallery shows and
exhibitions. Scholarly work in art
history, arts administration, plan-
ning, and public affairs has produced
significant publications and enhanced
human understanding in those
fields. Research and creative work
bring together people in different
disciplines of the school. They also
provide links with scholars else-
where at the university, in the local
community, and throughout the
world.
Faculty members in the school
participate in a number of interdisci-
plinary research centers and insti-
tutes 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 Sustainable Environment, and
the Institute for Community Arts
Studies.
Landscape Journal, the principal
refereed journal for the discipline of
landscape architecture, is edited by
faculty members in the School of
Architecture and Allied Arts.
Facilities
The School of Architecture and
Allied Arts is housed principally in
Lawrence Hall and Pacific Hall.
Facilities include a branch of the UO
Library System, administrative and
departmental offices, and most of the
faculty 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, environmental
design research laboratories and
workshops, and the Urban Farm.
The Department of Planning, Public
Policy and Management is located
in Hendricks Hall.
For studio courses, the school
provides desks, easels, and other
major equipment not normally
available to individuals. Students
supply their own instruments and
course materials. Student work may
become the property of the school
unless other arrangements are
approved by the instructor.
Admission
Admission, major requirements, and
course offerings are described in
detail in the departmental sections
that follow. Freshmen and transfer
students must meet University of
Oregon requirements for admission
to the School of Architecture and
Allied Arts. Work being submitted
for transfer credit must be approved
by the major department. Students
develop their programs of study
assisted by advisers from the de-
partment to which they have been
admitted.
Premajors and Nonmajors
Many courses are open to majors
outside the School of Architecture
and Allied Arts or to students who
have not yet declared a major.
Undeclared premajors who want to
explore programs in the school
should seek advice from the associ-
ate dean. Courses open to nonmajors
are listed below under the AM
COtlISe heading.
Office of Research
and Development
Karen J. Johnson, Assistant Dean
125 Lawrence Hall
(541) 346-3697
The Office of Research and Devel-
opment serves as a center for exter-
nal relations, alumni contact, and
fundraising for school programs and
activities. It assists faculty members
in identifying funding sources and
writing grant proposals. Focus on
Funding, a bulletin of grant opportu-
nities' is published twice a year, as is
the School of Architecture and
Allied Arts Review.
The school is a member of the Archi-
tectural Research Centers Consor-
tium (ARCC), which was organized
by United States architectural and
planning schools to arrange contracts
194 School of Architecture and Allied Arts
Institute for a Sustainable
Environment
John H, Baldwin, Director
130 Hendricks Hall
(541) 346-0675
The Institute for a Sustainable Environment
explores 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
The Center for Housing Innovation is a nonprofit,
multidisciplinary research center offering exper-
tise in the design, construction, and manufacture
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 Institutes and
Centers section of this bulletin.
for research by member schools and to furnish re- foster applied cross-disciplinary environmental ARCH 201 Introduction to Architecture (4) See
search and advisory services to governmental research, education, and public service. The insti- Architecture
agencies and others. ARCC is, in turn, a member tute offers students and members of the faculty PPPM 201 Introduction to Plannin~Public
of the National Institute of Building Sciences and and staff many opportunities for employment and Policy and Management (4) See Plannin~
the International Council for Building Research program participation. Public Policy and Management
Studies and Documentation. The school is thus Institute for Community Arts ARH 204, 205, 206 History of Western Art
able to participate regionally in research and S d' I,I1,I11 (4,4,4) See Art History
related activities while obtaining up-to-date tu les
research and technological information from a Doug Blandy, Director ARH 207 History of Indian Art (4) See Art
broader community. History
251E Lawrence Hall ARH 208 History of Chinese Art (4) See Art
Regional Daylighting Center, The Daylighting (541) 346-3639 History
Network of North America has designated the
University of Oregon as one of fifteen centers for In 1965 a founding gift from Lila A. Wallace ART 208 Foundation: [Topic] (3-4R) See Fine
daylighting research because of significant established the Institute for Community Arts and Applied Arts
research by its faculty in the areas of ellergy- Studies as a research and public service organiza- ARH 209 History of Japanese Art (4) See Art
tion in the School of Architecture and Allied Arts. Historyconscious design and analysis.
The institute renewed its focus in 1995 in collabo- ARCH 222 Introduction to Architectural Com-
Energy Studies in Buildings Laboratory, The ration with the newly offered arts management G h' (4) S A h' t
laboratory's facilities include a computer simula_ puter rap ICS ee rc ltec ure
master's degree in the Arts and Administration ART 233 D ' (4) S F' d A I' dtion laboratory and an artificial sky. Research rawmg ee me an pp IeProgram. The goal of the institute continues to be A
projects seek to understand the ways buildings the promotion and implementation of research, rts
and their related transportation and land use sys- f I AAD 250 Art and Human Values (4) See Artspro essiona education, and community service
terns determine energy use; develop new materi- and Administrationprograms that cultivate a public understanding of
als, components, assemblies, whole buildings, the arts in a broad context. The institute draws its AAD 251 The Arts and Visual Literacy (4) See
and communities with improved performance; f I f hArd d Arts and Administrationparticipating acu ty rom t e ts an A minis-
and develop computer software design tools that tration Program and its associates from UO AAD 252 Art and Gender (4) See Arts and Ad-
enable professionals to design more efficient museums and the School of Music. ministration
communities and buildings. Laboratory members LA 260 Understanding Landscapes (2-4) See
conduct a design-assistance program for archi- ARCHITECTURE AND ALLIED Landscape Architecture
teets, sponsored by utilities, which uses the artifi - ARTS CODRSES (AAA) ARCH 307 Design Arts (3) See Architecture
cial sky and computer simulations to recommend Schoolwide courses (AAA) cross all the disci-
proposed building design changes. ARH 314, 315 History of Western Architecture
plines of the school but are described only in this I,ll (4,4A) See Art History
Computer Graphl'c and Multl'medl'a Studl'es section of the bulletin. Courses listed below with
. LA 390 Urban Farm (2-4R) See Landscape Ar-Various departments in the school offer course other subject codes (AAD, ARCH, ARH, ART, chitecture
work in the emerging area of computer graphics, LA, PPPM) are in specific disciplines within the
focusing on the capability of the computer to school that are open to, and recommended for, 401 Research: [Topic] (1-21R)
enhance our understanding of communication nonmajors, premajors, and undeclared students. 405 Reading and Conference: [Topic] (1-21R)
through the formation and manipulation of Cross-references indicate where to find these 406 Special Problems: [Topic] (1-21R)
graphic symbols as well as on studies of the course descriptions. 407/507 Seminar: [Topic] (1-5R)
simultaneous display and representation of com- ART 116 Basic Design (4R) PIN only, See Fine 408/508 Workshop: [Topic] (1-21R)
plex information. The architecture, fine and and Applied Arts 409 Supervised Tutoring (1-21R)
applied arts, and landscape architecture 180 Introduction to Visual Inquiry I (3) Studio
departments have been active in developing a seminar increases awareness of the meaning and 410/510 Experimental Course: [Topic] (1-5R)
schoolwide computer graphics program. Instruc- value of visual experience. Basic visualization 440/540 Criticism in Art and Design (4) Pre-
tional and research computer laboratories are processes; giving form to ideas and perceptions, sents and analyzes issues and approaches in art
housed in Lawrence Hall, Pacific Hall, and the reflecting on their meaning. criticism from various disciplinary perspectives.
north-site complex. 181 Introduction to Visual Inquiry II (3) Explo- Incorporates architecture and allied arts faculty
ration of drawing and thinking skills as applied to members, lectures, and special events.
Center for Housing Innovatiuo~n'-__--<l-I=R1'-OOr.-OOcsul3'->jt.!€t-i~:rs"cSffidy-eJff-J;rftl"llw·M;~--A:\DRuW4~'4".-'4~S".-'4lf7'64-}!Jiil's1·Ee~""'I" eeJfHI:fl:h·e~r1t·Olr'-A~:II:e\~,t·ibLee<c~--
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ona ,orner, Director terns used by artists and designers. ture 1,11,111 (3,3,3) See Art History
264 Onyx Bridge 196 Field Studies: [Topic] (1-2R) 605 Reading and Conference: [Topic] (1-16R)
(541) 346-4064 198 Workshop: [Topic] (1-2R) 606 Special Problems: [Topic] (1-16R)
199 Special Studies: [Topic] (1-5R) 608 Workshop: [Topic] (1-16R)
Architecture 195
ARCHITECTURE
Michael E. Fifield, Department Head
210 Lawrence Hall
(541) 346-3656
Department of Architecture, 1206 University of
Oregon, Eugene OR 97403-1206
FACULTY
Dennis Bishop, instructor (design, computer applica-
tions, web-site development). B.S., 1984, M.S.,
1992, Oregon. (1996)
G. Z. Brown, professor (design, environmental
control 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 ofArchitects. (1977)
Virginia Cartwright, associate professor (design,
environmental control systems, architectural light-
ing). 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)
Nancy Yen-wen Cheng, assistant professor (design,
digital media). B.A., 1983, Yale; MArch., 1990,
Harvard; reg. architect, Massachusetts; NCARB
certificate; member, American Institute of Architects.
(1996)
Donald B. Corner, professor (design, construction
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)
Stephen F. Duff, assistant professor (structures, tim-
ber design, design-build). B.A., 1985, Washington
(Seattle); M.Arch., 1988, M.S., 1993, California,
Berkeley. (1994)
Michael E. Fifield, professor (design, housing, urban
design). B.A., 1973, California, Berkeley; M.Arch.,
1980, California, Los Angeles; reg. architect,
Oregon, Arizona, Idaho; NCARB certificate;
member, American Institute of Architects, American
Institute of Certified Planners. (1998)
Richard F. Garfield, adjunct associate professor
(design, professional context, construction). B.A,
1964, MArch., 1967, Pennsylvania; reg. architect,
----mlzona, eatitorma, Massachusetts, Montana,
Oregon, Pennsylvania, Washington; NCARB cer-
tificate; member, American Institute of Architects.
(1975)
Gerald Gast, associate professor (urban and archi-
tectural design, urban studies); Portland faculty
member. B.Arch., 1967, M.Arch., 1969, Illinois; reg.
architect, California; member, American Institute of
Architects, American Planning Association. (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
(design, design theory and process). B.Arch., 1985,
M.Arch., 1989, Oregon. (1986)
ArthurW. Hawn, professor (design, preservation,
history of furniture). B.A., 1961, M.A, 1964, Wash-
ington State; Fellow, Interior Design Educators
Counci!. (1967)
Suenn Ho, assistant professor (urban patterns, spa-
tial ordering, design media). B.A., 1985, Williams;
M.Arch., Columbia, 1988. (1993)
Jyoti Hosagrahar, assistant professor (design, history
and theory of cities, social and cultural issues).
B.Arch., 1986, School of Planning and Architecture,
New Delhi; M.P!., 1989, Southern California; Ph.D.,
1997, California, Berkeley. (1996)
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; Fellow, Interior Design Educators Counci!.
(1966)
Ronald W. Kellett, associate professor (design, media,
design process). B.E.S., 1975, Manitoba; M.Arch.,
1979, Oregon; reg. architect, British Columbia. (1985)
Peter A Keyes, associate professor (design, housing
research and building technology, community
design) director, Portland Architecture Programs.
A.B., 1978, Harvard; M.Arch., 1983, Columbia; reg.
architect, New York. (1990)
Alison G. Kwok, assistant professor (design, envi-
ronmental control systems). B.A, 1977, Knox;
M.Ed., 1980, Hawaii; M.Arch., 1990, Ph.D., 1997,
California, Berkeley; reg. architect, California. (1998)
Donald H. Lutes, adjunct associate professor
(design, architectural practice, urban design).
B.Arch., 1950, Oregon; reg. architect; Fellow,
American Institute of Architects. (1989)
Gary W. Moye, associate professor (design, theory,
historical analysis). B.Arch., 1967, Oregon; M.Arch.,
1968, Pennsylvania; reg. architect, Pennsylvania,
New York, Oregon. (1976)
Robert B. Pena, assistant professor (design, technol-
ogy). B.S., 1981, Colorado at Boulder; M.Arch.,
1987, California, Berkeley. (1992)
Donald L. Peting, associate professor (design,
structures, historic preservation and technology);
assistant dean, architecture and allied arts. B.Arch.,
1962, Illinois; M.Arch., 1963, California, Berkeley;
reg. architect, Oregon, Washington. (1963)
James A Pettinari, professor (design-graphic analy-
sis, urban and community design, transit-related
development). B.Arch., 1966, Minnesota; MArch.,
1970, Pennsylvania; reg. architect, Minnesota;
NCARB certificate. (1975)
Otto P. Poticha, adjunct associate professor (design,
architectural practice, community involvement in
physical change). B.S., 1958, Cincinnati; reg. archi-
tect, California, Colorado, Illinois, Indiana, Oregon,
Virginia, Washington, Washington, D.C.; NCARB
certificate; member, American Institute of Archi
tects. (1981)
John S. Reynolds, professor (design, relating architec-
ture, energy consumption); director, Solar Energy
Center. B.Arch., 1962, Illinois; MArch., 1967, Massa-
chusetts Institute of Technology; reg. architect,
Oregon. (1967)
John S. Rowell, assistant professor (design, construc-
tion). B.S., 1984, British Columbia; MArch, 1990,
Oregon; reg. architect, Washington, Oregon;
NCARB certificate. (1991)
Alison B. Snyder, assistant professor (design, ancient
structures, light); B.A., 1982, Washington (St. Louis);
M.Arch., 1987, Columbia; reg. architect, New York,
Pennsylvania, New Jersey. (1997)
Robert L. Thallon, assistant professor (design,
media, construction). B.A, 1966, California, Berke-
ley; M.Arch., 1973, Oregon; reg. architect, Oregon,
California. (1979)
Christine Theodoropoulos, associate professor
(design structure). B.S.C.S., 1979, Princeton;
M.Arch., 1982, Yale; reg. architect, reg. civil engi-
neer, California; member, American Institute of
Architects. (1997)
James T. Tice, associate professor (design, theory).
B.Arch., 1968, M.Arch., 1970, Cornell; reg. architect,
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)
Polly Welch, associate professor (design, housing
policy, applied research). B.A., 1971, Bennington;
M.Arch; 1976, Harvard; reg. architect, Massachusetts;
member, American Institute of Architects, Environ-
mental Design Research Association. (1992)
Jenny Young, associate professor (design, program-
ming, health care facilities). B.A, 1970, Vassar;
M.Arch., 1974, California, Berkeley; reg. architect,
Oregon. (1982)
Linda K. Zimmer, associate professor (design, media,
behavioral factors) director, Interior Architecture
Programs. B.I.Arch., 1982, Kansas State; M.I.Arch.,
1990, Oregon; NCIDQ certification; member, Insti-
tute of Business Designers. (1990)
Courtesy
Daniel M. Herbert, courtesy professor (graphic
thinking, study drawings). B.F.A., 1951, Colorado;
B.S., 1954, Arch. Eng., Illinois; reg. architect,
Oregon; member emeritus, American Institute of
Architects. (1981)
Emeriti
George F. Andrews, professor emeritus. B.S., 1941,
Michigan; reg. architect, Oregon. (1948)
John L. Briscoe, professor emeritus. B.Arch., Eng.,
1950, Oklahoma State; reg. architect, Oregon;
NCARB certificate; member, American Institute of
Architects. (1953)
Stanley W. Bryan, professor emeritus. B.Arch., 1947,
Washington (Seattle); M.Arch., 1948, Massachusetts
Institute of Technology; reg. architect, Oregon,
Washington, California; member, Construction
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)
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 ementus. A.B., 1951,
M.F.A, 1956, Princeton; reg. architect, Pennsylvania,
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)
Guntis Plesums, professor emeritus. B.Arch., 1961,
Minnesota; M.Arch., 1964, Massachusetts Institute
of Technology; reg. architect, Oregon, New York.
(1969)
Charles W. Rusch, professor emeritus. AB., 1956,
Harvard; B.Arch., 1964, M.Arch., 1966, California,
Berkeley. (1978)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon 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 includes
196 School of Architecture and Allied Arts
the Pietro Belluschi Distinguished Visiting Pro-
fessor 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 of the built environment and our experi-
ence of life. Within this broad purpose, architec-
tural study and practice include the tasks of
providing shelter and environmental protection,
providing appropriate settings for human activi-
ties, and creating forms that are aesthetically
pleasing and supportive of social well-being in
the community and society.
The Department of Architecture includes the
Interior 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 kind of learning is demanding, and students
are expected to be committed and able to work
independently and responsibly toward program
and course objectives. In the design studio, con-
tinuous evaluation and response are the basic
learning modes.
The department sets high standards for student
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 a variety of 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.
Computer Literacy Requirement. By the end
of their first year in the program, students are
expected to have achieved a level of proficiency
established by the department in office software
as well as basic literacy in computer graphics for
architecture, image processing, two-dimensional
drafting, and three-dimensional modeling. Intro-
ductory architecture courses presume a knowledge
of computer operations, general-use software,
and Internet communications. Students are
required to have a high-speed personal computer
and a specified complement of software. Each
spring the department reviews software and
hardware recommendations, so it is best to
contact the department before making new
purChases.
Internship and Licensure. In the United States,
the title"architect" is legally restricted to indi-
viduals licensed by each state. Individual state
governments 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. In some
states, including Oregon, registration with the
Intern Development Program is required while
preparing for licensure.
Off-Campus Study
The historic Willamette Block is located at the
corner of Yamhill and Second Streets in down-
town Portland. Known as the UO Portland Cen-
ter, it houses the Department of Architecture's
Portland programs on the fourth floor. The
department's facilities at the center include
design studios, exhibit and review rooms, class-
rooms, library, computer laboratory, and support-
ingspaces.
Portland Urban Architecture Program. Students
may elect to spend from one to three terms in this
program. Design studios focus on urban topics, as
do many of the support courses offered. At least
one core course and advanced courses are offered
each term.
Portland Program in Architecture. The
Department of Architecture offers its Option I
and Option II master of architecture programs in
residence at the UO Portland Center and in
Eugene.
The master's programs in Portland focus on
urban architecture and have a strong urban
design component. Students may complete all of
their studies in Portland or take courses in
Eugene and Portland. Portland students have the
----use of all resourees and faeilities 01 t the Eugene---
campus, including scholarships and financial aid.
Through provisions of the Oregon University
System, students may also enroll in courses and
use library facilities at other state-system
universities.
The Portland program takes an active part in civic
and regional issues through design studio
projects, focused course work on urban architec-
ture, research, internship programs, and sponsor-
ship of professional and public events. The
program maintains a strong relationship with
Portland's highly respected professional commu-
nity. More information is available through the
Department of Architecture office in Eugene.
Rome Program. The Department ofArchitecture'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 Palazzo Pio in the historic center of Rome.
Students live in apartments within a fifteen-
minute walk of the facility.
Exchange Program. Each year a small number of
Oregon students exchange places with students in
the architecture program in Stuttgart, Germany.
Undergraduate students in their third or fourth
year and professional-degree graduate students
who will have a full year of study remaining 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.
Summer, fall, and academic-year options are
offered. Credits are automatically transferred,
and financial aid is available.
Registering for Overseas Courses. 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 Academic Affairs section
of this bulletin.
Summer Architecture Academy. The depart-
ment's Summer Architecture Academy offers
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 (541) 346-
3656 or by writing to the Summer Architecture
Academy, Department of Architecture.
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 gradin&----
policies, an explanation of how students' progress
is monitored through the program, and other
advising information. Each student is assigned a
faculty adviser and encouraged to consult that
adviser for more specific information.
Residence Requirements
For transfer students to receive the bachelor of
architecture (B.Arch.) or master of architecture
(M.Arch.) degree from the university, the follow-
ing minimum course work must be successfully
completed 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.
Archilecture 197
Undergraduate students should contact the UO
admissions office to learn 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,
students must notify the department about a
leave of absence and the expected date of return.
Leave-of-absence status is renewable. Under-
graduates may accumulate up to two years of
leave; they must file a departmentalleave-of-
absence agreement and submit a reenrollment
card to the Office of the Registrar. Graduate
students may accumulate up to one year of leave;
they must file a Graduate Schoolleave-of-
absence form and a departmental agreement-
both available in the department office. If the
limits on accumulated leave are exceeded or the
leave-of-absence terms of agreement are not
met, major status may be revoked. Students who
do not file a leave-of-absence agreement form
with the department cannot be guaranteed access
to design-studio courses the year they return.
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 degree.
Two types of degrees are accredited by the NAAB:
(1) the bachelor of architecture and (2) the master
of architecture. These professional degrees are
structured to educate those who aspire to regis-
tration and licensure as architects.
The four-year preprofessional degree, where
offered, is not accredited by the NAAB. The
preprofessional degree is useful for those wanting
a foundation 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.
UNDERGRADUATE STUDIES
The undergraduate five-year professional degree
program leads to a bachelor of archItecture
(B.Arch.) degree. It is highly structured the first
three years and more flexible the last two. This
flexibility allows each student to establish a study
sequence according to individual interests and
needs and to take advantage of the diverse
opportunities 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 four-year
undergraduate degree in any field must apply to
the graduate program (see Graduate Admission
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
major as part of the general-elective requirement.
University General-Education Requirements:
minimum of 44 credits. College composition
(8 credits); group requirements in arts and letters,
social science, and science (36 credits); the multi-
cultural requirement (8 additional credits if the
selected courses do not also satisfy group re-
quirements). Architecture majors must take
General Physics (PHYS 201, 202), which are
science group-satisfying courses.
Major Program Requirements: 187 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
minor program application and submit it with
the required academic records to the Depart-
ment of Architecture, 210 Lawrence Hall.
Applicants are notified when their applications
have been approved. The application form
includes a curriculum 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
required 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 addi-
tional 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 36 credits
Introduction to Architecture (ARCH 201) 4
Architectural Contexts: Place and Culture (ARCH
430) or Human Context of Design (ARCH 440)
or Spatial Composition (ARCH 450) 4
Courses in architectural subject areas 12
History of Western Architecture I,II (ARB 314,
315) and one additional upper-division
architectural hIstory course from the
Department of Art History 12
Building Skills (ARCH 270) 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, well before application deadlines.
The university deadline for undergraduate appli-
cation to the architecture major program is
December 15 (see Application Deadlines in the
Admissions section of this bulletin). The dead-
line for completion of the departmental applica-
tion is January 15. Applicants must meet both
deadlines. Applications are reviewed and
accepted only once each year. Students receive
admission notices by April 1.
The admission review focuses on (1) creative
capability, (2) academic capability, and (3) poten-
tial program contribution through diversity of
background, experience, maturity, or breadth of
general knowledge. Students are expected to
submit specific materials supporting each of these
attributes (academic records, essays, recommen-
dations' and a portfolio of creative work). Pro-
spective applicants should write to Architecture
Admissions, Department of Architecture.
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.
Accepted applicants must be academically secure.
To be considered, first-year applicants must have
grades and scores that meet at least three of the
following four indices, and all applicants must
submit SAT scores:
1. High school grade point average (GPA)-3.00
2. Verbal Scholastic Assessment Test (SAT 1)-530
3. Mathematical SAT 1-520
4. Total SATI-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 college
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 mini-
mum 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
architecture (M.Arch.) as a postprofessional
degree. Applicants must have a professional
degree in architecture. Students in this program
write a mandatory thesis The program can "SI1
ally be completed in four to six terms. Approx-
imately five new students are admitted into the
program each year.
The Option II and III programs lead to the
M.Arch. as an accredited, first professional de-
gree. The Option II program, which can usually
be completed in six terms, is for applicants who
have a four-year preprofessional degree in archi-
tecture from an institution where the four-year
degree is part of a "four plus two" NAAB-accred-
ited degree program. Students admitted into the
Option II program usually begin their studies in
the fall term. Students with bachelor's degrees
(B.S. or B.A.) other than a preprofessional degree
in architecture must apply to the Option III pro-
gram. The Option III program can usually be
completed in ten terms. Option III students begin
their program in the summer before their first
academic year of study. Students with degrees in
related design disciplines (e.g., landscape archi-
tecture, interior architecture, environmental de-
sign, or architecture degrees from nonaccredited
degree programs) may be given advanced stand-
198 School of Architecture and Allied Arts
Interior Design (IARC 484/584) studios may be
applied to this 64-credit requirement.
Introductory Architectural Design Studios
IntroductoryArchitectural Design I,ll (ARCH 181,
182), two-term studio for undergraduate majors
only
Introductory Graduate Design: Option III (ARCH
680, 681, 682), three-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 credits required for Option III
graduate students. Eighteen credits required for
Option II students
Advanced Architectural Design Studios
Advanced Architectural Design I,ll (ARCH 485/585,
486/586), two-term studio for all professional-
degree students
Architectural Subjects: 80 credits
Architectural subject courses introduce and
develop 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 professional
degree students. Introductory courses present
knowledge, concepts, and skills basic to further
study in several subject areas. Core courses instill
competence with knowledge, concepts, skills,
and methodologies representative of a particular
subject area and prepare students for advanced
courses.
Architectural Design Skills
Architectural design requires proficiency in a
range of skills and techniques. These include
design 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:
r Design Skills (ARCH 202) (undergraduate)
r Graduate Design Process (ARCH 611)
(graduate)
Design Process, Methods, and Research.
Strategies, processes, and techniques for design
Graduate Admission
PROFESSIONAL CURRICULUM
Architectural subject courses fall into four sub-
areas: (1) architectural design skills, (2) architec-
The professional curriculum in architecture is tural design content, (3) context of the architec-
composed oI1l.ueeelements: archItectural deSIgn, ----mral profeSSIOn, and (4) archItectural hIstory.
architectural subjects, and general electives. Prerequisites for advanced studios include 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
with an r.
7. Lighting and lighting design
8. Proxemic design and ergonomics
9. Urban design
10. Vernacular architecture
11. Structures and construction
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.
Prospective applicants may request a description
of the graduate program and an application
packet by writing directly to the admissions
adviser, Department of Architecture. Applicants
must take Graduate Record Examinations (GRE) so
that the scores, a required component of the
application, can be reported by the application
deadline. 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 postmarked by
the first Monday after January 1 for applicants to
be considered for admission the subsequent fall
term-summer session for Option III students.
Notification of results is mailed by April 1. The
department typically does not accept late
applications.
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 I or II) may want to request GTF
application forms with their packets. Option III
students generally qualify for GTF awards in the
second or third year of the program.
Architectural Design: 64 credits
The architectural design studio and its activities
are the heart and focus of the professional
curriculum. The design studio is a social and
interactive workplace. Students are encouraged
and expected to work cooperatively and to draw
on the knowledge, skills, and criticism of their
colleagues.
Through studio projects, students learn to solve
design problems and respond to design situations
with architectural intent, meaning, and knowl-
edge. Introductory studios emphasize ideas,
skilIs, and critical thinking fundamental to the
design process. Intermediate studios emphasize
integration of subject-area skills and content with
design. Advanced studios emphasize comprehen-
sive integration of subject-area knowledge with
designskiII.
Design credit can be earned only through parti-
cipation in design studio. Six credits earned in
either Site Planning and Design (LA 489/589) or
ing, up to a maximum of three terms of studio
credit for equivalent prior course work. Option III
students admitted with some advanced studio
standing may start at times other than the sum-
mer, depending on their individual background
and the assessed level of advanced standing.
Professional Degree Program
Requirements
Option III students must complete the 64 credits
of architectural design studio, 80 credits of
professional subject-area courses described in
the Professional Curriculum section below, and
6 credits in Seminar (ARCH 507 or 607). A mini-
mum of ten terms is required for this option.
Option II students must fulfill the professional
curriculum requirements of the Option III program
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
students 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
Students admitted into the Option II program are
expected to have completed basic subject-area
courses in technology, architectural history, and
other areas in their preprofessional degree
program. Students with insufficient preparation
in subject-area or design studio courses may be
admitted with deficiencies. Satisfaction of the
specific deficiencies may require course work in
addition to the minimum of 81-credits required
for the degree. Students intending to enroll in the
Portland Architecture Program may be required to
fulfill deficiencies on the Eugene campus prior to
matriculation in the Portland Program.
For more information, see the Curriculum for the
Study of Architecture section above.
Postprofessional Degree Program
Requirements
The Option I program provides an opportunity
for advanced study and contribution to knowl-
edge in 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 in one or more of the following areas of
faculty research:
1. Computer-aided design
2. Design process and theory
3. Energy-conscious design
4. Environment and behavior
5. Housing design
6. Interior components and furniture
Architecture 199
and design research. Principles of problem
analysis and definition, information gathering
and organization, concept and form generation,
and evaluation.
Structural Planning (ARCH 412/512)
Design Synthesis (Al\CH 425/525)
Environmental Design Research (ARCH 620)
(graduate)
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) (undergraduate)
Analysis through Recording of Historic
Buildings (ARCH 421/521)
Computer Applications in Architecture
(ARCH 422/522)
r Media for Design Development
(ARCH 423/523)
Advanced Design-Development Media
(ARCH 424/524)
Descriptive Geometry and Perspective
(ARCH 426/526)
Architectural Design Content
The discipline of architecture is predicated on
integration ofknowledge 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
environmental control.
r Introduction to Architecture (ARCH 201)
(undergraduate)
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.
r Architectural Contexts: Place and Culture
(ARCH 430/530)
Settlement Patterns (ARCH 431/531)
Settlement Pattems. Japanese Vemacu!ar tIl
(ARCH 432/532,433/533)
Vernacular Building (ARCH 434/534)
Theory of Urban Design I (ARCH 436/536)
Theory of Urban Design II (ARCH 437/537)
Climate Analysis for Design (ARCH 438/538)
Architectural Form and Urban Quality
(ARCH 439/539)
Understanding Landscapes (LA 260)
(undergraduate)
Site Analysis (LA 361) (undergraduate)
Contemporary American Landscape
(LA 485/585)
History and Theory of Human Activity Support.
Design implications of activities and relationships
implied by the building program and expressed as
the needs and desires of the first occupants. Prin-
ciples of deriving design responses that remain use-
ful over time.
r Human Context of Design (ARCH 440/540)
Social and Behavioral Factors in Design
(ARCH 443/543)
Housing in Society (ARCH 445/545)
Light and Color in the Environment
(ARCH 447/547)
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
ideas and principles through which building
elements are given order and meaning.
r Spatial Composition (ARCH 450/550)
Spatial Composition and Dynamics
(ARCH 456/556)
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.
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 build-
ing 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 environ-
ment.
r Building Skills (ARCH 270) (undergraduate)
r Graduate Design Technology (ARCH 612)
(graduate)
r Building Enclosure (ARCH 471/571)
Materials and Processes of Construction
(ARCH 472/572)
Preservation and Restoration Technology
(ARCH 474/574)
Preservation Technology: Masonry
(ARCH 475/575)
Architectural Working Drawings
(ARCH 478/578)
Materials of Interior Design tIl
(lARC 471/571, 472/572)
Working Drawings in Interior Architecture
(lARC 473/573)
History and Theory of Environmental Control.
Study of the effects of climate on people and the
need for tempered enclosure and life-support
systems in buildings. Systems of heating, cooling,
lighting, water and air supply, waste removal,
and power as organizational elements in building
design.
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)
r Context of the Architectural Profession
(ARCH 417/517)
Building Design Regulation (ARCH 418/518)
Context of the Interior Architecture Profession
(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.
r Three 400- or 500-level courses in architec-
tural history taught by the Department of Art
History. Undergraduate majors must take
History of Western Architecture I or II (Al\H
314 or 315), an arts and letters group-
satisfying course; if both 314 and 315 are com-
pleted, only two 400-level architectural his-
tory 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
approved to satisfy subject or elective credit
requirements. Independent study is limited to a
total of 9 credits selected from Research
(ARCH 401, 601), Reading and Conference
(ARCH 405, 605), Special Problems (ARCH 406,
606), and practicum teaching-to fulfill subject-
area requirements.
General Electives: 43 credits
The general-elective component of the profes-
sional curriculum enables undergraduate majors
to study general subjects beyond university group
requirements. To encourage professional-degree
students to continue liberal studies beyond intro-
ductory courses, B.Arch. students are required to
earn 16 credits in upper-division general electives
in academic subjects (exclusive of activity and
performance courses) outside the School of
Architecture and Allied Arts.
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
200 School of Architecture and Allied Arts
studios and professional course work. Sequence. analysis of buildings. Analysis of historic draw- 440/540 Human Context of Design (4) Theo-
Majors only. ings, photography, and descriptions. Prereq: retical principles, case studies, and technical skills
196 Field Studies: [Topic] (1-3R) ARCH 423/523,462/562; undergraduate prereq: for assessing user needs, developing building
198 Workshop: [Topic] (1-3R) ARCH 282; graduate prereq: ARCH 682 or 683. programs, applying research findings to design,
Open to historic preservation graduate students. and evaluating performance of the built environ-
199 Special Studies: [Topic] (1-5R) 422/522 C A l' . . A h' ment. Prereq for 440: ARCH 182.202: prereq foromputer pp lcatlOns In rc IteC- , ,
201 Introduction to Architecture (4) Offers a ture (3) Introduction to computer applications in 540: ARCH 680.
structure of principles for making places for architectural design, education, and practice, 443/543 Social and Behavioral Factors in
people. Examines places, design procedures, and especially those related to design process and Design (3) Patterns of human interaction with
the use of architectural principles in general. presentation. Undergraduate prereq: ARCH 202. the physical settings of everyday activities. Appli-
Open to nonmajors. / 23 M d' f D D 1 rr'] cah'on of social sCl'ence paradigms and research to423 5 e la or esign eve opment: 0PIC
202 Design Skills (3) Introduction to basic (3R) Instruction in media for design process. architectural programs, design, and evaluation
design processes, methods, and media. Coreq: Techniques for problem and context analysis, processes. Undergraduate prereq: ARCH 182.
ARCH 181. generating concepts, developing form, and test- 445/545 Housing in Society (3) History, theory,
222 Introduction to Architectural Computer ing proposals. Subject emphasis varies with and practice of housing design with emphasis on
Graphics (4) Introduces basic skills and literacy instructor. Undergraduate prereq: ARCH 202. social policy and emerging ideas in the architec-
with the Macintosh computer for architectural 424/524 Advanced Design-Development ture of housing. Undergraduate prereq: ARCH
illustration, drafting, and design. Media: [Topic] (3R) Advanced instruction in 282; graduate prereq: ARCH 682 or 683.
270 Building Skills (4) Introduction to the rela- specific media techniques for architectural analy- 447/547 Light and Color in the Environment
tionships between material properties, structural sis and design. Subject emphasis varies with (3) Understanding and modeling the interaction
principles, construction processes, and architec- instructor. Prereq: ARCH 423/523. of light and body color. Includes the spectral
tural forms. Emphasizes wood and masonry 425/525 Design Synthesis (3) A structure of distribution of light sources and the influence of
systems. principles for the design of places for people climate and context. Prereq: ARCH 423/523.
281,282 Intermediate Architectural Design I,ll (useful, linking, varied, variable, evocative, 449/549 Architectural Programming (3) Theory
(6,6) PIN only, Studio projects for second-year inspiring, and whole). Illustrated lectures, read- and methods for uncovering and defining
undergraduates, Integration of issues of context, ings, discussions, and projects. Undergraduate requirements for an architectural project
activity support, spatial order, construction, prereq: ARCH 201. including philosophic, sociological, operational,
structure, and environmental control. Emphasis 426/526 Descriptive Geometry and Perspec- economic, and contextual issues. Prereq: ARCH
on schematic concept formation and subsequent tive (3) Proof and application of theorems of 484/584 eligibility.
architectural development. Sequence. Prereq: descriptive geometry. Orthographic projection, 450/550 Spatial Composition (4) Architectural
ARCH 182. intersections, developments, shades and shad- space as a means to measure existence and
307 Design Arts (3) Knowledge, concepts, and ows, perspective projection, Prereq: ARCH 202. expand awareness. Focus on compositional prin-
skills fundamental to place response, human 430/530 Architectural Contexts: Place and ciples in architecture and methods for analyzing
activity support, and spatial ordering subareas. Culture (4) How the design of buildings inter- and generating spatial organizations. Prereq for
401 Research: [Topic] (1-6R) Majors only. acts with physical and cultural contexts of human 450: ARCH 182, 202; prereq for 550: ARCH 680.
403 Thesis (1-9R) PIN only. Majors only. traditions, landscape, settlements, cities, and 456/556 Spatial Composition and Dynamics
405 Reading and Conference: [Topic] (1-6R) suburbs. Historical and contemporary examples. (3) Architectural space as a means by which
Majors only. Prereq for 430: ARCH 182, 202; prereq for 530: people measure their existence and expand their
ARCH 680. awareness. Methods for analyzing and generat-
406 Special Problems: rropic] (1-6R) Majors only. 431/531 Settlement Patterns (3) Settlements ing spatial organization. Undergraduate prereq:
407/507 Seminar: [Topic] (1-6R) and cities as three-dimensional responses to ARCH 282, 307; graduate prereq: ARCH 682 or 683.
408/508 Workshop: [Topic] (l-6R) physical context, culture, and change. Implica- 458/558 Types and Typology (3) Critical intro-
409 Practicum: [Topic] (1-6R) P/N only tions of ideal models and utopian concepts and duction to theory of typology that categorizes ur-
410/510 Experimental Course: [Topic] (1-6R) realization of place in the vernacular. Under- ban and architectural forms by formal character-
412/512 Structural Planning (3) Introduction to graduate prereq: ARCH 430; graduate prereq: istics and cultural meaning. Lectures cover basic
structural planning, design, and comprehensive 682 or 683. concepts, historical development. and case stud-
evaluation of building design through consider- 432/532,433/533 Settlement Patterns: Japa- ies. Undergraduate prereq: ARCH 282, 450;
ation of related disciplines. Study of operations- nese Vernacular I,ll (3,3) Japanese concepts of graduate prereq: ARCH 682 or 683.
research techniques. Prereq: ARCH 461/561,--,__--'s~p';'a~c~e;a~n':d;t~im~e,~a":'e~s~th~e~t~ic~a~n~d~sy~m~b,:,o~li;=;c~m;,;e~a~n~in~gE,;",--_~4'!61:;/r,,5,:,,6=1_~S~t=ru=ct=,u,;r;<!a",::1~B:,:e:",h~a:v~jo,:r-:,(~4~)-,::D~e~v~e~lo~pJ.li~nng _
4627562,40375~ ongins of form, and village structure. 432/532: basic understanding of structural systems or
413/513 Professional Office Experience (3) space structuring principles in Japanese houses, elements and their implications for architectural
Supervised work experience at selected profes- the role of gardens. 433/533: village organiza- form. Lectures, laboratories, and case studies
sional firms for majors without comparable expe- tion, principles of place making. Individual investigate structure in historical and contempo-
rience. Instructor-led discussion and review projects. Undergraduate prereq: ARCH 282, 430; rary buildings. Undergraduate prereq: ARCH
sessions. Written application required. Under- graduate prereq: ARCH 682 or 683. 270, PHYS 201, 202.
graduate prereq: ARCH 282; graduate prereq: 434/534 Vernacular Building (3) Survey and 462/562 Wood and Steel Building Systems (4)
ARCH 682 or 683, instructor's consent. Cannot theory of everyday houses, public buildings, and Historical development of materials. Analyzes
be taken concurrently with studio. settlements built in cultures worldwide. Empha- elements, connections, and systems of wood and
416/516 Project Management (3) Methods and sis on building types, construction, human use, steel structures from the perspective of
techniques of project management including and building process. construction process, spatial and structural
preparation of contract documents, cost estimat- 436/536,437/537 Theory of Urban Design I,II design. Prereq: ARCH 461/561.
ing, and construction contract administration. (3,3) Examines the cultural and formal ideas that 463/563 Reinforced Concrete Building Systems
Undergraduate prereq: ARCH 282. underlie American and European urban design. (4) Historical development of material. Lectures
417/517 Context of the Architectural Profes- 436/536: Ancient Greek to 1700. 437/537: 1700 to and laboratories investigate the construction pro-
sion (3) Introduction to the professional practice the present. Sequence. Undergraduate prereq: cess, structural behavior, and design of element
of architecture and related careers. Examines the ARCH 282,430. and framing systems. Emphasizes material's in-
professional, legal, and regulatory environment; 438/538 Climate Analysis for Design (3) Lec- fluence on spatial design. Prereq: ARCH 462/562.
firm organization and management; marketing; tures and problems in climate analysis related to 464/564 Advanced Reinforced Concrete Sys-
contractual issues; and the construction process. buildings and to comfort. Prereq: ARCH 491/591, terns (4) Development of theory and design of
421/521 Analysis through Recording of 492/592. reinforced and prestressed concrete framing sys-
Historic Buildings (3) Field and laboratory terns. Selection of appropriate systems for build-
techniques of graphic and written recording and ings and infrastructure. Prereq: ARCH 463/563.
Art History 201
465/565 Advanced Structures (4) Development
of advanced analysis, design, and planning of
composite horizontal and vertical structural
systems 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 systems.
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
examples. 467/567: cable, tent, pneumatic,
arched, folded-surface, and shell systems.
468/568: truss systems and bending-resistant
and vertical structures. 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 earthquake
loads. Prereq: ARCH 463/563.
4711571 Building Enclosure (4) Selection,
design, 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
materials. Prereq: ARCH 471/571. Not offered
1998-99.
474/574 Preservation and Restoration Tech-
nology (3) Materials, structure systems, buildings,
and elements produced by historical technologies
and tools studied in terms of their evolution;
chronological and stylistic context; deterioration
and repair.
475/575 Preservation Technology: Masonry (3)
History and preservation of traditional masonry
construction. Emphasis on the 19th and early
20th centuries.
478/578 Architectural Working Drawings (4)
Information required for communication of
construction 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
options. Individual criticism, group discussions,
lectures 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
Design I,II (8,8) PIN only. In-depth work on
complex design projects and design development
beyond that normally possible in intermediate
studios. Sequence. Undergraduate prereq: 24
credits in ARCH 484; graduate prereq: 30 credits
in ARCH 584.
491/591,492/592 Environmental Control Systems
I,ll (4,4) Influence of energy source, climate,
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.
Sequence. Open to nonmajors.
493/593 Solar Heating (3) A continuation of
solar energy topics from 491/591, 492/592 with
advanced calculation procedures. Design irnplica-
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 (4) Founda-
tion knowledge, concepts, and skills fundamental
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
620 Environmental Design Research (2-4)
Theory, methodologies, and techniques for re-
search in design fields. Emphasizes princip es
and skills for investigating ideas, framing re-
searchable problems, and conducting indepen-
dent research.
680,681,682 Introductory Graduate Design
(6,6,6) PIN only. Design projects and exercises
intended to familiarize the student with funda-
mental concepts of environmental design.
Emphasis on developing graphic skills and the
capability for visual thinking that are essential to
advanced 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
Kathleen D. Nicholson, Department
Head
237C Lawrence Hall
(541) 346-3675
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, associate professor (medieval
and Byzantine art). AB., 1977, Oberlin; AM., 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 I. 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).
AB., 1971, Temple; M.A., 1974, McMaster; Ph.D.,
1985, Toronto. (1992)
Ellen Johnston Laing, professcr (Chinese and
Japanese art). B.A, 1954, Missouri; M.A, 1956,
Wisconsin, Madison; Ph.D., 1967, Michigan. (1979)
Andrew Morrogh, assistant professor (Renaissance
and baroque architectural history). B.A, 1966, Jesus
College, Oxford; M.A., 1973, Ph.D., 1983, Courtauld
Institute, University of London. (1993)
Kathleen D. Nicholson, 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). BArch., 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
ancient and medieval architecture). B.A, 1967,
Indiana; M.A., 1973, Ph.D., 1981, Wisconsin,
Madison. (1982)
202 School of Architecture and Allied Arts
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; MA, 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 ofOregon faculty.
Participating
Arthur W. Hawn, architecture
Kenneth I. Helphand, landscape architecture
David Robertson, Museum of Art
Christine 1. Sundt, library
ABOUT THE DEPARTMENT
The Department of Art History offers students
the opportunity to study the principal art and
architectural traditions of Europe, the United
States, and Asia. The courses are particularly
appropriate for students interested in history, art,
and the larger cultural context of society. They are
also suitable for students intending to concentrate
on the practice of art or environmental design.
The curriculum provides courses to introduce
undergraduates to art traditions, courses focused
on specific topics that allow small classes and
discussion format, and courses intended for
upper-division undergraduates and graduate
students. In addition, the department offers both
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 UtIlI (ARB 204, 205,
206) and two years of a foreign language (see
General Requirements table below). They should
also complete as many of the university general-
education requirements as possible.
Careers. The undergraduate program in art
history leads to opportunities in the business
world, art museums, and galleries. Students
with graduate degrees in art history can pursue
opportunities in teaching at all levels. The depart-
ment provides career advising; information on
career, internship, and fellowship opportunities;
and current information on graduate programs.
FinanCIal Assistance
For undergraduate and graduate students in art
history, the department offers a number of
scholarships and teaching and research fellow-
ships, including the Mr. and Mrs. Eric G. Clarke
Scholarship in Oriental Art and university gradu-
ate teaching fellowships. Students may also seek
scholarship aid through the School of Architec-
ture and Allied Arts and the university's Office of
Student Financial Aid. In addition, support for
travel or research may be available through the
Maude I. Kerns Endowment in Oriental Art, the
Marion Dean Ross Endowment in Architectural
History, and the Marian Donnelly Graduate
Travel Award.
UNDERGRADUATE STUDIES
The major program combines the study of art
history with liberal and fine arts and leads to the
bachelor of arts (B.A.) degree. The program for
majors provides a broad perspective for under-
standing the art of the past and present and a
basis for critical judgment of individual works.
The department offers courses in the following
areas or traditions: ancient (Greek and Roman),
medieval, Renaissance-baroque, modern (includ-
ing American), East Asian (Chinese and Japanese),
other non-Western, and architectural history.
Major Requirements
Art history majors must complete 92 credits of
course work including 56 credits in art history
courses. Majors are strongly encouraged to struc-
ture their programs in consultation with their
departmental 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 must take all art history courses for letter
grades and pass them with grades of C-or better.
Nonmajors, subject to general university require-
ments, may take any department course either for
a letter grade or passino pass (pIN).
Foreign-Language Guidelines. French, German,
and Italian are the most commonly used languages
in Western art historical research. Chinese and
Japanese are essential to the study of most East
Asian art history. Knowledge of these languages
is required for advanced research and graduate
study in art history. Majors are urged to choose
one of these languages to satisfy the B.A. require-
ment. Substitution of another language may be
appropriate to a field of interest. Students should
consider plans for advanced study and consult
their advisers when selecting a language to study.
General Requirements 52 credits
Studio art (e.g., drawing, painting, sculpture,
or design) , 4
Two years of a foreign language to satisfy B.A.
degree requirement 24
Upper-division electives in related areas (e.g.,
history, philosophy, literature, or advanced
language) 8
Lower-division art history surveys 16
Majors specializing in Western art history take
the introductory sequence History of Western Art
I,II,III (ARB 204, 205, 206) and at least one course
from the introductory sequence in Asian art
(ARB 207,208,209).
Majors specializing jn Asian art history take
History of Indian Art (ARB 207), History of
Chinese Art (ARB 208), History of Japanese Art
(ARB 209), and one course from the introductory
sequence in Western art (ARB 204,205,206).
Advanced Requirements 40 credits
Critical Approaches to Art Historical Study
(ARB 300) 4
Elective. One upper-division course chosen from
the department's offerings 4
Concentrations. 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 about their minor option,
and maintain an up-to-date 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 tII,III (ARH 204,
205, 206) 12
Four upper-division art history courses selected
from the ancient, medieval, Renaissance-ba-
roque, or modern areas 16
Asian or Other Non-Western
Art Option 28 credits
History of Indian Art (ARB 207) 4
History of Chinese Art (ARB 208) 4
History of Japanese Art (ARB 209) 4
Four upper-division art history courses selected
from the Asian or other non-Western areas ... 16
Architectural History Option 26-28 credits
History of Western Architecture tIl
(ARB 314, 315) 8
One course selected from the History of Western
Art I,II,III (ARB 204, 205, 206) or History
of Indian Art (ARB 207) or History of Chinese
Art (ARB 208) or History of Japanese Art
(ARB 209) 4
Four upper-division courses in architectural
history 14-16
Of the four upper-division electives in architec-
tural history, no more than two may come from
the following five courses: History of Interior
Architecture I,II,III (ARB 474,475,476), History
of Landscape Architecture I,ll (ARB 477, 478).
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,
ancient, medieval,Renaissance-baroquee, mod-
ern, 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 lite 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 foun-
dation 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. For the 1998-99
academic year, applications and supporting docu-
ments, including Graduate Record Examinations
scores, must be received by January 15, 1999.
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.
Candidates for the M.A. degree must complete
57 credits. Two M.A. program options are avail-
able: (1) a program culminating in a written thesis,
and (2) a program culminating in a comprehen-
sive written examination. The student should
Art History 203
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 gen-
eral requirements of the Graduate School regard-
ing residence and the number of graded credits.
Entering graduate students must complete
Graduate Studies in Art History (ARB 611) for a
letter grade in the first fall term of study. Gradu-
ate students emphasizing Western art must take
at least 4 graduate credits in each of the main
areas of study: ancient, medieval, Renaissance
and baroque, and modern.
At least 12 credits must be earned in graduate
research seminars.
Details about requirements for the M.A. degree
are available from the department office.
Thesis Option. The thesis option is intended for
students who want to specialize or who plan to
continue in a doctoral program. They must earn
9 credits in Thesis (ARB 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. The program culminates
in a comprehensive examination based on the
student's individual course of study. Students
may emphasize either Western or Asian art. Their
programs should be based on one of the follow-
ingmodels:
Western Art Examination Option 57 credits
Graduate Studies in Art History (ARB 611) 4
Three graduate seminars 12
Six courses in Western art-at least one in
each of the following areas: ancient, medieval,
Renaissance and baroque, and modern 24
Two courses in Asian or other non-Western art .. 8
Independent reading for examination
preparation 9
Asian Art Examination Option 57 credits
Guidelines for this option are available in the
department office
Foreign-Language Requirement. Each new
student in Vv'estern 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, passing score on the
standardized national Graduate School Foreign
Language Test (GSFL1).
Proficiency in a second 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
foreign-language examination or the GSFLT by
the end of spring term the first year. Students 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
requirement is met.
Students in Asian art history, either Chinese or
Japanese, should complete the third year of study
in the appropriate language or demonstrate the
ability to work at that level or above. Students are
encouraged to take at least one year of a second
language, classical Chinese or Japanese. Students
who plan to enter a Ph.D. program in Asian art
history are also urged to begin study of the sec-
ond language.
Students whose areas of study require languages
other than French, German, Chinese, or Japanese
should consult their advisers about appropriate
language training.
Doctor of Philosophy
Requirements
Students are not usually admitted to the Ph.D.
program unless they have successfully completed
a masters degree in art history or a closely related
field. Course work for the degree consists of 51
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-
language 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 by passing either the
department's fall-term examination (or, if neces-
sary, the spring examination) or 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 language,
depending on the field of study, and have a
beginning reading knowledge of the second
Asian language. They must also pass a reading
examination in an appropriate European language
and continue study of a second Far Eastern
language that is germane to the course of study.
Advancement to Candidacy. Students are
officially advanced to candidacy in the Ph.D.
program upon completion of comprehensive
examinations in three areas of art history: two
related ar eas, in one of which the disser tation is
written, and a third unrelated area. These areas
are selected 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,Il,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 paint-
ing, sculpture, architecture, and other arts studied
in relation to the culture in which they were pro-
duced. 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.
20? History of Japanese Art (4) Historical survey
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, R. 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 Oassical 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 Renaissance Art (4) Painting and
sculpture of the Renaissance and mannerist
periods analyzed in terms of style, iconography,
theory, patronage, and social context. Acres.
342 Southern Baroque Art (4) Italian and
Spanish art of the late 16th and the 17th centuries.
Focus on Caravaggio, Carracci, Bernini,
Velazquez, other leading artists. Acres.
343 Northern Reriaissance Art (4JPaintirig and
graphIC arts In the Netherlands, Germany, and
France in the 15th and 16th centuries. Van Eyck,
Durer, Holbein, other leading artists. Acres.
344 Northern 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.
348 Rome in Age of Bernini (4) Painting,
sculpture, architecture, urbanism in 17th-century
Rome with special reference to Bernini, the
dominant figure. Patronage and society in the
city of the popes. Morrogh.
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
including neoclassicism, romanticism, realism,
and impressionism. Nicholson, Simmons.
352 20th-Century Art (4) Introduction to artistic
movements in painting, sculpture, and graphics
204 School of Architecture and Allied Arts
from postimpressionism to the present. Nicholson,
Simmons.
358 History of Design (4) Design from the
late-18th century to the present-considered in
relation to social, political, and technological
developments. 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.
360 American Art (4) Survey of major develop-
ments in American painting and sculpture. May
include special emphasis on the creation of a
national identity, regionalism, and the impact of
technology. Nicholson, Roth.
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.
382 Art of the Silk Route (4) Art and culture of
Central Asia and the Silk Route during the first
millennia B.C. and A.D. Art of nomadic cultures,
Buddhism, and Islam. ARH 207 or 208 recom-
mended. Jacobson.
384,385,386 Chinese Art I,Il,III (4,4,4) The
major Chinese arts, including bronzes, sculpture,
painting. and architecture, from the Shang through
the Ch'ing dynasties. Jacobson, Lachman.
387 Chinese Buddhist Art (4) Graded only.
Introduction to selective aspects of the history of
Buddhist art in China. Emphasis on sculpture and
painting. Lachman.
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.
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. R. Sundt.
394,395,396 Japanese Art I,Il,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
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
origin 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 artis-
tic programs of Olympia and Athens and classical
attitudes toward the representation of the human
form. Prereq: ARH 204 or 322 or instructor's con-
sent. Hurwit.
427/527 Greek Architecture (4) Origins of the
Greek Orders and temple architecture ca. 900 to
400 B.C. Prereq: ARH 204 or 314 or instructor's
consent. R. Sundt.
428/528 Roman Architecture (4) Architecture
and building technology during the republican
and imperial periods. Prereq: ARB 204 or 314 or
instructor's consent. R. Sundt.
430/530 Early Christian Art (4) Early Christian
art from the 3rd century to Iconoclasm. Prereq:
ARH 205 or instructor's consent. Dolezal.
4311531 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 1400. Emphasizes
the function of sculpture in various contexts and
the changing role of the patron and artist in its
production. Prereq: ARB 205 or instructor's
consent. Dolezal.
434/534 Medieval Painting (4) Medieval paint-
ing with emphasis on book illumination, A.D. 600-
1200. Prereq: ARB 205 or instructor's consent.
Dolezal.
4357535 I ext and Image: Medieval Manuscripts
(4) Examines the relationship between the writ-
ten word and pictorial expression as a reflection
of late-medieval (ca. 1200-1500) culture. Consid-
ers social issues, gender issues, and patronage.
Prereq: ARH 205 or instructor's consent. Dolezal.
437/537 Romanesque Architecture (4)
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. R. Sundt.
438/538,439/539 Gothic Architecture I,ll (4,4)
Architecture in Western Europe ca. 1130 to 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. R. Sundt.
441/541 Renaissance and Baroque Problems:
[Topic] (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 once when topic changes for
maximum of 8 credits. Acres, Morrogh.
442/542 Venetian Renaissance Art (4) Painting,
sculpture, and prints in and around Venice ca.
1400-1590. Emphasis on works of Mantegna,
Bellini, Giorgione, Titian. Prereq: ARH 206 or 341
or instructor's consent. Acres.
443/543 Early Netherlandish Painting (4)
Examination of significant developments in
Netherlandish panel painting ca. 1400-1550.
Major artists include van Eyck, van der Weyden,
Bosch, Brueghel. Prereq: ARB 206 or 343 or
instructor's consent. Acres.
448/548 Renaissance Architecture (4)
Examination of the significant developments in
architecture in Italy and the rest of Europe, 1400-
1585. Prereq: ARH 206 or 315 or instructor's
consent. Morrogh.
449/549 Baroque Architecture (4) Examination of
the significant developments in architecture in
Italy and the rest of Europe, 1585-1750. Prereq:
AIill 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: ARH 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
Europe, 1848-1880. Prereq: ARH 351 or
instructor's consent. Nicholson. R once 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 once when topic changes for maxi-
mum of 8 credits.
454/554 Modern German Art (4) Changing
topics in German modernism from the founding
of the secession to national socialism. Prereq:
ARH 352 or instructor's consent. Simmons.
455/555 Contemporary Art (4) Changing topics
in art and critical theory in Europe and the United
States from 1940 to the present. Prereq: ARH 352
or instructor's consent. Simmons.
460/560 18th-Century Architecture (4)Exam-
ines the development of modern architecture in-
eluding the rise of archaeology, the impact of new
technologies, and the appearance of the profes-
sional architect. Prereq: ARH 206 or 315 or 449.
Roth.
461156119th-Century Architecture (4) 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.
462/562 20th-Century Architecture (4) 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: ARB 206 or 315 or instructor's
consent. Roth.
463/563 Native American Architecture (4)
General examination of building traditions
among native peoples of North America. Explores
cosmological symbolism, building techniques,
materials, settlements, and influences of culture
and climate. Roth.
464/564,465/565,466/566 American Architec-
ture I,Il,III (4,4,4) Major developments in Ameri-
can architecture. 464/564: 1600-1800; includes
Arts and Administration 205
ABOUT THE PROGRAM
The Arts and Administration Program-the only
one of its kind in the Pacific Northwest-combines
knowledge in the visual and performing arts with
social, cultural, managerial, and educational
concerns that pertain to administering both
nonprofit and for-profit arts organizations and
programs. A field of specialization is arts man-
agement. It is a multidisciplinary field, dedicated
to increasing opportunities in arts and culture for
individuals and society. A growing group of
scholars critically examines issues 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
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)
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 ofOregon faculty.
Participating
Gaylene Carpenter, academic affairs
Bryan T. Downes, planning, public policy and
management
Don E. Dumond, anthropology
Patricia Krier, Museum of Natural History
Anne Dhu McLucas, music
David Robertson, Museum of Art
ARTS AND
ADMINISTRATION
FACULTY
Doug Blandy, Program Director
25lE Lawrence Hall
(541) 346-3639
(541) 346-3626 fax
Arts and Administration Program,
5230 University of Oregon, Eugene OR
97403-5230
http://darkwing.uoregon.edu/-aad/
vernacular traditions, late-baroque transplanta-
tions, and the effort to create national symbols.
465/565: 1800-1900; includes the rediscovery of
national symbols, the impact of industry, and the
national focus on the single-family residence.
466/566: 1885 to the present; emphasizes aca-
demicism, the impact of international modernism,
and the rediscovery of eclectic symbolism. Prereq:
ARH 206 or 315 or instructor's consent. Roth.
467/567 Chicago Architecture (4) 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.
468/568 Oregon Architecture (4) Exploration of
the development of architecture in the Oregon
territory from prehistoric times to the present.
Includes settlements, building types, urban plan-
ning' and civil engineering. Prereq: ARH 315 or
465 or 466 or instructor's consent. Roth.
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. 475/575 not offered 1998-99.
477/577,478/578,479/579 History of Landscape
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, American and
20th-century landscape architecture. 479/579 not
offered 1998-99.
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 once when topic changes for maxi-
mum of 8 credits. Doug Blandy, associate professor (art and commu-
488/588 Japanese Prints (4) The woodblock nity service, art and special populations). B.S., 1974,
print in Japan as part of the cultural, social, and Ohio; M.A., 1979, Ph.D., 1983, Ohio State. (1987)
Political conditions. Prereq: ARH 209 or instruc- Rogena M. Degge, associate professor (art in society,cultural policy, museum education). B.A., 1964,
tor's consent. Bogel. Fresno State; M.S., 1972, Ph.D., 1975, Oregon. (1979)
490/590 Islamic Art and Architecture (4) Linda F. Ettinger, associate professor (arts adminis- Undergraduate courses that are approved for the
Examines the formation of Islamic art and its tration, art criticism, ethnographic research). B.F.A., arts and letters group are listed under group
development from the 7th century to the mid- 1970, Southwest Missouri State; M.S., 1973, Illinois requirements in the Registration and Academic
13th century (MongoLConquestf._P=re~reeqq:-·A"-"R.r:HL-_---'S__t,..a..-te"-;~P..h...D"'.:!...,~19/08"'3"-,_'O-..r.':eago"'n".__'(""19/08.,.2:L)__c_--:__-----Pl::.oUllli.LciL<e:»s,-"Sit:e:LctuiounLLLo>l.f-lJth uilhs...Lb!J.llulll.l:eOLtiunL....\..Ol.ltJJh",eLr.lCcoululrL::sit:e::;s 1
205 or instructor's consent. Dolezal. BeverlyJ. Jones, associate professor (curriculum and offered by the arts and administration faculty that
494/594 P bl . J A [T .] (4R) research, technology, aesthetics). B.S., 1967, are appropriate for undergraduates, particularlyro ems In apanese rt: 0PIC Oregon College of Education; M.S., 1976, Ph.D.,
T P'cs ry fr t P ARH 209 students in the School of Architecture and Alliedo 1 va om year 0 year. rereq: or 1977, Oregon. (1977)
394 or 395 or 396 or instructor's consent. Bogel. Jane c. Maitland-Gholson, associate professor Arts, are Children's Art Laboratory (AAD 425),
R once when topic changes for maximum of (evaluation, perception, aesthetics). B.S., 1973, Art in Society (AAD 450), Art and Community
8 credits. Southern Illinois; M.A., 1980, Ed.D., 1984, Illinois. Service (AAD 451), Women and Their Art (AAD
503 Thesis (1-9R) PIN only On leave 1998-99. (1984) 452), Art and Therapeutic Strategies (AAD 470).
601 Research: [Topic] (1-5R) PIN only Eric Schiff, adjunct instructor (information technol- Minor Requirements
ogy). B.A., 1977, M.A. 1981, Oregon. (1988)
603 Dissertation (1-9R) PIN only C rt The Arts and Administration Program oversees
605 Reading and Conference: [Topic] (1-5R) ou esy the community arts minor, which requires 28
606 Field Studies: [Topic] (1-5R) Janet Cormack, courtesy assistant professor (informa- credits of course work passed with grades of C+
tion management). B.A., 1976, Lewis and Clark; B.S., b
607 Seminar: [Topic] (1-5R) Departmental 1983, Oregon; M.S., 1978, Washington (Seattle); M.S., or etter.
offerings vary from year to year and reflect the 1992, Oregon. (1996) Minor in Community Arts 28 credits
specialized interests of faculty members. Elizabeth Hoffman, courtesy assistant professor Two lower-division arts and administration
608 Workshop: [Topic] (1-5R) (gender studies, art and the environment, textiles). courses selected from Art and Human Values
B.A, 1973, Lewis and Clark; M.A., 1982, Oregon (AAD 250), The Arts and Visual Literacy
609 Practicum: [Topic] (1-9R) State; Ph.D., 1991, Oregon. (1991) (AAD 251), and Art and Gender (AAD 252) ... 8
610 Experimental Course: [Topic] (1-5R) Alice Parman, courtesy assistant professor (exhibit Three upper-division arts and administration
611 Graduate Studies in Art History (4) development, nonprofit management). B.A., 1964, courses 12
Introduction to bibliographic resources, research Rochester; M.A.T., 1965, Harvard; Ph.D., 1972, T d' . . . t d d . .Chicago. (1988) wo upper- IVlSlOn courses In ar s an a mmlS-
methodology, and critical issues in art history. tration or a related discipline 8
Prereq: graduate standing in art history. Acres,
Nicholson, Simmons.
206 School of Architecture and Allied Arts
GRADUATE STUDIES
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, performing arts, or
community arts in either the public or the private
sectors.
Students planning graduate study should request
information and application forms by writing to
the Arts and Administration Program.
Admission is determined by the arts management
master's degree admissions committee, which
consists of faculty members of the Arts and
Administration Program and faculty representa-
tives from concentration areas when appropriate.
Master's Degree Requirements
Students must complete all the work required for
a master of science (M.S.) or master of arts (M.A.)
degree within seven years. The M.A. degree
requires competence in a second language.
Study in the master's degree program has three
components: (1) core courses, (2) a concentration
area, and (3) research and practice, which
includes a summer internship.
Students learn the techniques needed to analyze
and develop arts policy as well as skills in grant
and research report writing and review. In addi-
tion to course work and an internship, students
The design of the master's degree program in arts
management is based on the underlying belief
that professional arts managers must be familiar
with the social, cultural, and ethical contexts 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 organizations
including museums and galleries, community
nonprofit organizations, and private settings
such as arts foundations
2. Provide professional experience in arts agen-
cies 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
research 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 professionals to
enhance their knowledge and skills or develop
new careers in the arts
cognitive modes of learning interact when view-
ing, interpreting, and assessing designed visual
information within sociocultural contexts.
Maitland-Gholson. Not offered 1998-99.
252 Art and Gender (4) Addresses sociocultural
factors influencing roles of women and men in
arts disciplines. Examines underlying social struc-
tures that affect how we define art and artists.
Degge.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-18R)
404 Internship: [Topic] (1-18R)
405 Reading and Conference: [Topic] (1-18R)
406 Special Problems: [Topic] (1-18R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-18R)
409 Practicum: [Topic] (1-18R)
410/510 Experimental Course: [Topic] (I-5R)
425/525 Children's Art Laboratory (4) Work
with children in a supervised art laboratory.
Appropriate for students preparing to teach art to
children and adolescents in public schools and
alternative settings. Maitland-Gholson. Not
offered 1998-99.
429/529 Museum Education (4) Examines
theory and practice of museum education.
Analyzes program-development approaches for
university and community audiences; creates
educational materials for campus and local
museums. Degge.
450/550 Art in Society (4) Concepts derived
from anthropology, philosophy, sociology, and
art education are used to examine fine, popular,
folk, industrial, and environmental art forms in
contemporary society. Degge.
451/551 Art and Community Service (4)
Overview of services that art and art educators
perform in the community. Explores settings,
constituencies, philosophical approaches, meth-
0dologies' planning, and funding of community
art programs. Blandy.
452/552 Women and Their Art (4) Examines the
role of women in art from the Middle Ages
through the 20th century. Focuses on existing
social, political, and aesthetic conditions for
women. Offered on/ydy-ring summer ses!iion.
---A6.01560 Arts Administration (4) OWlrIciew of
the primary concerns in arts administration.
Includes program development, financial strate-
gies, management issues, program evaluation,
marketing, and legal and tax considerations.
Ettinger.
462/562 Cultural Policy in Art (4) Examines
impact of cultural policies and institutions on
opportunities 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 clisabili-
ties. Mainstreaming, special programs, teaching
strategies, and development of curricular materials.
Blandy. Offered only during summer session.
483/583 Information Design and Presentation
(3) Design and presentation of electronically pro-
cessed information. Uses concepts from aesthet-
ics and graphic design; computer, behavioral, and
social sciences. Practical applications in various
contexts. Schiff.
484/584 Advanced Information Design and
Presentation (3) Compares design and
are required to complete a master's degree
project or thesis that demonstrates in-depth
knowledge of practical or theoretical issues of
importance to professionals in public and private
arts organizations from diverse social and cultural
settings. Projects focus on issues that were
explored during the student's internship.
The two-year arts management master's degree
program requires course work clistributed among
the three components.
Core Courses
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 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), Information Design
and Presentation (AAD 583), Advanced Informa-
tion Design and Presentation (AAD 584), and
electives in arts and administration chosen in
consultation with an adviser.
Area of Concentration
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 studies
• performing arts management
Admission Research and Practice
Admission to study at the graduate level requires Candidates for the master's degree write either a
previous study in the visual or performing arts project paper that addresses a critical topic stud-
and the humanities. Although an undergraduate ied during the internship or a thesis. In both
degree in the arts is not required, related course cases, a required course in research methodology
work or equivalent professional experience is prepares students for the summer internship and
standard. Applicants from the business, manage- for writing the thesis or project.
ment, and social science fields are encouraged.
Applicants are asked to indicate interest in a Courses required for this component include
Research Methodology (AAD 630), Internship
particular concentration area when they apply. (AAD 604), and either Thesis (AAD 503) or
Application materials are reviewed with this Master's Degree Project (AAD 611).interest in mind, and appropriate entry require-
l---jffieff1W,t5Half1re~e~x8faf1l't1Liilftneeedb.----------(3Ff<;;e-AMPUS PROGRAM
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 contributes
the information-design curriculum to the AIM
Program.
ARTS AND ADMINISTRAnON
COURSES (AAD)
198 Workshop: [Topic] (1-5R)
199 Special Studies: [Topic] (1-5R)
250 Art and Human Values (4) Addresses
fundamental aesthetic theory and practice
questions resulting from viewing art as a power-
ful communicator of social and cultural values.
Values, rights, and responsibilities of the contem-
porary visual environment. Blandy.
251 The Arts and Visual Literacy (4) Explores
ways in which physical, perceptual, affective, and
Fine and Applied Arts 207
presentation of information processed electroni-
cally and traditionally. Uses concepts from art
and graphic design; computer, behavioral, and
social sciences. Practical applications in business,
education, and communications. Prereq: AAD
483/583. Schiff.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
604 Internship: [Topic] (1-16R)
605 Reading and Conference: rropic] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Workshop: n'opic] (1-16R)
609 Practicum: [Topic] (1-16R)
610 Experimental Course: [Topic] (1-5R)
611 Master's Degree Project: [Topic] (1-16R)
627 Youth Art Program Management (4)
Opportunity to learn youth art program manage-
ment in a laboratory situation. Responsibility for
managing a youth art program under faculty
supervision. Maitland-Gholson. Not offered
1998-99.
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 contemporary
research in aesthetics from a multidisciplinary
perspective. Considers quantitative and qualita-
tive studies from psychology, anthropology,
sociology, computer science via traditional and
contemporary aesthetic theory. Jones. Not
offered 1998-99.
685 Design and Computing (3) Not offered
1998-99.
687 The Thinking Machine (3) Not offered
1998-99.
689 Design and Management of Effective
Training Programs (3) Examines how to identify
performance problems, establish goals, and de-
sign effective programs. Shows how to evaluate
the effectiveness of chosen interventions and to
present solutions to managers. Offered at
CAEI'TALCentcr.-
FINE AND APPLIED
ARTS
Laura J. Alpert, Department Head
198 Lawrence Hall
(541) 346-3610
Department of Fine and Applied Arts,
5232 University of Oregon, Eugene OR
97403-5232
FACULTY
Laura J. Alpert, associate professor (sculpture). B.A.,
1968, Stanford; M.F.A., 1971, Oregon. (1979)
Carla Bengtson, assistant professor (painting).
B.F.A., 1980, Tyler School of Art; M.F.A., 1983, Yale.
(1995)
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). (1984)
J. Michael Holcomb, associate 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 il-
lustration). B.A., 1951, Brooklyn; M.F.A., 1967, Chi-
cago. (1990)
George Kokis, professor (ceramics). B.F.A., 1955,
M.F.A., 1961, Alfred. (1973)
Sana Krusoe, associate professor (ceramics). B.A.,
1968, Occidental; M.F.A., 1987, Claremont
Graduate. (1990)
Dora C. Natella, assistant professor (sculpture).
B.F.A., 1978, Academy of Fine Arts (Naples, Italy);
M.F.A., 1986, Western Michigan. (1995)
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. (1970)
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,Jllinois. (1987)
Margaret Prentice, associate professor (printmaking).
B.F.A., 1967, Arizona, Tucson; 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)
Ying Tan, associate professor (visual design). B.A.,
1983, Teacher's University, Shandong, China;
M.A.Ed., 1987, Georgia State. (1996)
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);
associate dean, architecture and allied arts. B.A.,
1979, Wisconsin, Green Bay; M.F.A., 1983, Iowa.
(1984)
Robert S. Wenger, visiting assistant professor (basic
design, visual inquiry). B.S., 1970, 1979, M.F.A.,
1986, Oregon. (1986)
Courtesy
Robin B. Epstein, courtesy assistant professor
(metalsmithing, jewelry). B.A., 1987, Columbia;
M.F.A., 1993, Oregon. (1995)
Richard C. Pickering, courtesy senior instructor. B.A.,
1964, Arizona State; M.FA, 1970, Oregon. (1970)
Emeriti
Paul E. Buckner, professor emeritus. B.A., 1959,
Washington (Seattle); M.F.A., 1961, Claremont.
(1962)
David G. Foster, professor emeritus. B.A., 1951,
Institute of Design, Illinois Institute of Technology;
M.F.A., 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. B.S., 1939, M.F.A.,
1940, Oregon. (1946)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
ABOUT THE DEPARTMENT
The Department of Fine and Applied Arts has
courses in ceramics; drawing; fibers; metalsmith-
ing and jewelry; painting; photography; print-
making; sculpture; and visual design, which
includes computer graphics. Lower-division
courses serve students doing their major work in
the department and nonmajotsseeKing studiO··
work as part of a hberal arts educatIon.
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
(excluding summer session).
Three bachelor's degree programs are offered by
the department:
1. A four-year program leads to the bachelor of
arts (B.A.) or bachelor of science (B.S.) degree
with a major in fine and applied arts
2. A five-year program leads to the bachelor of
fine arts (B.F.A.) degree with a major in ceram-
ics, fine and applied arts, fibers, metalsmithing
and jewelry, painting, printmaking, sculpture,
or visual design, which includes photography
Major Requirements
General departmental requirements for the B.A.
and B.S. degrees are 66 credits, which includes
two courses in drawing, two courses in Basic
208 School of Architecture and Allied Arts
GRADUATE STUDIESDesign (ART 116) or one course in ART 116 and
Foundation: Topics of Contemporary Media
(ART 208), and three courses-at least one aca-
demic year-in art history. Twenty-four of the 66
credits must be upper-division studio work. For
transfer students completing an undergraduate
degree, the department requires at least 24 cred-
its 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
selects a faculty sponsor, who agrees to initiate
the portfolio review and supervise the terminal
creative project.
Requirements for the B.F.A. degree follow:
1. Completion of a five-year program totaling 220
credits, including satisfaction of general uni-
versity requirements for the B.A. or B.S. degree
2. Satisfaction of departmental requirements for a
program leading to the B.A. or B.S. degree and,
in the fifth year, 29 credits of studio work, three
courses-at least one academic year-in art
history, and 4 credits of Terminal Creative
Project B.F.A. (ART, ARTC, ARTF, ARTM,
ARTP, ARTR, ARTS, or AR1V 409) for a total of
108 credits over the five years
Students who have completed a comparable
four-year curriculum in art at another institution
may be admitted to the fifth-year B.F.A. program.
Such B.F.A. candidates must, however, satisfy the
university's residence requirement of 45 credits
for all undergraduate degrees.
Program Planning. The department stresses the
importance of interdisciplinary programs as well
as concentrated study. Each student is encour-
aged to select a facul ty adviser dUring the first
year of study. It is critical to the development of a
worthwhile program 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
cour:5ework offered by: the department.
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 assigned to help the student develop an
individualized program.
Core 20-24 credits
Art history (ARB), three courses 9-12
Basic Design (ART 116) 4
Drawing (ART 233) 4
One course selected from among the following:
Basic Design (ART 116), Drawing (ART 233),
Introduction to Visual Inquiry I,ll (AM 180, 181),
general departmental (ARD courses 3-4
Studio 18-22 credits
Studio courses of one's choice; 15 credits must be
upper division, and 12 credits must be taken in
residence
as requested. Applicants accepted by the Gradu-
The department offers the master of fine arts ate School are given conditional admission to
(M.F.A.) degree programs with majors in ceram_ study for the M.F.A. in the fine and applied arts
ics, fibers, metalsmithing and jewelry, painting, department.
printmaking, sculpture, and visual design. Until or unless an entering student has a specific
Graduate studies in photography and computer request for a graduate adviser, the faculty mem-
graphics are offered through the visual design ber so designated customarily serves as the
major. adviser to conditionally admitted students. Dur-
The M.F.A. program is intended to promote ing this time, the student's program consists of
mature and independent creative work based on course work and special studies in his or her dis-
collegiality among members of the studio com_ cipline and in other instructional areas to ensure
munity. The faculty, with this in mind, prefers to broader acquaintance with the department and
rely more heavily on advising than on formal the university.
prescription. The student must participate in at least two FAA
The M.F.A. is the terminal degree in the studio departmental graduate reviews-one before
arts. The M.F.A. program requires a minimum of advancing to graduate master's candidacy and a
second after advancement but before the M.F.A.90 credits earned during six consecutive terms as
a full-time student. These 90 credits must include exhibition.
a minimum of 18 credits in Terminal Creative Conditional status of a candidate can be reviewed
Project M.F.A. in a studio discipline (ART, ARTC, for reclassification to graduate master's after
ARTF, ARTM, ARTP, ARTR, ARTS, or AR1V successful completion of at least two Seminars
609). (ARB or ART 507,607) and at least 30 credits of
The six consecutive terms of full-time enroll- course work toward the M.F.A. degree. A com-
m t not I'nclud' mer s . . the m'nl' mittee for reviewing candidacy is constituted byen , mg sum eSSlOn, IS 1-
the adviser and consists of no fewer than three
mum residence requirement. Under special
circumstances an official University of Oregon departmental faculty members. At least one
member of the committee must be from anotherleave of absence may be requested. Other
requirements include curricular area of the department. When faculty
members outside the department are wanted on
1. At least two upper-division formal art history this committee, they are appointed to serve in a
courses nonvoting capacity. The departmental committee
2. Colloquium: Graduate Critique (ART 608) reviews with the student his or her record of
3. Three upper-division formal courses in any or accomplishment, along with examples of past
all of the following areas: art history, art and current work, in order to offer advice and to
theory, or seminars offered by the Department recommend advancement to candidacy with a
of Fine and Applied Arts that focus on theo- change of student classification to graduate
retical or historical issues in the arts. Substitu- master's.
tion of courses for this requirement must have Terminal Project and Adviser. As soon as the
prior written approval of both the adviser and student has achieved graduate master's classifica-
the department head tion, the student can select a terminal project
Graduate students in this department may elect adviser from the graduate faculty in his or her
to take all their work passino pass (PIN). Because discipline. This adviser, in counsel with the
the principal requirements here are those of resi- candidate, selects the committee, consisting of
dence, which may not be waived, there is no the adviser as chair and at least two other depart-
policy for the acceptance of transferred graduate mental faculty members. A faculty member from
credit. Work done elsewhere, both privately and outside the department may serve as the fourth
in other schools and foundations, is honored but committee member, 'fhe-entire-committee-meets -
t-----:Minm:-Ele1qt1tir'eIm!Irts------------rtt*i'€'fiewetld-ffoerr-eJerffe~dli1itb.------------~~'~it~lt~t~lttee~student fur a preliminary statement of
Most of the first year is spent establishing work project intention (the preliminary review), at least
patterns and becoming familiar with departmen- one progress report, and the terminal review.
tal courses of instruction, faculty and staff mem- As soon as the project proposal is organized by
bers, and facilities. the candidate, a meeting of the committee is
Prospective students are expected to have the arranged for a preliminary review of the proposed
equivalent of this department's B.F.A. degree; project. A short written description of the proposal
applicants accepted without this experience are should be delivered by the candidate to each
expected to make up background deficiencies committee member prior to the meeting. The
before being admitted to the two-year program. purpose of the preliminary review is to acquaint
all parties with the conceptual and technical
It is assumed that prospective graduate students particulars of the proposal and to discuss the
have some knowledge of the department's offer- merit of the project and its appropriateness to the
ings and seek entrance for particular reasons. terminal degree. The committee also reviews the
The transition from the first year to the more student's overall suitability for pursuit of the
independent phase of the second-year terminal M.F.A. degree. If serious and irreconcilable differ-
project is generally more rewarding to those who ences of opinion arise, the committee should be
visit the department before applying. reconstituted to begin again. If a second commit-
Formal Procedures tee also has serious irreconcilable differences, the
student may be terminated as an M.F.A. degree
Conditional Admission. Applicants must make candidate after review by the department head.
specific inquiry based on discipline and commit- Although the preliminary review is not a public
ment, submitting an application, transcripts, meeting, the departmental faculty should receive
resume, portfolio, and letters of recommendation the courtesy of notification. It is understood that
guests are not to compromise the purpose of the
Fine and Applied Arts 209
meeting. The preliminary review is usually timed
to allow three subsequent terms to complete the
terminal project.
During the course of work on the terminal
project, the candidate schedules individual
conferences with committee members and
arranges, through the adviser, at least one
committee meeting for a progress report. The
committee decides whether it is necessary to
schedule additional progress-report meetings. At
each meeting, the committee determines
whether sufficient progress has been made, work
is of appropriate quality for continuation of the
project, and the student's performance in the
M.F.A. program continues to be acceptable.
At least two weeks before the terminal review,
each committee member should receive a rough
draft of the report summarizing the terminal
project. At least one week before the terminal
review, the time, date, and place are publicly
announced by the committee chair. Departmental
staff members assist the candidate in arranging
the space and dates for the public exhibition of
the terminal project. The final review is open to
all university faculty members and graduate
students. The exhibition is open to the public.
The M.FA degree is officially granted after the
candidate has fulfilled all requirements, includ-
ing submission to the department of a project
report in a form appropriate to the nature of the
project and suitable for binding for use in the
Architecture and Allied Arts 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-
pline for its use. The student may also request an
additional 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 exploratio~. Students areer:court~gedto
General Departmental Art Courses
(ART)
111 The Artist Experience (3) PIN only. Series
of presentations by resident faculty members of
the Department of Fine and Applied Arts. Offered
fall term only.
116 Basic Design (4R) PIN only. Programming
of information and processes invested in the act
of designing: exercises in understanding the
syntax of problem posing. Alpert, Wenger.
AAA 180, 181 Introduction to Visual Inquiry
I,ll (3,3) See Architecture and Allied Arts
199 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent.
208 Foundation: [Topic] (3-4R) Studio founda-
tion course focusing on basic skills and concepts.
233 Drawing (4R) Beginning course in observa-
tion, selection, and recording of significant
elements in various drawing media.
297 Drawing and Modeling (4R) Study of forms
in space using the two dimensions of drawing
and 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] (l-3R) Frequent topics
are Contemporary Issues in Art, Feminist Art
Criticism and Theory.
408/508 Workshop: [Topic] (l-6R) Frequent
topics are Bookbinding, Calligraphy, Papermak-
ing, Small Metal Casting, Typography; others
include 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] (l-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
imagination-releasing exercises using clay, draw-
ing, writing, and 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 undertakes research in a
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
experimental animation. Viewing, discussing, and
writing about American and international anima-
tions. Exploration of theoretical, conceptual, and
technical issues. Prereq: upper-division standing.
R thrice 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: ART 233 or 297,
instructor's consent.
485/585 Artist's Books (3-4R) Creating books as
an expression of fine art. Each aspect of the book's
structure and form is designed to express the
artist's ideas and content. Prereq: foundation
course.
483/583 Installation (4R) Covers the practice of
critical approaches to art installation. Creation of
an individual installation; participation in a final
group-installation exhibit. Prereq: instructor's
consent. R thrice 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 (l-4R)
Prereq: instructor's consent.
604 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (l-6R)
Prereq: instructor's consent.
607 Seminar: [Topic] (l-4R)
608 Colloquium: [Topic] (1-8R)
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
available in many aspects of the study of ceramic
processes. Kokis, Krusoe.
401 Research: [Topic] (l-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (l-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R)
Prereq: instructor's consent.
407/507 Seminar: [Topic] (l-4R) Prereq:
instructor's consent.
408/508 Workshop: [Topic] (l-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: ARTC 255, instructor's
consent.
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) Loading and firing
electric, gas, and propane kilns. Covers low-fire,
low-salt, high-salt, cone 6 and 10 reduction, and
specialty firings. Kiln maintenance and repair.
Prereq: instructor's consent. R thrice for maxi-
mum of 16 credits.
466/566 Wood Fire (3-4R) Covers theory and
practice of wood-fire ceramics. Involves wood
preparation, loading, firing, and unloading of
wood fires; maintenance and kiln building.
Prereq: instructor's consent. R thrice for maxi-
mum of 16 credits.
467/567 Glaze Laboratory (3R) Basic glaze
chemistry, glaze mixing, alteration, and adjust-
ment. Weekly glaze mixing and testing. Adapting
recycl12clg}azes fo! r~lls~._G~z12~~ReriInenta~ion._
Prereq: instructor's consent. R thrice for maxi-
mum of 12 credits.
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] (l-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] (1-5R) Prereq:
instructor's consent.
253 Off-Loom Textiles (3-4R) Introduction to
fibers by exploring fiber construction, e.g.,
basketry, crochet, netting; or fabric piecing and
embellishment, e.g., patchwork, applique,
210 School of Architecture and Allied Arts
stitching. Subject varies by term. R thrice for
maximum 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 thrice for
maximum of 16 credits.
358 Dyeing (3-4R) Dyeing fibers and fabrics
using natural and synthetic dyes. Includes such
techniques as stitch resist, paste resist, stencil
printing, ikat, marbling. Focus on surface design.
R thrice for maximum of 16 credits.
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.
410/510 Experimental Course: [Topic] (l-6R)
456/556 Advanced Fibers (3-5R) Weaving on
multishaft looms; includes 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.
458/558 Textile Printing (3-5R) Dyeing tech-
niques-stenciling, paste resist, shibori-that
allow exploration of pattern design and symmetry
on cloth. Subject varies by term. ARTF 358 rec-
ommended. Prereq: instructor's consent.
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~emlnar: [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.
Metalsmithing and Jewelry
Courses (ARTM)
199 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent.
257 Metalsmithing and Jewelry (3-5R)
Introduction to basic metalworking processes.
Forming and construction of functional, adorn-
ment, and sculptural objects. Introduction to
historical and contemporary work through slides
and lectures.
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] (l-6R)
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (l-6R)
457/557 Intermediate and Advanced Metal-
smithing and Jewelry (3-5R) Emphasis on
creative work. Further exploration of techniques
from introductory level. Introduction to sophisti-
cated metalworking processes includes produc-
tion casting, aluminum anodizing, hollowware.
Various conceptual problems.
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] (l-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.
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] (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] (l-6R) Prereq:
instructor's consent.
409 Terminal Creative Project B.F.A. (1-12R)
Prereq:instructor's consent.
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] (l-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.
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 means 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.
390 Painting (3-4R) Advanced painting concepts
and technical processes. Independent initiative is
encouraged. Prereq: 8 credits of lower-division
painting or equivalent. Graff, Okada.
391 Drawing (3-4R) Continued study in obser-
vation related to visual and spatial phenomena.
Prereq: 4 credits in ART 233. Graff, Okada.
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] (l-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] (l-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)
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 of vari-
0us 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)P/Nonly: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.
690 Graduate Studies in Painting (l-6R)
Advanced work with problems of color and form,
technique, processes, and visual theories. Prereq:
instructor's consent.
691 Graduate Studies in Drawing (1-6R)
Advanced work on problems of form, technique,
processes, and visual theories. Prereq: instruc-
tor's consent.
Fine and Applied Arts 211
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. Emphasizes
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
imagery development. Prereq: two terms of
drawing or instructor's consent. Prentice.
348 Introduction to Screen Printing (4R) Tech-
niques of water-based screen printing including
knife-cut stencil, liquid blockout photo stencil,
and monotype approaches. Emphasis on the me-
dium as a conceptual and expressive tool. Prereq:
instructor'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: instructor's
consent.
404 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (l-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] (l-6R)
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (l-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 (3-5R) Relief printing
emphasizes color techniques, chinecollei-wood
methods 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) Emphasizes advanced and
experimental techniques, personal image devel-
opment, and technical control. Prereq: ARTR 348
or instructor's consent. Paul.
449/549 Intermediate and Advanced
Lithography (3-4R) 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] (l-12R) PIN only. Prereq:
instructor's consent.
604 Internship: [Topic] (l-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Special Problems: [Topic] (l-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 (l-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] (l-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic] (l-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (l-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R)
Prereq: instructor's consent.
407/507 Seminar: [Topic] (l-4R) Prereq:
instructor's consent.
408/508 Workshop: [Topic] (l-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 variety of media. Traditional
and contemporary sculpturalideas and their rela-
.. on 011 @xpnlssion. R@g:ular r@'1i@ws.
Prereq: instructor's consent. Alpert, Buckner.
496/596 Ceramic Sculpture (3-4R) Techniques
in building, modeling, molding, and surfacing
terra cotta. Character of the materials and their
effectiveness as sculptural media. Kokis, Krusoe.
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] (l-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 used as
design tools. Covers techniques, hardware, soft-
ware, and design principles.
351 Creative Photography I (4R) Basic black-
and-white photographic processes and tech-
niques; development of camera and darkroom
skills; seeing photographically. Student work
reviewed often. Powell, Warpinski.
380 Letterform: Calligraphy (3-4R) Fundamen-
tals of calligraphy, its practice and history. Basic
study of the structure of letters. Reaves.
381 Letterform: Letterpress (4R) Experiments
with lead and wooden type as related to graphic
composition and communication. Holcomb.
382 Letterform: Digital Typography (4R)
Fundamentals of calligraphy, typography, codifi-
cation techniques as related to photo- and elec-
tronically generated graphics. Holcomb.
383 Graphic Symbol (4R) Studies in symbolic
communication. Exploration in the graphic
evolution of symbols. Prereq: ARTY 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] (l-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] (l-6R) Prereq:
instructor's consent.
409 Terminal Creative Project B.F.A. (l-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (l-6R)
452/552 Creative Photography IT (3C4R}Thftb-
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: ARTY 351. Powell, Warpinski.
R twice for maximum of12 credits. Studio class.
453/553 Creative Photography III (4R)
Introduction to techniques and aesthetics of
constructed imagery and postvisualization. Pro-
cesses include toning, hand coloring, collage,
studio work, Polaroid, photocopy. Prereq: ARTY
351, instructor's consent. Powell, Warpinski.
R thrice for maximum of 16 credits. Studio class.
454/554 Color Photography (3-4R) Basic color
photographic process and techniques; issues of
design and color theory; historic and contempo-
rary aesthetic concerns. Prereq: ARTY 351.
Hickman. R twice for maximum of 12 credits.
Studio class.
460/560 Computers in Art I (3-4R) Intermediate-
level, three-term course introduces the essential
concepts of digital imaging, basic principles, color
theory, digital photography, and three-dimensional
modeling. Emphasis on nonprint applications.
212 School of Architecture and Allied Arts
Prereq: ART 116, ART 233, ARTY 260, and
instructor's consent. Hickman.
461/561 Computers in Art II (3-4R) Advanced-
level, three-term course explores multimedia and
related concepts. Course content focuses on CD-
ROM and World Wide Web presentation. Use of
multimedia authoring software is emphasized.
Prereq: ART 116, ART 233, ARTY 260, ARTY
460/560, and instructor's consent. Hickman.
471/571 Elements of Graphic Design (4R)
Work with the processes and mechanics of
graphic design. Combined experimental-applied
projects. Prereq: ART 116, 233; ARTY 240,260;
instructor's consent. R thrice for maximum of
16 credits.
476/576 Alternative Photographic Processes
(3-4R) Exploration of nontraditional photographic
concepts and techniques. Includes xerography,
cyanotype, kallitype, and multicolor techniques;
historic and contemporary applications. Prereq:
ARTY 452/552 or 453/553, instructor's consent.
Powell, Warpinski. Studio class.
477/577 Advanced Visual Design (3-4R) Three-
term course emphasizes the concepts, technolo-
gies, and methods of contemporary design from
print to multimedia. Includes portfolio develop-
ment. Prereq: 8 credits in ART 116, 8 credits each
in ART 233, ARTY 240,260,351, 382, 471/571,
460/560, and instructor's consent. Holcomb.
478/578 Contemporary Photography Issues
(4R) Historical and contemporary movements in
photography, its relationship with other arts, and
its influence on society. Focus is 1940 to the
present. Prereq: instructor's consent. Powell,
Warpinski. 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: ARTY 351, instructor's consent. Powell,
Warpinski. Studio course.
493/593 Visual Continuity (4R) Problems ofim-
age sequence and continuity in graphic media
including photography, video, and computer-
generated graphics. Prereq: ART 116 or instruc-
tor's consent.
495/595 Motion Graphics (3-4R) Three-term
course in the fundamentals of animation and
time-based methods and technologies. Film,
video,computers, cinematie concepts, animation
for multlmedla. Prereq: 8 credits each In ART 116,
8 credits in ART 233, ARTY 351, and instructor's
consent. Holcomb.
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] (l-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.
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
Donald L. Peting, Program Director
234 Pacific Hall
(541) 346-2982
Historic Preservation Program, 5233 University
of Oregon, Eugene OR 97403-5233
FACULTY
David Amundson, adjunct assistant professor
(historic preservation). B.A., 1977, Lewis and Clark;
M.Arch., 1987, Virginia. (1997)
Eric L. Eisemann, adjunct assistant professor (legal
issues). B.A., 1974, KnoX; M.A., 1980, Western
Kentucky; J.D., 1994, Lewis and Clark. (1984)
Kenneth Guzowski, adjunct assistant professor (sur-
vey, planning, historic landscapes). B.A., 1974,
Central Michigan; M.S., 1990, Oregon. (1992)
David Skilton, adjunct assistant professor (preserva-
tion planning). B.S., 1970, Santa Clara; M.Arch.,
1990, M.S., 1993, Oregon. (1997)
Fred Walters, adjunct assistant professor (preserva-
tion technology). (1997)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Participating
Howard Davis, architecture
Philip H. Dole, architecture
Arthur W. Hawn, architecture
Kenneth I. Helphand, landscape architecture
Michael Hibbard, planning, public policy and
management
Robert Z. Melnick, landscape architecture
Donald L. Peting, architecture
Leland M. Roth, art history
Glenda Fravel Utsey, architecture
Jenny Young, architecture
UNDERGRADUATE STUDIES
Minor Program
The interdisciplinary minor in historic preservation
requires a minimum of 27 credits, 15 of which
must be upper division, distributed as follows:
Historic Preservation 15 credits
Introduction to HistoricPreservation
(AAAP411) 3
12 credits selected from Workshop: Historic
Woodwork (AAAP 408), Experimental Course:
Preservation Planning (AAAP 410), National
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: Masonry
(ARCH 475), Historic Finishes (!ARC 476) .... 12
Related Course Work 12 credits
Select courses from 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
(ARH 460), 19th-Century Architecture
(ARH 461), Native American Architecture
(ARH 463), American Architecture I,II,III
(ARH 464,465,466), Oregon Architecture
(ARH 468), History of Interior Architecture
I,II,III (ARH 474, 475, 476), History of Landscape
Architecture I,II,III (ARH 477, 478,479), Land-
scape 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 (A&AA). Early con-
sultation with 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 historic preservation office
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 A&AA 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 pres-
ervation is offered by the School of Architecture
and Allied Arts (A&AA). The two-year course of
study is designed to meet the interests of students
whose backgrounds are primarily in architecture,
landscape architecture, and architectural history. It
includes training in preservation theory and law,
the characteristics of historic buildings and land-
scapes' historic building technology, and the
procedures for evaluating and recording historic
sites and buildings.
The program is administered by the Committee
on Historic Preservation, an interdepartmental
committee in the A&AA school.
Admission
In addition to the basic requirements for admis-
sion to graduate study at the university, students
must have some background in architecture or
architectural history or both. Applications to the
graduate program should contain the following:
1. A completed application form and fee
2. A biographical summary ... -
3. All 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 language is not English must
submit Test of English as a Foreign Language
(TOEFL) scores of at least 550.
Students who want to participate in the program
through the Western Interstate Commission for
Higher Education (WICHE) should inquire at the
Graduate School.
General university regulations about graduate
admission are described in the Graduate School
section of this bulletin.
For fall 1999 admission the application deadline is
February 15, 1999. Requests for more information
and application materials should be directed to
Graduate Admissions at the Historic Preservation
Program mailing address.
Historic Preservation 213
Program Requirements
The M.S. degree in historic preservation requires
70 credits in five course areas: historic preserva-
tion core courses, architectural history electives,
area of concentration, approved electives, and
individualized 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, and technology; management of cultural
resources; or resource identification and
evaluation.
Historic Preservation Core (16 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 (AAAP 551), Landscape
Research Methods (LA 520) or Environmental
Design Research (ARCH 620).
Architectural History Electives
(9 credits)
Students choose from an approved list of courses
that cover the history of architecture, landscape
architecture, and interior architecture.
Concentration Areas (15 credits)
The three concentration areas described below
reflect the professional careers that are tradition-
ally sought by program graduates. Students who
want to focus their studies should take courses
identified in one of these areas. Students who
want a broad-based curriculum may satisfy this
requirement with courses from more than one
area.
Preservation Theory, Design, and Technology.
Emphasis is on developing the skills needed to
research, plan, and direct restoration of buildings,
places, and landscapes as well as to determine
the appropriate levels of treatment. Restoration
theory, design, building history, and technology
are explored in this area of concentration.
Management of Cultural Resources. Embod-
ied in historic preservation is the management of
cultural resources. This concentration area pro-
vides the legal, planning, and management skills
individuals need to work in or develop organiza-
tions-thatsuppurtpublic Dr private management
of cultural resources.
Resource Identification and Evaluation. This
concentration area offers the insights and inves-
tigative tools necessary for archival and cultural
resource research to establish the history and
context of buildings, landscapes, 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 requires
3 credits in Research (MAP 601), 6 credits in
Practicum: Internship (MAP 609), and 12 credits
in Thesis (MAP 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 and students and gain final
approval of the project's documentation from the
faculty committee.
HISTORIC PRESERVATION
COURSES (AAAP)
406 Special Problems: [Topic] (1-6R) R when
topic changes.
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, national and state
laws, the role of planning, and management.
Amundson.
431/531 National Register Nomination (4)
Provides information and instruction on all
aspects of the National Register program and
process. Facilitates completion of registration
form.
441/54iLegal Issuesin 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 aesthetic
zoning. Eisemann.
451/551 Historic Survey and Inventory Meth-
odology (3) Examines how historic inventories
help communities plan for wise use of historic
resources. Includes complete reconnaissance and
survey documentation for historic properties and
development of historic context statement.
503 Thesis (1-12R) PIN only
601 Research: [Topic] (l-.<;R) PIN only
602 Supervised College Teaching (1-5R) Not
offered 1998-99.
605 Reading and Conference: rCopic] (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 (l-.<;R) 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 Pro-
cess (ARCH 611), Graduate Design Technology
(ARCH 612), Graduate Design Arts (ARCH 613),
Introductory Graduate Design (ARCH 680)
Art History. 18th-Century Architecture (ARH
560), 19th-Century Architecture (ARH 561),
20th-Century Architecture (ARH 562), Native
American Architecture (ARH 563), American
Architecture I,1l,III (ARH 564, 565, 566), Oregon
Architecture (ARH 568), History of Interior Archi-
tecture I,Il,III (ARH 574, 575, 576), History of
Landscape Architecture I,Il,III (ARH 577,578,579)
Arts and A,dministratioI1.AJ"ls AcI111iIlis!r<i1:i9I1_
(AAD560)
Interior Architecture. Historic Finishes (!ARC 576)
Landscape Architecture. Landscape Preservation
(LA 580), National Parks (LA 582), Landscape
Perception (LA 584), Contemporary American
Landscape (LA 585)
Planning, Public Policy and Management.
Grant Writing (PPPM 522), Communities and
Regional Development (PPPM 445/545),
Community Planning Workshop (PPPM 608),
Introduction to Urban Planning (PPPM 611),
Legal Issues in Planning (PPPM 612), Planning
and Social Change (PPPM 635), Land Use Plan-
ning (PPPM 640), Land Use Law (PPPM 641),
Tourism and Recreation Resources Planning
(pPPM 658)
Courses outside A&AA. Participation in related
course work offered throughout the university is
encouraged. Possible courses include Cultural
Resources: Policy and Procedures (ANTH 535,
offered at Oregon State University), Urban Geog-
raphy (GEOG 542), Cultural Resource Manage-
ment (ANTH 549), The American West (HIST
566, 567), The Pacific Northwest (HIST 568)
214 School of Architecture and Allied Arts
INTERIOR
ARCHITECTURE
Linda K. Zimmer, Program Director
210 Lawrence Hall
(541) 346-3656
Interior Architecture Program, 1206 University of
Oregon, Eugene OR 97403-1206
Participating Faculty
Arthur W. Hawn, architecture
Wayne J. Jewett, architecture
Lyman T. Johnson, architecture
Alison B. Snyder, 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.
Design studios offer opportunities for synthesis
and testing of knowledge gained in lecture courses.
The Interior Architecture Program is part of the
Department of Architecture, which allows students
an interdisciplinary context for study. Course
work is shared between architecture and interior
architecture, particularly in the first two years of
study. The program includes courses in interior
construction, materials, and systems, and it
provides opportunities for furniture design and
construction in a woodshop. An internship may
be arranged with a participating professional
office 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-
architecture design
2. So-da:lsciences such as s-odolbgy, psychology,
indMdual and group behavlOr, cultural anthro-
pology, community studies, and human
environment
3. Sciences such as environmental studies, algebra,
and geometry. Trigonometry and college-level
physics are required for anyone who is inter-
ested in studying structures
4. Humanities such as literature and writing
courses, because interior architecture students
must be able to read, write, and think clearly
about abstract concepts
To better understand the professional field,
prospective students should visit and discuss
opportunities with local interior designers and
firms practicing interior architecture.
Students are encouraged to travel in order to
broaden their experiences related to the proxi-
mate environment.
Careers. Most students prepare for entering
professional practice with interior architecture
and design firms. Other opportunities exist in
related areas such as product representation,
color consultation, space planning, furniture
design, and other activities related to the proxi-
mate 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
required 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 Academic
Affairs section of this bulletin.
See also the Rome Program and the Danish
International Studies Program listed in the
Architecture section of this bulletin.
Summer Architecture Academy. See description
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 an 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-
Design Terminal Project (!ARC 488/588,489/589)
2. Subject area: a minimum of 40 credits from at
least six subject areas
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 statement in the
Architecture section of this bulletin.
Accreditation IIndergradlJate and graduate
first-professional-degree curricula in interior ar-
chitecture are accredited by the Foundation for
Interior Design Education 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 architec-
ture (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 many opportunities in the profession, the
program is designed to allow students and their
advisers flexibility in establishing study sequences
that satisfy individual interests and needs.
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 requirements, totaling
225 credits:
University Requirements. 44 credits distributed
as follows:
1. Group requirements-36 credits in arts and
letters, social science, and science (12 credits in
each group)
2. College composition-8 credits
3. Multicultural requirement-8 credits (may be
included in the groups above)
Major Requirements. 181 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. Students must notify the Department of Archi-
tecture of their intent to seek a minor. The
minor is granted on completion of the require-
ments in effect on the date of the notice of
intent
2. Because the department's first obligation is to
its majors, it cannot guarantee availability of
courses for minors. Minors may register in
required courses if space is available
3. Enrollment in the minor program is limited. If
the department is unable to accommodate
additional students, it may suspend admittance
to the minor program until space becomes
available
4. Substitute courses for minor requirements 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 29 credits
Introduction to Architecture (ARCH201)- ..-.;;;;;;4
Survey of Interior Architecture (fARE 204) ....... 4
Furniture and Accessories (!ARC 444) 3
Color Theory and Application for the Built
Environment (!ARC 447) 3
History of Interior Architecture I,Il,III
(ARH 474,475,476) 9
Minimum of 6 credits selected from History of
Western Architecture II (ARH 315), Materials of
Interior Design II (!ARC 472), Interior Design
(!ARC 484) 6
Undergraduate Admission
The admission review focuses on creative capabil-
ity, academic capability, and potential program
contribution through diversity of background,
experience, and maturity. Students are expected 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) 1-530
3. Mathematical SAT 1-480
4. Total SATI-1050
Interior Architecture 215
PROFESSIONAL CURRICULUM
requirements. Applications must be postmarked
by the first Monday after January 1 prior to the
fall term of anticipated enrollment. Notifications
of results are mailed by April 1. Option III stu-
dents 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 interior 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 section of
this bulletin.
In addition, students whose first language is not program accredited by th~ Foundation for Inte-
English must score at least 575 on the Test of rior Design, Education, and Research. The extent
English as a Foreign Language (TOEFL). of this advanced standing is determined in
consultation with the student's academic adviserTransfer applicants must have a minimum college
GPA of 2.50 and meet the other criteria listed before studies begin. Transferability of course
above for first-year applicants. work is provisional pending satisfactory comple-
tion of three terms in residence. For more infor-
The university deadline for undergraduate mation, refer to The Study of Interior Architec-
application to the Interior Architecture Program ture at the beginning of this section.
is December 15 (see Application Deadlines in the
Admissions section of this bulletin). The dead- In addition, Option II students must complete the
line for completion of the department application following requirements:
is January 15. All applicants must meet both 1.6 credits in Research (IARC 601)- may include
deadlines. Students receive notices about their independent technical study or instructor-
applications by April 1. directed research
Prospective applicants should write to Under- 2. 9 credits in Seminar (IARC or ARCH 507 or 607)
graduate Admissions, Department of Architec- 3.36 credits in interior-design studio including
ture, 1206 University of Oregon, Eugene OR 12 credits in Interior-Design Terminal Project
97403-1206. (IARC 588,589)
New students are admitted into the program only 4. 7 credits in Thesis Preparation and Program-
in the fall term, and an accelerated program is not ming (IARC 545), Thesis Programming and
usually possible. More information about enrolle Research (IARC 548), and Documentation of
ment policies and application deadlines is avail- Thesis Research, Programming, and Design The professional curriculum in interior architecture
able in the architecture department office. (rARC 549) is composed of three elements: interior design,
GRADUATE STUDIES 5. Residence requirements in the design and interior-architecture subject-area course work, and
subject areas as listed above general electives.
There are three programs of graduate study in
interior architecture: Options I, II, and III. In POSTPROFESSIONAL DEGREE Interior Design: 66 credits for
these programs students must take 45 graduate PROGRAM: M.I.ARCH. B.I,Arch.; 60 credits for M.I.Arch.
credits, of which 30 must be in interior architec- The Option I program provides an opportunity The interior-design studio and its activities are at
ture and 9 must be at the 600 level. There is no for advanced study and contribution to knowl- the center of interior-design education. Other
minimum requirement for graded credits. Addi - edge in the field through the M.I.Arch. thesis. course work is aimed at supporting the design-
tionaI requirements for each program are listed Option I students must complete a minimum of studio experience. The first studios emphasize the
below. four terms in residence. Students in this program mastery of design tools through development of
Option I leads to the master of interior architec- are expected to develop an individual research design skills and content. Later studios empha-
ture (M.I.Arch.) as a postprofessional degree. topic within one of the following areas of faculty size mastery of project content including experi-
Applicants must have a five-year professional expertise: ence in furniture design and building and in
degree in interior architecture or interior design. 1. Computer-aided design development of construction drawings. In the last
Students in this program produce a thesis or 2. Design process and theory two studios, complete integration of skill and
terminal project. The program is typically com_ content is emphasized through a student-selected
pleted in six terms. 3. Energy-conscious design terminal design project. This covers design phases
4. Environment and behavior from project preparation and programming
Options II and III lead to the M.I.Arch. as a first through design at many scales including details,
professional degree. The Option II program, 5. Housing design
electric lighting, and interior materials.
which is typically completed in six terms, is for 6. Interior components and design
applicants who have a four-year degree in inte- 7. Light and lighting design Up to 6 credits of intermediate architecture or
rior design or arch'tecture or ltd d . landscape-architecture design studio may beI a re a e eSlgn 8. Proxemic design and ergonomics
discipline. Applicants_with ~P!C'fession~degree used to satisfy this design requirement.
in architecture should apply to the Option II pro- 9. Vernacular design Introductory Design Studios'----gr-am-.nTh,,----e--;O~p'C'ti-o--nTIT.II~p-r~o~gr~a'-m----cis-u-su-a..,1'ly-c-o-m----'--- --'TTneOption I theSIS draws on mdlVldual researc'''hc-,-~In"'tr=o~du"'c""t"'o"ry='Ar'-c~hi~'''te'''c~tu)'r''a-l~ =D"e"sl"'·gn""-':I'-:,r=I"'(AR-:-:C--=C=H-=-I"C8-1,---
pleted in ten terms, and applicants must have a professional and general university courses, and 182), a two-term studio for undergraduate majors
B.S. or B.A. degree at entrance. Approximately meetings between the student and the student's
th ' . S d . h 0 . I Introductory Graduate Design (ARCH 680, 681),thirty-five new students for architecture and inte- eSls committee. tu ents In t e ptlon pro-
. dId' . Th a two-term studio for Option III graduate students
rior architecture combined are admitted each year gram are reqUire to comp ete 9 cre ItS In esis
to the Option III program. (IARC 503) or Terminal Project (IARC 611). For Intermediate Interior-Design Studios
more information about the thesis, see the Interior Design (IARC 484/584), six terms,
PROFESSIONAL DEGREE Graduate School section of this bulletin. 36 credits. 30 credits required for Option III
PROGRAM REQUIREMENTS Graduate Admission graduate students
Option III students must complete 60 credits of Custom Cabinet and Furniture Design
interior-design studio and 87 credits of profes- Admission to the graduate program is through a (!ARC 486/586 or 487/587),6 credits
I selective review that focuses on three attributes:siona subject-area courses described under Advanced Interior-Design Studios
P f . I C . I I h' . I creative capability; academic capability; andro eSSlOna urncu um ater in t IS section. n Interior-Design Terminal ProJ'ect (IARC 488/588.
dd' . O' III d I potential contribution to the program through .a Itlon, ptlon stu ents must comp ete 6 489/589), 12 credits
credits in Seminar (IARC or ARCH 507 or 607). A diversity of background, experience, or demon-
minimum of ten terms is required for this option. strated motivation. All applicants are required to Subject Areas: 90 credits for
submit GRE scores; if their first language is not B I A h 87 d't f M I A hOption II students must fulfill the professional E I h h I b ,. rc ,; cre 1 s or .. rc .ng is ,t ey must a so su mit TOEFL scores of
curriculum requirements of the Option III at least 575. The subject areas increase knowledge and skill
program but are admitted with advanced stand- development in interior architecture. Twelve
ing. For Option II the minimum residency Prospective applicants may request a description subject areas or categories central to the profes-
requirement is six terms. Transfer credit may be of the graduate interior-architecture program and sion have been identified to assist students'
given to students who have had academic an application packet by writing to Graduate understanding of the structure of the interior-
experience in an interior architecture or design Admissions at the Interior Architecture Program
mailing address. The packet describes application
216 School of Architecture and Allied Arts
design field. A core curriculum required of all
majors includes 21 credits in introductory courses
and 56 credits in upper-division and graduate-
level courses from nine of the subject areas.
Courses from two other areas are recommended
as part of a minimum of 11 elective credits to be
taken from any of the subject areas.
General Interior-Architecture and
Architecture Courses
B.I.Arch: 21 credits in Introduction to the Pro-
fession (IARC 201), Introduction to Architecture
(ARCH 201), Design Skills (ARCH 202), Survey
of Interior Architecture (IARC 204), Building
Skills (ARCH 270), two design-arts courses
M.I.Arch. Option III: 7 credits in Graduate
Design Process (ARCH 611), Graduate Design
Technology (ARCH 612)
Professional Practice: 3 credits in Context of the
Interior Architectural Profession (rARC 417/517)
Other Courses: Practicum (IARC 409 or 609),
Project Management (ARCH 416/516)
Media and Methods: 3 credits in Media for
Design 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 (IARC 424/524), Advanced Design-
Development Media (ARCH 424/524), Design
Synthesis (ARCH 425/525), fine and applied arts
courses
Contextual Issues: Settlement Patterns (ARCH
431/531), Settlement Patterns: Japanese Vernacu-
lar I,II (ARCH 432/532,433/533), Vernacular
Building (ARCH 434/534), landscape architecture
courses
Human Activity Support: 7 credits in Thesis
Preparation and Programming (IARC 445/545),
Thesis Programming and Research (rARC 448/548),
Documentation of Thesis Research, 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
(ARCl-f449/549)
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: 4 credits from Spatial Com-
position (ARCH 450/550), Types and Typology
(ARCH 458/558)
Construction and Materials: 10 credits in
Materials of Interior Design I,II (IARC 471/571,
4721572), Working Drawings in Interior Architec-
ture (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 471/571), Materials and Processes of
Construction (ARCH 4721572), Preservation and
Restoration Technology (ARCH 474/574), Preser-
vation Technology: Masonry (ARCH 475/575),
Historic Finishes (IARC 476/576)
Furniture: 5 credits in Furniture and Accessories
(IARC 444/544), Working Drawings for Furniture
(IARC 475/575)
Lighting: one course from Environmental
Control Systems II (ARCH 4911591), Electric
Lighting (IARC 492/592), Daylighting (ARCH
495/595)
Theory Seminars: Interior-architecture and
architecture special-topic seminars
History of Art and Architecture: 18 credits
including History of Interior Architecture I,II,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 developed
and approved for credit in subject or elective
areas. Unless offered passino pass only, any
graded course in the architecture department
may be taken by interior-architecture majors
either for a letter grade or passino pass (PIN). The
maximum allowable number of PIN credits is set
by university regulations.
General Electives: 25 credits for B.I.Arch.
Students are encouraged to select general-subject
courses in addition to those taken to fulfill univer-
sity general-education requirements. To ensure the
continuation of liberal studies beyond the introduc-
tory level, B.I.Arch. candidates must complete 12
credits in upper-division general electives in aca-
demic subjects outside the School of Architecture
and Allied Arts.
INTERIOR ARCHITECTURE
COURSES (IARC)
See Architecture for descriptions of courses with
the ARCH subject code.
ARCH 181,182 Introductory Architectural
Design I,I1 (6,6) PIN only
199 Special Studies: [Topic] (1-5R)
201 Introduction to the Profession (3) PIN
only. Course work, field trips, and lectures
provide an introduction and background to the
profession of interior architecture and design and
to the academic program. Majors only.
ARCH 201 Introduction to Architecture (4)
ARCH 202 Design Skills (3)
204 Survey of Interior Architecture (4) Intro-
duction to the theory of interior architecture.
Design criteria explored through illustrated lec-
tures and projects involving analysis of space.
Open to nonmajors.
ARCH 222 Introduction to Architectural
Computer Graphics (4)
ARCH 270 Building Skills (4)
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 top-
ics under Architecture
408/508 Workshop: [Topic] (1-6R)
409 Practicum: [Topic] (1-6R) PIN only
410/510 Experimental Course: [Topic] (1-6R)
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.
Issues related to professional practice including
contractual and specification documents, inter-
professional relations, and trade resources.
ARCH 4211521 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
Architecture (3)
ARCH 4231523 Media for Design Development:
[Topic] (3R)
424/524 Advanced Interior-Design Develop-
ment Media (3) Media issues related to design
inquiry, development, communication, and
design character. Use of perspective as a means
of testing proposals for the proximate environ-
ment. Prereq: ARCH 423/523.
Landscape Architecture 217
ARCH 424/524 Advanced Design-Development
Media: [Topic] (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 4431543 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
distribution; furniture construction and tech-
niques 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 IARC 488/588,489/589.
Documentation of project issues, context, site, and
building information, research, case studies, and
programming. Prereq: eligibility for IARC 488/588.
ARCH 445/545 Housing in Society (3)
4471547 Color Theory and Application for the
Built Environment (3) Use of color in the built
environment including principal color systems,
methods of color harmony, effects of visual
phenomena, and various psychological, cultural,
and historic implications. Undergraduate prereq:
ARCH 182 or instructor's consent; graduate
prereq: ARCH 682 or instructor's consent.
ARCH 447/547 Light and Color in the
Environment (3)
4481548 Thesis Programming and Research (2)
P IN only. Detailed programming and research
for individual design thesis project. Includes
documentation of programming, research, and
design issues. Coreq: IARC 488/588.
4491549 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 programming as well
as graphic presentation. Coreq: IARC 489/589.
AR<:B 449/549 Architectural Programming (3)
ARCH 450/550 Spatial Composition (4)
ARCH 456/556 Spatial Composition and
DynamicS (3)
ARCH 458/558 Types and Typology (3)
ARCH 461/561 Structural Behavior (4)
ARCH 462/562 Wood and Steel Building
Systems (4)
ARCH 463/563 Reinforced Concrete Building
Systems (4)
4711571, 472/572 Materials of Interior Design
I,ll (3,3) The properties, manufacture, and appli-
cation of materials used in construction and
interior design; field trips to supply sources.
Undergraduate 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
architecture studio. Majors only.
ARCH 474/574 Preservation and Restoration
Technology (3)
ARH 474/574,475/575,476/576 History of Inte-
rior Architecture I,I1,III (3,3,3) See Art History
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:
Masonry (3)
476/576 Historic Finishes (3) Historic paint and
varnish finishes and methods of replicating them
for application 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. Undergraduate
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, preparation
of detailed shop drawings, shop procedure.
Prereq: IARC 444/544, 18 credits in IARC 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 IARC design
studios; graduate prereq: 36 credits in IARC
design studios.
ARCH 491/591, 492/592 Environmental Con-
trol Systems I,ll (4,4)
492/592 Electric Lighting (3) Principles oflighting
with focus on integration of electric illumination
and space. Design for lighting, calculations, and
available systems and sources tested through
models and drawings. Prereq: 24 credits of design
studio. Interior-architecture and architecture
majors only.
ARCH 4951595 Daytighting (3)
503 Thesis (I-6R) PIN only
601 Research: [Topic] (I-6R) PIN only
605 Reading and Conference: [Topic] (I-6R)
606 Special Problems: [Topic] (l-6R)
607 Seminar: [Topic] (I-6R)
608 Workshop: [Topic] (1-6R)
609 Practicum: [Topic] (I-6R)
610 Experimental Course: [Topic] (I-6R)
611 Terminal Project (1-9R)
ARCH 611 Graduate Design Process (3)
ARCH 612 Graduate Design Technology (4)
ARCH 613 Graduate Design Arts (3)
ARCH 680, 681, 682 Introductory Graduate
Design (6,6,6) PIN only
688 Advanced Interior Design (1-12R) PIN
only. Studio-based investigation of special
aspects of interior design. Prereq: Option I or
graduate standing in interior architecture and
instructor's consent.
LANDSCAPE
ARCHITECTURE
David Hulse, Department Head
230 Lawrence Hall
(541) 346-3634
http://laz.uoregon.edu/-landar/welcome.htrnl
FACULTY
Ann Bettman, adjunct assistant professor (plants).
B.A., 1967, Boston; B.L.A., 1978, M.L.A., 1979,
Oregon; reg. landscape architect, Oregon. (1977)
Jerome Diethelm, professor (design theory,
environmental ethics and aesthetics). B.Arch., 1962,
Washington (Seattle); M.L.A., 1964, Harvard; reg.
architect 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; reg. landscape
architect, Oregon. (1987)
Kenneth 1. Helphand, professor Oandscape history,
literature, and theory). B.A., 1968, Brandeis; M.L.A.,
1972, Harvard; Fellow, American Society of Land-
scape Architects (1974)
David Hulse, associate professor Oand use planning,
landscape ecology, geographic information sys-
tems). B.S.L.A., 1981, Colorado State; M.L.A., 1984,
Harvard. (1985)
Bart Johnson, assistant professor Oandscape ecol-
ogy). B.S., 1987, Cornell; M.L.A., 1992, Ph.D., 1995,
Georgia. (1995)
Stanton Jones, assistant professor (landscape tech-
nologies, design studios). B.S., 1983, Miami;
B.S.L.A., 1988, California, Davis; M.L.A., M.C.P.,
1993, California, Berkeley. (1993)
Ronald J. Lovinger, professor (planting design
theory, landscape transformations, landscape as art
form). B.F.A., 1961, Illinois; M.L.A., 1963, Pennsyl-
vania; reg. landscape architect, Oregon, Pennsylva-
nia. (1965)
Robert Z. Melnick, professor Oandscape preserva-
tion, research methods, historic and cultural land-
scape analysis); dean, architecture and allied arts.
B.A., 1970, Bard; M.L.A., 1975, State University of
New York College of Environmental Science and
Forestry; Fellow, American Society 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 ofeach entry is the
first year on the University ofOregon faculty.
ABOUT THE DEPARTMENT
Landscape architecture is an environmental
profession and cliscipline 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-
cal, cultural, and social dynamics. These are
218 School of Architecture and Allied Arts
applied to making richly supportive places
beautiful in their response to human needs and
ecological 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, and the future. The program combines
professional understanding and skills with a
liberal-arts education.
As a profession, landscape architecture includes
ecologically based planning activities and the
analysis of environmental impacts as well as the
detailed development of land and sites. As an
academic discipline, it provides an opportunity
for personal development through environmental
problem solving and project-oriented study.
During the past decade, use of digital tools has
increased in the landscape architecture profes-
sion. Although campus computer laboratories
and facilities are available to students, they are
heavily used, and access is sometimes limited.
The department recommends that entering
students purchase or have unlimited use of a
personal computer. More information is available
in the department office.
UNDERGRADUATE STUDIES
The curriculum in landscape architecture leads to
a degree of bachelor of landscape architecture
(B.LA). The five-year program, accredited by the
American Society of Landscape Architects, com-
bines general preparation in the arts and sciences
with a focus on environmental-design studies.
The goal is to produce a visually literate and envi-
ronmentally responsible citizen capable of play-
ing a central professional role in the evolving
landscape.
In recognition of the integrated and compre-
hensive nature of environmental planning and
design, opportunities are provided for collabora-
tion on planning and design problems with stu-
dents in architecture, community planning, and
other disciplines.
Curriculum Options
The curriculum represents a well-defined path
towa.rd the degree. Electives are expected to vary
accor mg 0 e mterests, 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 material and to intro-
duce the rapidly expanding spectrum of career
areas in the profession. Program objectives
provide a solid base of essential skills, tools, and
knowledge in landscape design as well as the
flexibility that allows each student to emphasize
such topics as ecological and resource analysis,
land conservation and development, urban
development of waterways and agricultural
lands, private-agency professional practice,
public-agency professional practice, environ-
mental impact assessment, landscape preserva-
tion, and environmental research.
The undergraduate program provides a balanced
exposure to the many facets oflandscape 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. Studio courses focus on
the development and communication of solutions
to site and other environmental problems, espe-
cially through specific physical-design proposals.
This area also addresses the physical-spatial
implications of planning and management policies
and programs. Tutorial studio work is the integra-
tive heart of the curriculum.
Subjects. Five subject areas are essential founda-
tions to integrative work in the planning and
design program: landscape architectural technol-
ogy; plant materials; landscape analysis and plan-
ning; history and theory of landscape architecture;
and landscape architectural media. Course work in
these areas is provided through a required-and-
elective format that 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 letters,
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 geography help
begin the long process of understanding the
complex interrelationships and interdependencies
of people and the environment.
Human Behavior. Courses in psychology,
sociology, history, government, and related sub-
jects help explain human needs, values, attitudes,
and activities and are useful in preparing 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 perceptual
skills and tbe ability to explore and coIDIDllnicate
ideas graphically.
Full-time students planning to transfer into the
department should follow the above outline
during their first year 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 apply to the university by February 1 and
to the department by March 1. Applications
should contain:
1. A letter of intent describing pertinent back-
ground information, interests, goals, and
aspirations
2. A portfolio of creative work
3. Three letters of recommendation from people
able to provide an assessment of the applicant's
strengths and potential contributions
4. Transcripts 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. 88 credits taken in twelve
studios
First Year. Three courses, two studios: Introduc-
tion to Architecture (ARCH 201), Design Skills
(ARCH 202), Introduction to Architectural
Computer Graphics (ARCH 222), Introductory
Architectural Design I,ll (ARCH 181, 182)
Second Year. Two studios: Landscape Architec-
tural Design (LA 289). Transfer students typically
enter the program in the second year.
Third Year. Three studios: Landscape Architec-
tural Design (LA 389)
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)
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
Design (LA 489), Workshop: Design (LA 408,
summer only) or Practicum (LA 409)
Subject Courses. 75 credits (56 credits in required
courses and 19 credits in optional courses listed
below)
Landscape Architectural Technology: 12 credits
Landscape Technologies I,II,III (LA 362, 366, 459),
Professional Practice of Landscape Architecture
(LA 462)
Optional: Workshop: Irrigation (LA 408), Struc-
tural Behavior (ARCH 461), Structure Systems I,ll
(ARCH 467, 468)
Plants in the Landscape: 12 credits
Plants: Fall, Winter, Spring (LA 326, 327, 328)
Optional: Urban Farm (LA 390), Practicum:
Nursery (LA 409), Experimental Course: Japanese
Gardens (LA 410), Planting Design Theory
(LA 431), The Garden (LA 432), Systematic
Botany(BI 442)
Lalldscal'c linalysis and Plarlllirtg. 12 credits
Site Analysis (LA 361), Introduction to Landscape
Planning Analysis (LA 440), Principles of Applied
Ecology (LA 441)
Optional: Introduction to Planning and Public
Policy (PPPM 301), Geomorphology (GEOG 322),
Landscape Planning (LA 411), Landscape
Ecology (LA 412), Computers in Landscape
Architecture (LA 415), Hydrology and Water
Resources (GEOG 425), Environmental Planning
(PPPM 426), Natural Resource Policy (PPPM 443),
Environmental Alteration (GEOG 461)
History and Theory of Landscape Architecture:
12 credits
Understanding Landscapes (LA 260), History of
Landscape Architecture I,ll (ARB 477,478)
Optional: Landscape Research Methods (LA 420),
Land and Landscape (LA 443), Landscape Pres-
ervation (LA 480), National Parks (LA 482),
Landscape Perception (LA 484), Contemporary
American Landscapes (LA 485)
Landscape Architecture 219
Landscape Architectural Media: 8 credits
Landscape Media (LA 350), Digital Landscape
Media (LA 352)
Optional: Workshop: Drawing (LA 408),
Computer-Aided Landscape Design (LA 417),
Media for Design Development (ARCH 423), Ad-
vanced Design-Development Media (ARCH 424),
Advanced Landscape Media (LA 450), approved
fine-and-applied-arts studio courses
Other Courses. 57 additional credits from any
department, including landscape architecture and
university requirements, up to a total of 220 cred-
its applied to the B.L.A.
GRADUATE STUDIES
The two-year graduate program leading to the
master oflandscape architecture (M.L.A.) degree
is intended for students prepared to do original
work in the field. This preparation may be acquired
either by entering the M.L.A. program with a
professionally accredited bachelor's degree in
landscape architecture or, if the student has
another bachelor's degree, by simultaneously
pursuing both a second bachelor's degree (the
B.LA) and the M.L.A. at the University of
Oregon. Students entering with a degree in an
environmental 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
degree. Those entering with degrees in other
fields can earn the B.L.A. after three years of
study beyond 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 degrees who
pursue only the M.L.A. are typically in residence
for two years 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.LA
program. If a student is accepted into the program,
t~e graduate-student st~~s is changed tounmndi-
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 five exceptions, requirements are the same
as those for the undergraduate B.L.A.:
1. There is no elective-credit requirement outside
the landscape architecture department
2. The only lower-division course M.L.A. students
must take is LA 260
3. Graduate students take only 54 credits in plan-
ning and design
4. In place of the listed 400-level courses, gradu-
ate students complete their 500-level counter-
parts (e.g., LA 511 instead of LA 411)
5. Graduate students need to take 16 credits of
optional course work 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 four areas of landscape architec-
ture: design theory, landscape ecology, landscape
history, and landscape planning. These areas are
broad enough to include many particular research
problems for master's projects and professional
practice. While these concentration areas are
naturally related, each involves a different set of
skills and understanding developed through
departmental courses and focused elective course
work outside the department. The four 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.
Design Theory. The transformation and
enhancement of outdoor environments to more
beautiful, expressive, and supportive places
involves 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 Ecology. Diverse mosaics of land are
the medium in which people, animals, plants,
water, materials, and energy are spatially distrib-
uted, move, flow, and change. This rapidly devel-
oping field of study focuses on spatial patterns at
a variety of scales and on the development and
application of principles helpful in creating
patterns that maximize ecological integrity.
Landscape History. This emerging critical
dimension of landscape architecture seeks to
understand every landscape as a unique place in
time and content. It combines an understanding
of how landscapes 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
understandings are applied to theories of design
and planning as well as to the preservation of
culturally rich landscapes.
Landscape Planning. Analyzing large landscapes
and directing their management and land use
patterns to meet social and environmental ends
requires an understanding of land tenure, use
traditions and institutions, and knowledge of the
science and values inherent in regional natural
resources and human activities. For this analysis,
computer geographic information systems are
used to syntbesize information and generate
landscape plans. Examples include river manage-
ment, wetlands preservation, urban growth
management, scenic resource management,
public forest plans, and regional ecological
enhancement.
The M.L.A. program seeks 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 university level. Many
graduate students have the opportunity to learn
and practice teaching skills as paid teaching
assistants and graduate teaching fellows in the
various concentration areas of the department.
Some graduates are offered faculty positions
throughout the world. The program takes advan-
tage of regional and university resources through
landscape projects, internships, and visiting
professionals, while it provides a beneficial base
of support and ideas in the department. The
department recognizes the importance of building
a community for graduate education character-
ized by serious and rigorous inquiry, self-direction,
and opportunities to work closely with teachers
and peers in an active design and planning
enterprise.
Curriculum
The M.L.A. degree requires 57 credits in four
areas: 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), and
Research (LA 601)
Subjects. 11 credits
Seminar (LA 507 or 607), Landscape Research
Methods (LA 520); at least one of the following
courses: Landscape Planning (LA 511), Land-
scape Ecology (LA 512), Land and Landscape
(LA 543), Landscape Perception (LA 584),
Contemporary American Landscape (LA 585),
Advanced Landscape Design Theory (LA 693), or
other approved landscape architecture course
Area of Concentration. 24 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),
Advanced Landscape Design Theory (LA 693);
three additional department-approved courses at
the University of Oregon
Landscape Ecology. Landscape Ecology (LA 512),
Quantitative Ecology (BI 573), Conservation
Biology (BI 583); three additional department-
approved courses.
Landscape History. Landscape Preservation
(LA 580) or National Parks (LA 582), Landscape
Perception (LA 584), Contemporary American
Landscape (LA 585); three additional department-
approved courses at the University of Oregon
Landscape Planning. Landscape Planning (LA 511),
Experimental Course: Open Space Planning
(LA 510), Computers in Landscape Architecture
(LA 515); three additional department-approved
courses
Master's Project. minimum of 10 credits
Master-'sProject Developmenl(LA695),-Master-'s---
Project (LA 699)
Before enrolling in LA 699 the student must
develop and obtain department approval for a
project proposal and a committee of three or
more members, including at least two from the
landscape architecture faculty.
Near the completion of the master's project, the
student must present the results of the project to
faculty members and students and gain final
approval of the project's documentation 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 applicant's
strengths and potential contributions
3. A personal statement describing pertinent
background information, interests, goals, and
aspirations
4. A portfolio of creative work
220 School of Architecture and Allied Arts
5. Transcripts of previous college work
The deadline is February 1. Applications from all
disciplines are welcome. Students whose first
language is not English must submit Test of
English as a Foreign Language (TOEFL) scores of
at least 575.
General university regulations governing gradu-
ate admission are in the Graduate School
section of this bulletin.
LANDSCAPE ARCHITECTURE
COURSES (LA)
199 Special Studies: [Topic] (1-5R)
230 Introduction to Landscape Field Studies
(2) Not offered 1998-99.
260 Understanding Landscapes (2-4) Percep-
tion, description, and explanation of landscapes
as environmental 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,
small-scale site planning, and principles of ecol-
ogy; abstract design and elementary graphic
techniques.
326 Plants: Fall (4) Characteristics, identification,
and design uses of deciduous trees, shrubs, vines,
and ground covers. Emphasis on identification
and appropriate use in landscape design. Bettman.
327 Plants: Winter (4) Characteristics, identifica-
tion, and design uses of ornamental conifers and
broad-leaved evergreen trees, shrubs, and
ground covers. Prereq: LA 326. Bettman.
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: LA 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.
352 Digital Landscape Media (2-4R) Introduc-
tory survey and skill development in a range of
basic computer graphic tools used in landscape
architecture. Includes image processing, computer
drawing, modeling, and_drafting. Ronce for
maximum of 8 credits. Prereq: LA 350. Majors
only.
361 Site Analysis (4) Develops knowledge and
understanding of place; use of analytical tools
and strategies for extending perception and
understanding of land and proposals for its
modification. Ribe.
362 Landscape Technologies I (4) Techniques
for measuring and recording sites; methods for
modification of sites; grading for earth movement,
drainage; site systems. Prereq: LA 361. Jones.
366 Landscape Technologies II (4) Consider-
ation of materials and processes of landscape
construction; communication of design intent
through documentation including sources and
costs. Prereq: LA 362. Girling.
389 Landscape Architectural Design (6R)
Elementary problems in landscape architecture;
design as process, analysis of site and behavioral
patterns, and the development and communica-
tion of design proposals.
390 Urban Farm (2-4R) Experimentation with
food production in the city; rebuilding urban
soils; farm animal-plant relationships; nutrient
cycles. Cooperative food production and
distribution; use of appropriate technologies.
Bettman. Open to nonmajors.
401 Research: [Topic] (1-21R)
405 Reading and Conference: [fopic] (1-21R)
406 Special Problems: [fopie] (1-21R)
407/507 Seminar: [Topie] (1-5R)
408/508 Workshop: [Topic] (1-21R) 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 adequate
supervision. Bettman.
410/510 Experimental Course: [Topic] (1-5R)
A current topic is Japanese Gardens.
411/511 Landscape Planning (4) History, meth-
ods, and institutions of regional land use plan-
ning and analysis in predominantly private land-
scapes as they influence and constrain landscape
architecture and environmental planning. Ribe.
412/512 Landscape Ecology (4) Concepts and
applications of landscape ecology in relation to
landscape design, planning, and management.
Emphasis on spatially explicit problem solving
over a range of spatial and temporal scales.
Johnson.
415/515 Computers in Landscape Architecture
(4R) Development, application, and evaluation of
computer systems for land use and site planning
(e.g., geographic information systems); encoding
of data, cell storage, and analysis systems.
Prereq: LA 440 or instructor's consent. Hulse.
417/517 Computer-Aided Landscape Design
(2-4) Understanding and use of computer-aided
drafting and design technology for executing
landscape design development, evaluation, and
presentation tasks. Prereq: LA 289 or 389.
420/520 Landscape Research Methods (3)
Contemporary research issues and strategies.
Theories, approaches, and techniques applicable
to topics and problems in landscape architecture.
431/531 Planting Design Theory (4) Approaches
to planting design; experiential and symbolic
relationships of landscape space; order of land-
scape as a cultural expressionoftime; order of
the garden as an explicit art form Coreq' I A
489/589. Lovinger.
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 human use and settlement. Eco-
logical, social, and economic analyses of land-
scapes, resources, and patterns of occupancy in
the Eugene-Springfield area. Prereq: LA 361 or
instructor's consent. Hulse.
441/541 Principles of Applied Ecology (2-6)
Application of ecological concepts to landscape
planning, management, and design. Emphasis
on a landscape-based perspective to population,
community, and ecosystem dynamics. Under-
graduate prereq: ecology course or instructor's
consent; graduate prereq: natural-science course
or instructor's consent. Johnson.
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 1998-
99 and alternate years.
459/559 Landscape Technology Topics (2-4R)
Intensive study of topics in landscape construc-
tion and maintenance. Topics include irrigation,
lighting, special structures, water management,
and road design. R thrice for maximum of 10
credits.
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, and
professional organizations. Prereq: LA 361, 362.
Girling. Offered alternate years.
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 preservation of
historic, cultural, and vernacular landscapes.
Includes history of landscape preservation,
significant legislation, and case studies. Melnick.
Offered 1998-99 and alternate years.
482/582 National Parks (4) History and
development of United States National Parks.
Exploration of critical issues facing the parks and
the landscape planner's role in resource protec-
tion and recreation management. Melnick.
Offered 1998-99 and alternate years.
484/584 Landscape Perception (4) Development
of the human-environment relationship as it
relates to landscape perception, landscape arche-
types, and the development of a theoretical base
for contemporary landscape design. Helphand.
Offered alternate years; not offered 1998-99.
485/585 Contemporary American Landscape
(4) Evolution of the contemporary American
landscape as an expression of American culture.
Helphand. Offered alternate years; not offered
1998-99.
489/589 Site Planning and Design (6R)
Advanced problems in landscape architecture,
cultural determinants ofsite planning and-design;
design de,elopment find natmal systems and
processes as indicators of carrying capacity.
490 Comprehensive Project Preparation (3)
Finding, describing, programming, and probing
environmental opportunities and problems.
Diethelm.
494/594 Land Planning and Design (6)
Problems in landscape architecture of increased
cultural 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 architec-
ture. 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: [fapie] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topie] (1-5R) Recent topics
include Aesthetics of Hydrology and Ecology,
Biodiversity and the Landscape, Landscape
Planning, Public Policy and Management 221
Criticism, Readings in Modern Landscape
History, and Visual Landscape Management.
608 Workshop: [Topic] (1-16R) Intensive study
combining practical projects with instruction on
special topics related to landscape problems.
609-PractiGUm: [Topicl(1-16R}SuperviseJ field
laboratory work; clinical or in service eJucational
experience. Planned programs of activities and
study with assured provisions for adequate
supervision. BeUman.
610 Experimental Course: [Topic] (l-5R)
693 Advanced Landscape Design Theory (4)
Examines critical theories and evolving ideas in
landscape design; studies the cultural and bio-
physical forces that generate patterns of land-
scape structure, form, and meaning. Prereq:
ARB 478/578 or equivalent. Diethelm.
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. Ribe.
698 Master's Studio (6R) Development and
solution 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 demonstrate
advanced mastery of landscape architecture.
PLANNING, PUBLIC
POLICY AND
MANAGEMENT
Bryan T. Downes, Department Head
119 Hendricks Hall
(541) 346-3635
Department of Planning, Public Policy and
Management; 1209 University of Oregon;
Eugene OR 97403-1209
FACULTY
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)
Robert J. Choquette, instructor (community planning
workshop, microcomputers in planning and policy
analysis). B.S., 1982, M.U.P., 1991, Oregon. (1991)
Bryan T. Downes, professor (community politics,
management, policy analysis). 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. B.A., 1961,
Washington State; MA, 1967, Michigan State; J.D.,
1974, Oregon. (1974)
Sharon Hobart-Hardin, instructor (human resource
management). B.A., 1969, Central Michigan; M.A.,
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); director, community and
regional planning program. B,S., 1968, California
Polytechnic; 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 Institute
ofTechnology. (1977)
Mark Leedom, instructor (community planning
workshop). B.S., 1990, Southern Oregon; M.U.P.,
1993, Oregon. (1994)
Gretchen Miller, adjunct assistant professor (legal
issues in planning and public affairs). BA, 1971,
Kansas; J.D., 1976, Oregon. (1982)
Robert G. Parker, adjunct 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). BA, 1993, Oregon. (1994)
Charlene J. Phipps, instructor (organizational devel-
opment); internship director. BA, 1967, California
State, Sacramento; M.S., 1995, Oregon. (1996)
David C. Povey, professor (regional planning, poli-
tics and planning, community research). B.S., 1963,
Lewis and Clark; M.U.P., 1969, Ph.D., 1972,
Cornell. (1973)
Elizabeth M. Rocha, assistant professor (empower-
ment, homelessness, voluntary sector); director,
PPPM undergraduate program. B.S., 1976, Califor-
nia State Polytechnic, Pomona; M.C.R.P., 1990,
California Polytechnic State, San Luis Obispo;
Ph.D., 1994, Southern California, Los Angeles.
(1994)
William Simonsen, associate professor (public
finance and budgeting); director, graduate program
in public policy and management. B.A., 1979, State
University of New York at Oswego; M.C.R.P., 1981,
Harvard; Ph.D., 1991, New York. (1990)
Megan E. Smith, instructor (community outreach,
watershed planning, rural planning). B.A., 1990,
Southern Oregon State; M.C.R.P., 1996, Oregon.
(1996)
Martin H. Tusler, research assistant (health policy,
managed care, policy analysis). B.A., 1973, Califor-
nia, San Diego; M.S., 1996, Oregon. (1997)
Edward C. Weeks, associate professor (evaluation
research, research methods). B.A., 1973, Ph.D.,
1978, California, Irvine. (1978)
Courtesy
Gerald R. Kissler, courtesy associate professor (pub-
lic policy, organizations, management). B.S" 1969,
M.S., 1971, Ph.D., 1973, Washington State. (1989)
R. Terrance Moore, courtesy assistant professor
(cost-benefit analysis, political economy). B.S.,
1971, Stanford; M.U.P., M.S., 1977, Oregon. (1979)
Greg Ringer, courtesy instructor (international tour-
ism geography, sustainable community develop-
ment, environment and culture). B.A., 1973, Central
Florida; M.S., 1989, Ph.D., 1993, Oregon. (1994)
Elpidio Rocha, courtesy associate professor (commu-
nity and urban design). B.S., 1951, Kansas State;
MArch., 1979, California, Berkeley. (1995)
Paul G. Vitale, courtesy 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)
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; MA, 1953, Minnesota. (1966)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Participating
Gaylene Carpenter, academic affairs .
David Hulse, landscape architecture
Robert G. Ribe, landscape architecture
Jean Stockard, sociology
UNDERGRADUATE STUDIES
The undergraduate program in the Department
of Planning, Public Policy and Management
(PPPM) emphasizes the ways governments,
nonprofit organizations, and other institutions
address public problems. The curriculum inte-
grates theory and-practice and-applie,sodalc
science knowledge and modes of inquiry to issues
of public policy. The economic, social, and envi-
ronmental characteristics of communities and
systems of governance are examined to determine
how to effectively advance the public's collective
goals.
Preparation. High school students planning to
study PPPM should work to develop communica-
tion skills, conceptual skills, and community
experience. Communication skills can best be
developed through courses in speech, English,
and second languages. Debate and related
public-speaking experience are fine ways to
improve communication skills.
Conceptual skills can best be developed through
courses, such as mathematics, that require the
student to think independently and analytically.
Community and school leadership experiences are
excellent preparation for students considering
emolling in PPPM. Volunteer work, paid after-
school jobs, and travel are ways of acquiring
community-based experience.
222 School of Architecture and Allied Arts
Careers. The bachelor of arts (B.A.) or bachelor
of science (B.S.) degree in planning, public policy
and management provides students with a broad
liberal arts background as well as a sound basis
for graduate study in fields such as urban plan-
ning' public policy and management, business,
law, journalism, and social welfare. In addition,
graduates are prepared for entry-level positions
in public, nonprofit, and private firms that address
community planning, policy, and management.
Admission Requirements
The major in PPPM is offered to upper-division
students. Students may apply for the term they
achieve upper-division standing; they must apply
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-
educajionrequirements.
In Gompl@tingtheuniversitygroup requirements,
the following courses (or their equivalents, for
transfer students) are 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 Compu-
tation (CIS 121)
Sample Program
The two-year sample program shown below is
typical for PPPM premajors as preparation for
admission to the PPPM program in the junior year.
Freshman Year, Fall Term 14-16 credits
College Composition I (WR 121) 4
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 19-20 credits
College Composition II or III (WR 122 or 123) .. 4
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,
American 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
~nd tech~icalwriting, journalistic writing; addi-
tional soclOlogy, political science, community
studies; or field experience 8
Winter Term .. . 16 credits
Introduction'to Planning, Public Policy and -
Management (PPPM 201) 4
Mind and Society (pSY 202) 4
Introduction to Economic Analysis:
Macroeconomics (EC 202) 4
Elective, as above 4
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 admission,
students must submit the following materials:
1. A completed application form, available from
the department office
2. Transcripts from all colleges and universities
attended (these do not need to be official aca-
demic records)
3. Personal statement describing career goals and
how the major in PPPM will help attain those
goals. This statement should be limited to two
or three typed, double-spaced pages
4. Brief resume of education and employment
history
Major Requirements
Requirements for the major in planning, public
policy and management are being reviewed. The
curriculum for 1998-99 is listed below. Students
should inquire at the department office about
changes in the curriculum.
The major in PPPM is organized into four parts: a
common core, a concentration area, an internship,
and a research paper written in a senior seminar.
Core (21 credits)
The core curriculum requirement is distributed as
follows:
Introduction to Planning, Public Policy and
Management (PPPM 201) 4
Introduction to Public Service Management
(PPPM 322) 4
Public Service Policies and Programs
(pPPM 323) 4
Applied Social Research (PPPM 413) 5
Community Development (pPPM 448) 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 grades of C- or better.
Concentration Area (20 credits)
Each student develops a concentration area, cho-
sen to advance the student's educational goals.
The concentration area consists of five courses,
totaling at least 20 credits, that address a coher-
ent 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 pub-
lic and nonprofit management. The concentration
area and courses in that area are chosen in close
consultation with the undergraduate adviser and
department faculty members whose interests
coincide with those of the student.
Internship (12 credits)
During tIle internship.'YttIdeIlt.~expIQre their
concentration areas outside the classroom. th-e ---
internship complements academic work by
allowing the student to apply ideas and concepts
to real-world situations. Students can emoll in
the reqUired 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 nonprofit organizations, and-when appro-
priate-with private firms. Internships are
arranged through and supervised by the PPPM
internship director. Students earn 12 credits in
Internship (PPPM 404). The first term that stu-
dents earn credit for internship, they must also
attend a seminar that integrates PPPM course
work with the internship experience. Students
can earn 1 credit for this seminar by registering
passino pass (PIN) for Seminar: Internship
(PPPM 407).
Community Planning Workshop. Under-
graduate students have the opportunity to work
on applied research projects through the PPPM
Community Planning Workshop, which is
described later in this section of the bulletin. Up
Planning, Public Policy and Management 223
to 10 credits in Community Planning Workshop
(PPPM 419) may be applied to the internship
requirement.
Senior Research Paper (10 credits)
Each student must research, write, and present a
seminar paper during the senior year. The semi-
nar paper can be on any topic approved by the
faculty member in charge of the senior research
paper experience, but students are encouraged to
choose a topic in their concentration area. The
senior research paper is a three-term experience
designed to be the capstone of the student's
PPPM education.
To assist in the preparation of the seminar paper,
each student must enroll in Research: Senior
Paper or Thesis (PPPM 401) at least two terms
before expected enrollment in the senior seminar.
This research course is designed to help the stu-
dent develop and explore the seminar-paper
topic. The student earns 3 pass/no pass credits in
PPPM401.
In the term immediately 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 or Thesis (pPPM 405). In this
course, the student prepares an extensive bibliog-
raphyand detailed outlines of the seminar paper
and the seminar presentation. The student earns
3 pass/no pass credits in PPPM 405.
As the final step, the student completes and
orally presents the paper. Student presentations
are open to the public. The student earns 4
pass/no pass credits in Seminar: Senior Seminar
(PPPM 407), which is typically taken the term the
student expects to graduate.
Honors Program
The honors program in PPPM offers qualified
students a challenging academic experience,
opportunities for independent work, and interac-
tion with faculty members. The program's
bachelor's degree with honors centers around an
independent project of original research devel-
oped by the student and carried out under 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 program is determined by the PPPM
undergraduate program director after a review of
the student's achievement in PPPM courses and
other evidence of superior academic and profes-
sional ability. To be considered for the honors
program, a student must have a grade po~nt
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
students with majors in the social sciences or
humanities. Through the minor, students can
enhance their undergraduate education by
including preparation for a variety of professional
occupations and graduate study. The minor pro-
vides a professional context in which to apply the
knowledge, theories, and methods of the
student's major discipline.
Students may declare the minor in planning,
public policy and management at any time during
or after the term in which they achieve upper-
division standing. Materials 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, Public Policy and
Management (PPPM 201) 4
Introduction to Public Service Management
(PPPM 322) 4
Public Service Policies and Programs
(pPPM 323) 4
Community Development (PPPM 448) 4
Three approved PPPM electives 12
PPPM 201, 322, 323, and 448 must be taken for
letter grades.
GRADUATE STUDIES
Programs for the master of community and
regional 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 nationally by the Planning
Accreditation Board. The master's degrees in
public affairs are offered through the graduate .
program in public policy and management, which
is accredited by the National Association of
Schools of Public Affairs and Administration.
The interdisciplinary and eclectic fields of plan-
ning, public policy, and public management are
concerned with systematically shaping the future.
Professionals in these fields frequently lead efforts
to plan for change. Most often, however, they are
involved in analysis, preparation of recommenda-
tions, and implementation of policies and pro-
grams that affect public facilities and services and
the quality of community life. Professionals in
these fields also assume responsibility for plan-
ning' policy, and management in such areas as
community and regional development, natural
resources, economic development, land use,
transportation, and law enforcement.
Planning, public policy and management (PPPM)
graduates should have a basic understanding of
the economic, social, political, fiscal, physical,
and environmental characteristics of a commu-
nity. Graduates are expected to provide leader-
ship and to otherwise participate effectively in
efforts to enhance the capacity of communities to
deal innovatively and creatively with change.
Students should own or have unlimited use of a
microcomputer.
Financial Aid
Approximately 40 percent of the students in PPPM
receive some financial assistance (e.g., graduate
teaching fellowships, work-study assistance, or
research stipends). Graduate teaching fellow-
ships (GTFs) are offered to approximately thirty
students each year. Each fellowship includes 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 Commun~ty
Planning Workshop. Each year twenty to thirty
students receive stipends for research on
contracts developed and administered in the
workshop. Research and GTF appointments
typically are not offered until the student has
been·ina-PPPMprogram-for-at-least-one-term~------
ra uate stu ents are a so e IgJ e or e ows Ip
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 University
of Oregon, Eugene OR 97403-1278.
Applicants to PPPM programs are strongly urged
to apply for university financial assistance before
February of the year of application in order to be
eligible for work-study and other assistance
offered by the student financial aid office.
Community and Regional Planning
The master's degree program in community and
regional planning trains policy-oriented planners
for leadership positions in planning and plan-
ning-related organizations. Issues of significance
to the communities and regions of the Pacific
Northwest and the Pacific Basin receive special
emphasis. The field of planning is concerne.d with
rational and sensitive guidance of community
and regional change. Planners are responsible for
224 School of Architecture and Allied Arts
identifying and clarifying the nature and effect of
planning problems, for formulating potential
solutions to these problems, and for assisting in
the implementation of alternative policies.
To realize these objectives, the planner must
draw on the skills and insights of many profes-
sions and disciplines. The planner must have a
basic understanding of the cultural, economic,
social, political, and physical characteristics of a
community. While applying analytical skills at
both the community and regional levels, the
planner must also make subjective judgments in
the consideration of problems and their solutions.
Entering students should be prepared to become
involved in and committed to the resolution of
important social, economic, environmental,
political, and cultural problems. Through courses
in and outside the department, students can
obtain an integrated understanding of planning,
public policy, and public management as well as
the more specific skills necessary for entry into a
chosen professional area.
The planning program offers students three
concentration areas: community and regional
development, environmental planning, and social
planning. An individualized concentration area
can be developed in consultation with an adviser.
The planning program emphasizes opportunities
for students to gain field experience in
development planning, resource management,
and recreation and tourism development.
The planning program has strong ties with other
programs on campus. Students often pursue
concurrent degrees in planning and landscape
architecture, business, economics, geography,
international studies, or public policy and man-
agement. See Concurrent Master's Degrees later
in this section.
Preparation. Students interested in entering the
planning program are strongly encouraged to
complete a thorough social science undergradu-
ate program including courses in economics,
sociology, geography, and history. Work experi-
ence, particularly if related to planning, is valu-
able-as are writing and public-speaking skills.
Courses in the natural sciences, policy sciences,
envirill1IIlental design,-Or analytic methods are
helpful as
work in a concentration area of interest to the
student.
Students must complete either an advanced
undergraduate or a graduate-level introductory
course in statistics as a pre- or corequisite to
Planning Analysis (PPPM 613). No credit toward
the M.C.R.P. degree is allowed for the statistics
course, and the requirement is waived for stu-
dents with equivalent courses or work experi-
ence. Entering students are urged 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 program.
Juniors and seniors who anticipate applying for
admission are encouraged to seek advice at the
department office.
Careers. Recipients of the M.C.R.P. degree find
employment in public, private, and nonprofit sec-
tors. In the public sector, three kinds of agencies
provide career opportunities: local land use and
zoning agencies; agencies dealing with housing,
social services, community renewal, parks, trans-
portation, and other community facilities; and-
increasingly-agencies concerned with economic
development, natural resource management, and
the connections between them. In the private
sector, graduates are employed by consulting
planners, private developers, and utility compa-
nies. Community and regional planning gradu-
ates are also employed by a range of nonprofit
organizations: environmental and social justice
advocacy groups, political associations, and
research firms.
Application Procedures
The graduate planning program at the university
is individually tailored. Importance is placed on
the student's preference for and ability to under-
take self-directed educational activity.
Because there are more than sixty-five accredited
graduate programs in planning in the United
States, the department's admissions committee
emphasizes the selection of candidates who
present clear and specific reasons for choosing to
pursue their graduate work in planning at the
University of Oregon.
Application materials include the following:
1. A word-processed statement, prepared by the
applicant, explaining why admission to the
planning program at the UO is sought and
what the applicant's expectations are from that
field
2. At least three letters of recommendation from
people familiar with the applicant's ability to
pursue graduate-level studies in planning
3. Transcripts from all the colleges and universi-
ties attended (these do not need to be official
academic records), 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. The deadline
for application to the program is February 15.
Applicants are notified of admission decisions
early ill ApriI:-5fUdents genenilly are admifted fur
a term on y. For more in ormation, 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. degree.
Students are expected to enroll for six terms with
an average course load of 12 credits a term.
During the summer, students are encouraged to
engage in planning work. The planning program
offers research stipends and course credit for
qualified applicants who take part in research
conducted by the Community Planning Workshop.
Planning internships are also available; some
provide compensation.
Community Planning Workshop
A distinctive feature of the planning graduate
curriculum is the Community Planning Work-
shop (CPW), an applied research and service pro-
gram that is required for first-year students. CPW
engages students in six-month planning projects
for clients who, in the past, have included federal,
state, county, and local govemments as well as
nonprofit organizations. Students work in small
teams supervised by program faculty members
and second-year graduate students in planning.
Projects usually focus on issues of immediate
environmental, social, and economic importance
to the client group and the general public. Recent
project topics include
• Strategic plans for communities and regions
• Opportunities for small-business development
• Housing-needs analysis
• Highway-improvement planning
• Watershed planning
• Tourism and recreational development
Each year first-year graduate students enrolled in
Community Planning Workshop (PPPM 608)
complete five to ten planning projects. Final
written reports, prepared by each student team,
provide evidence of the students' expertise and
ability to conduct planning research and to
prepare and present high-quality professional
reports. After completing two terms of PPPM
608, selected students may continue to engage in
planning research projects for compensation. The
popularity of the program with students-and
with a growing number of government and
private-sector clients-has enabled the CPW
program to provide research support for ten to
thirty students a year.
Federal grants from the United States Department
of Education Fund for the Improvement of Post-
Secondary Education and support from a variety
of state agencies have helped CPW become one
of the most successful community planning assis-
tance programs in the nation. CPW projects have
received numerous awards from the Oregon
chapter of the American Planning Association for
Outstanding Student Achievement in Planning.
Resource Assistance for Rural
Environments
This Americorps project trains and places gradu-
ate students. Participants live and work for a year
in rural communities where they help improve
economic and environmental conditions. Quali-
fied students receive a monthly stipend and an
... ecltlcatic)nal award of $4,725 whel1Jheyjinish _
their service. More information about this ro'ect
is available in 109 Hendricks Hall.
Course Requirements
The requirements for the M.C.R.P. degree are be-
ing revised. More information is available in the
department office.
Core 28 credits
Introduction to Urban Planning (PPPM 611) 4
Legal Issues in Planning (PPPM 612) 5
Planning Analysis (PPPM 613) 4
Planning Theory (PPPM 615) 4
Approved course (inquire at department) 4
PPPM computer short courses 3
Human settlements elective selected from an
approved list available from the department ... 4
Experiential Learning 10 credits
Community Planning Workshop (PPPM 608),
two terms 10
Concentration 22-27 credits
Approved course in plan making (inquire at
department) 4
Additional courses, selected in consultation with
adviser, from lists of approved courses .... 18-23
Planning, Public Policy and Management 225
Thesis or Master's Project 6-11 credits
Student Research Colloquium (PPPM 690),
two terms 2
Thesis (PPPM 503) 9
or
Terminal Project (pPPM 609) 4
Application Procedures To develop this competence, the program
To be eligible for the graduate program in public includes core courses, a concentration area, a
policy and management, an applicant must hold supervised field internship, and a final project or
a bachelor's degree. thesis.
The following documents must be submitted: Core Courses (32 credits). These courses
1. A Graduate Admission Application, available enhance the student's ability to act ethically and
Public Policy and Management from the department office effectively. Core courses are organized into three
areas and must be taken for letter grades exceptThe professional public policy and management 2. A comprehensive employment and education the introductory course, which may be takengraduate program is designed for people inter- resume
b pass/no pass.ested in management and policy careers in pu lic 3. Two written statements, two to three pages
service. Graduates of the program have filled key each: a clear specification of professional goals Management of
I d h· 't' t th I Itt d < d Public Service Oruanizations 12 creditsea ers Ip POSI IOns a e oca, s a e, an ,e - and interests and an explanation of how the "
II I d ·· d h d Public Finance Administration (PPPM 628) ...... 4era eve s as a mmlstrators, epartment ea s, interdisciplinary nature of the program will
I d I· I f' Public Budget Administration (PPPM 629) ....... 4P anners, program an po ICy ana ysts, mance or contribute to the attainment of these goals h bl'
personnel officers, staff members of research or Human Resource Management in t e Pu IC
. .. d h d fbi' 4. Current transcripts of grades in all courses Sector (pPPM 660) 4
servIce orgamzatlOns, an ea s 0 pu IC or
taken for the bachelor's degree and of any Th d I t nc 'n the manprivate nonprofit human service programs. ese courses eve op compe eel -
other college-level work. Unofficial transcripts agement of people, organizations, and informa-
The public policy and management graduate are adequate for the department's use. They tion. Additional courses in computer literacy and
program attracts students from the United States should be sent directly by the institution that applications including the management of infor-
and other countries and from a variety of career awarded the course credits mation for decision-making are encouraged.
and educational fields. Forty to fifty students are 5. Three letters of recommendation; two may be
enrolled in the program. Participants in the from academic sources Quantitative and Qualitative
graduate program often have work experience in Analysis Techniques 8 credits
public service and want to enhance their profes- Participants are selected after an evaluation of Applied Methods in Planning, Policy, and
sional competence and career mobility. The their academic performance and other evidence Management (pPPM 620) 4
diversity of the student body enriches students' of intellectual attainment or promise, experience, Quantitative Methods in Planning and Public
experiences in the program. and their statements of professional goals and the Policy (PPPM 656) 4
relationship of the program to achieving these
Students who complete the program are These courses teach decision-making andgoals. A student admitted to the program is
prepared for poll'cy and management careers I'n problem-solving methods. Additional courses inexpected to maintain a 3.00 GPA or better.public and private nonprofit organizations at techniques of analysis, including quantitative
local, state, and national levels and in private Affirmative action and equal opportunity begins economic and statistical methods, are strongly
for-profit organizations concerned with public with the recruitment and education of potential encouraged.
policy and management. Graduates of the professionals. The need for the student to excel in
Program hold leadership positions at every level organizational settings with diverse work forces Public Policy andd 't' . I . d Worn d Oruanizational Environment 12 creditsof public service. an CI Izenry IS a so recognIze . en an "
minority applicants are particularly encouraged. Public Policy Analysis (PPPM 636) 4
Unique Characteristics of the Program Leadership and Organizational Change
Flexibility. With faculty assistance, students Applications are accepted beginning September 15 (pPPM 639) 4
tailor programs to meet individual needs and for admission fall term a year later. They are re- Approved introductory course (inquire at depart-
career interests. A student may concentrate on viewed beginning February 1, and applicants are ment) 4
public financial management, for example, with a notified of admission decisions early in March. These courses provide an understanding of
career goal of becoming a budget analyst for state Students typically begin their program fall term. political, legal, economic, and social institutions
government. Or a broader concentration area, Program Overview and their processes as well as organizational
such as human service management, might be Students can earn an M.A. or M.S. degree in management concepts. Additional course work in
chosen. Students are free to enroll in courses public affairs. A minimum of 72 credits are the legal context of public policy and management
offered by other UO schools or departments to required to receive either degree, typically is strongly encouraged.
strengthen areas of individual interest. accomplished in approximately eighteen to Conc~ntrationA!:e~ (20 credits). Each~tudent is.
Problem-'Oriented Courses. These courses twenty-four months (six to eight terms) of full- expected to develop a concentration area that
prepare students for the managerial responsibility .---·hme study. Academ~c .15aCkground~annc.dih>w"'.o"rt-k~~~--'s"'u't'p"'p"'o"rt"'s'-'c"'ar--'e....e'-'r"'g....o'J;a'-Cls....":C::"o"'u"r...se"'s...i...n...a...'-'co...n~c..e·n~...tr...a"--ti:-·o-n~~-
of decision-making. The program uses alternative exp:~ence are scru~lm~ed to determIne If area, chosen in consultation with the faculty
teaching methods to facilitate the development of additIonal p~eparatlOn IS needed before the adviser, may be selected from any of the graduate-
the skills needed to diagnose problems, collect student begIns the program. To earn an M.~. level offerings on campus. Students must take at
and analyze information, plan, choose among degree, th~ student must demonstrate readmg least 20 credits in their chosen concentration area.
policy alternatives, communicate findings, and speakmg knowledge of a second language. More than one area may be developed. Concen-
implement programs, and manage change. Mid-Program Review. After completing 34 to 38 tration areas chosen by recent graduates include
Focused Approach. The curriculum, organized graduate cre~its, students are sent the mid~ public management, human resources manage-
into a set of core courses, a field internship, and program re~ewfo~ and asked to meet WIth a ment, applied research and program evaluation,
an area of concentration, provides a framework faculty adVIser to :eVlew progress tow~rd the environmental policy, city management, interna-
for teaching leadership, management, analytical degr~e and establIsh goals for.completmg degree tional development, and nonprofit management.
techniques and public policy. reqUIrements. Once the form IS completed and Supervised Field Internship (12 credits).
, .... . approved by public policy and management fac- Working with the internship director, each stu-
Inter- and M~ltIdlsclpIInary.ProgrammIng. ulty members, the student can continue working
Th t t t I f th dent is placed in an internship that introduces thee program m e~a es rna ena s ron: 0 er toward the degree without delays or unnecessary
f tud t t d t th ty f practical aspects of positions in the chosen field.areas 0 s. y 0 gIve s u en. s e vane 0.. program changes. The mid-program review is the
t th t t I t d t Ouring the internship, the student tests class-persp.ec Iv.es a are essen la 0 an e uca IOn m time to initiate discussion about an appropriate
bli I d St d t room theory and develops contacts that can leadpu c po ICy an management. u en.s are final proJ·ect. The adviser also assists with selec-
d t t d to securing a position after graduation.encou.rage ~ earn concurren. e~ees m. tion of committee members to guide the student
planrung, enVIronmental studies, International in completing the final project. Internships are an integral part of the public
studies, business, or another discipline. policy and management graduate program.
Curriculum Students who are working in their chosen field
Professional competence rests upon four basic and those with experience are encouraged to
elements: knowledge, skills, values, and behavior. participate in an internship selected with the
226 School of Architecture and Allied Arts
internship coordinator. Interns earn 3 to 12 credits
in Internship (PPPM 604) each term. Internships
are graded PIN (passIno pass). A written paper is
required as is a supervisor's evaluation and a
contract.
A student who has not had two or more years of
career experience must complete 12 credits of
internship. A student who has had two or more
years of reievant career experience or who is
working in the desired area of public policy and
management can waive the internship with the
approval of the student's adviser, the program
director, and the internship coordinator. If the
internship requirement is waived, the student
must still complete 12 credits of other course
work.
Micronesia and South Pacific
Program
Opportunities for students and faculty members
to study, work, and teach in the Federated States
of Micronesia, the Republic of the Marshall
Islands, the Republic of Palau, and Samoa are
available through the Micronesia and South
Pacific Program. The program has received
funding from several federal agencies with
responsibilities in the Pacific islands. These
grants include an undergraduate study-abroad
program, long-term faculty affiliation 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 enables
Final Project (8 or 11 credits). Each student
must write a thesis or a final paper to fulfill
degree requirements. Students earn 9 credits in
Thesis (pPPM 503) or 6 credits in Terminal
Project (PPPM 609).
The final project should be based on original
research but may vary in comprehensiveness,
format, and approach. A project may be concep-
tually or empirically oriented; it may involve a
case or comparative study, a literature search, or a
piece of empirical research. A project may also
involve a combination of approaches.
Whether completing a thesis or final paper,
each student must enroll in Student Research
Colloquium (PPPM 690). This discussion course
assists students in developing their proposals and
conducting research. It includes presentations by
advanced master's degree candidates of designs
and conclusions resulting from theses and final
papers. One credit is earned during each of two
terms.
advanced graduate students to work with interviews, historical data, and photography in
government officials in the Pacific islands on community analyses, program evaluations, and
projects, identified by the government, that other applied social research efforts.
promote sustainable development. 422/522 Grant Writing (1) PIN only. Introduc-
PLANNING, PUBLIC POLICY tion to the process of preparing grant applications
and material for funded research. Povey.
AND MANAGEMENT COURSES 424/524 Managing Public Money (4) Budgetary
(PPPM) decision and control processes in public organi-
Because not every course can be offered every year, zations; their relationship to allocation of public
students should consult the most recent DO resources; problems of taxation, planning, bud-
Schedule of Classes or inquire at the department geting, controlling, and evaluating government
office. activities. Simonsen.
199 Special Studies: [Topic] (1-5R) 426/526 Environmental Planning (4) Contem-
201 Introduction to Planning, Public Policy porary environmental problems as they relate to
and Management (4) Overview of professional regional social, economic, and physical systems.
public service and the planning and management The long- and short-term impacts of overpopula-
of public issues. Focuses on the goals of public tion, overconsumption, and harmful technologies.
services within their economic, social, and politi- Baldwin.
cal contexts. M. Hibbard. 443/543 Natural Resource Policy (4) Aspects of
322 Introduction to Public Service Manage- population and resource systems. Poses questions
ment (4) Theories relevant to the effective about population trends, policy, and optimum
management of large and small organizations size; analyzes methods for determining resource
that deliver service to the public. Assumes availability and flows. Hosticka.
students have completed general PPPM prereq- 445/545 Communities and Regional Develop-
uisites. Weeks. ment (4) Economic, sociocultural, and political
323 Public Service Policies and Programs (4) forces that produce the internal structure of
The various roles and processes in policy formu- regions in selected countries in the Pacific basin
lation, implementation, and evaluation; needs, and the implications for small towns and rural
issues, and problems relevant to social programs areas. M. Hibbard.
and policy. Assumes students have completed 446/546 Socioeconomic Development Plan-
general PPPM prerequisites. Coreq: PPPM 448. ning (4) Planning for responsible economic and
Rocha. social development. Policy problems and issues
399 Special Studies: [Topic] (1-5R) in providing a stable economic base and social
and economic well-being while avoiding envi-
401 Research: [Topic] (1-21R) ronmental degradation. M. Hibbard.
403 Thesis (1-21R) PIN only 448 Community Development (4) Processes
404 Internship: [Topic] (1-18R) PIN only. through which the citizens of urban neighbor-
Twelve-credit maximum per term. Participation hoods and small towns define and address public
in the activities of public or private community issues and work to improve their local communi-
Concurrent Master's Degrees agencies and organizations, under faculty super- ties. Coreq: PPPM 323. M. Hibbard.
Students may participate in a concurrent master's vision and with coordinated instruction. Prereq: 462/562 Policy Development and Evaluation (4)
d Th fi Id f I · d f instructor's consent.egree program. e e sop annIng an 0 Policy alternatives, policy and program impact,
public policy and management draw on knowl- 405 Reading and Conference: [Topic] (1-21R) measurements and evaluation. Emphasizes the
edge and expertise in other areas such as business, 406 Special Problems: [Topic] (1-21R) roles and resources of administrative agencies in
law, economics, political science, environmental 407/507 Seminar: [Topic] (1-5R) Recent topics processes of analysis. Hosticka.
stud~es, geography, landscape architecture, and include Contemporary Urbanism, Electronic Data 464/564 Cost-Benefit Analysis (4) Use of cost-
architecture. The concurrent degree program Resources, Health Policy, Homelessness, New benefit analysis at decision levels from the indi-
allows students to emoll in two master's programs Democratic Processes. vidual to-the nation-state; advantages, disadvan-
simultaneousl)'irLord~~complete.recp1;remeuts--4tl81SOltWorkshop:[ToplcnT=2Tm---------rag~appropnateuses of cost-15ef\efiI------
for the two degrees With three years of course 410/510 E . tIC . [T .] (1-5R) analysis. Prereq: one course in social research or
work. Students interested in this option should T 'al xpenmten aht oudrset'h °PIC b in quantitative methods in social science.k d . b f h fin courses are aug un er ese num ers.
see program a Vice fr?m a mem er 0 t e acu ty. See the UO Schedule ofClasses for current titles. 471/571 City Management (4) Focuses on how
Students must be admitted to both programs and .. ). . f to manage local governments effectively particu-
make special arrangements with both program 4
h
13 APPhhedd Sfocla.l RI e~earch (5 APhplic~tlOn o. larly small governments in both metrop~litananddirectors. t e met 0 s 0 socia SCience researc to Issues In . . .
planning and policy analysiS. Development of nonmetropohtan a.reas. Political processes,
skills in data presentation, analysis, and interpre- management, serVIces, performance. Downes.
tation. J. Hibbard. 480/580 Managing Nonprofit Organizations
418/518 Introduction to Public Law (4) Admin- (4) H~w to manage no.nprofit organizations.for
istrative law, including introduction to legal supenor performance In a human.e, responSive,
research, for public administrators. Administra_ a.nd responSible manner. Distinctive charactens-
tive procedures, implementation of policy tics of nonprofit orgamzatlOns. Downes. .
through administrative law, judicial review, and 481/581 Resource Development for Nonprofit
practical applications in public agencies. Organizations (4) Examines development and
419 Community Planning Workshop (1-5R) manage~ent of.financial and human resources in
PIN only. Cooperative planning endeavors. nonprofit orgamzatlons. ~xplor~s fundraIsI~g,
Students define problems, determine appropriate board development, and strategies for contmuous
research methods, identify the groups that pro- quality Improvement. Prereq: PPPM 4801580.
mote or resist change, test alternative solutions, 503 Thesis (1-16R) PIN only
and prepare a final plan or project. Parker. R once 601 Research: [Topic] (1-16R) PIN only
for maximum of 10 credits. 604 Internship: [Topic] (1-16R) PIN only. Twelve-
421/521 Qualitative Methods in Planning and credit maximum per term. Faculty-supervised
Public Policy (4) Use of observation, open-ended participation in the activities of public or private
Planning, Public Policy and Management 227
community agencies and organizations; coordi-
nated instruction. Prereq: instructor's consent.
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Recent topics
include Advanced Leadership, Economic Analy-
sis, Financial Budget Planning, Healthy Commu-
nities, Land Use and Transportation Issues, 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) R for
a total of six short seminars a year.
611 Introduction to Urban Planning (4)
Explores the concepts and functions of the
planning processasfhey relate fothe social,
economic, pohhcal, 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;
descriptive and multivariate analysis; computer
applications; selected analytic models, population
projections, cost-benefit analysis. Open to non-
majors with instructor's consent. 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.
E. M. Rocha.
617 Regional Planning (4) Theory and practice
of regional planning. Substate regional analysis;
development of regional policies and plans as
they relate to the natural- and human-resource
base of the Pacific Northwest.
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.
622 Project Management (4) Application of
specific techniques that, if implemented, lead to
planning-related and other projects being
completed on time, within budget, and with
appropriate quality.
626 Experiencing Crossing Cultures (3) PIN
only. Focuses on cross-cultural communication
in developing countries, specifically in relation to
working overseas. Gale.
627 Energy Policy and Planning (4) Technical,
so~aLec::Qnomic, and envil'onmental impacts of
energy technologies. Discussion of United States
and world policies and alternatives. Baldwin.
628 Public Finance Administration (4) Reasons
for governmental intervention and analysis of
revenue sources available to governments.
Includes discussion of various taxes, intergovern-
mental transfer 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 financial audits, and local government
fiscal analysis. Simonsen.
634 Strategic Planning (4) Process of strategic
planning for communities, public organizations,
and nonprofit agencies.
635 Planning and Social Change (4) Introduc-
tion to the relationships between social change
and planning policy. Includes equity literature
related to planning; examines how national social
trends affect housing and neighborhood change.
E.M. 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 adopted and effec-
tively implemented. Hosticka.
639 Leadership and Organizational Change
(4) Change efforts designed to improve the
performance and accountability of public service
organizations; the critical leadership role of
public managers in the change and transition
process. Downes.
640 Land Use Planning (4) Land use planning in
urban, rural, and connecting environments.
Functions, distribution, and relationships of land
uses; social, economic, fiscal, and physical conse-
quences of alternative land use development
patterns. Ribe.
641 Land Use Law (4) Constitutional law issues
(due process, equal protection), statutory con-
straints (antitrust, civil rights), and procedural
aspects of planning and land use regulation.
642 Sustainable Communities (4) Explores
relationships among individuals, communities,
and the earth in agrarian, modern, and post-
modern periods. Examines a current paradigm
clash and implications for sustainable social and
built environments. E. M. Rocha.
644 Human Behavior in Public Organizations
(4) Integrates social science knowledge about
people at work. Focuses on the concepts of .
human 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 appropriate analy-
sis 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 and costs of tourism at
the community and regional levels. Planning and
management of tourism resources. Prereq: intro-
ductory planning course or instructor's consent.
660Human-ResourceManagementin-the _
Public Sector (4) Principles, issues, and practices
of public personnel administration. Addresses
recruitment, selection, evaluation, compensation,
employee development, and labor relations within
the distinctive context of public organizations.
Hardin.
670 Ethics and Public Affairs (4) Accountability
methods of organizations; intergovernmental
requirements; social and environmental control
of organizations; accountability imposed by
public organizations on citizen and private-sector
behavior through regulation, ethical and value
issues.
678 Evaluation Research (4) Theory and practice
in evaluating the performance of public policies
and programs. Covers the purposes of evaluation,
the variety of evaluation designs, and the politics
and ethics of evaluation.
690 Student Research Colloquium (1-3R)
PIN only. Presentation by advanced master's
degree candidates of designs and conclusions
resulting from thesis research projects. J. Hibbard,
Povey. R for maximum of 3 credits.

229
o IS researc are 0 en Iscusse
in the classroom, and students have
the opportunity to become involved
in faculty projects.
Charles H. Lundquist Center
for Entrepreneurship
Director
131 Gilbert Hall
(541) 346-3420
The primary goal of the Lundquist
Center for Entrepreneurship is the
development of skilled and knowl-
edgeable entrepreneurial leaders
who will successfully confront the
ever-changing business environ-
ment. Undergraduate and graduate
students can concentrate on entre-
preneurship in their degree pro-
grams. The center sponsors intern-
ship programs, research, curriculum
development, a national business-
plan competition, and student-run
Stuttgart courses are taught in
German. In addition, the college
sponsors a six-week summer school
program in Tokyo, Japan. This pro-
gram focuses on Japanese business
management.
Students interested in careers in
international business are particu-
1arly encouraged to take advantage
of one of these programs.
Research
Faculty members in the Lundquist
College of Business carry on active
programs of research in the various
disdpIiiles6f15usiness. TKe results
Overseas Study Programs
Students in University of Oregon
overseas study programs enroll in
courses with subject codes that are
unique to individual programs. Spe-
cial course numbers are reserved for
overseas study. See Overseas Study
in the Academic Affairs section of
this bulletin.
The college maintains exchange
relationships with several overseas
universities that offer students
opportunities to study business
management abroad. Overseas
study programs in business are
available at the University of
Copenhagen (Denmark), University
of Stuttgart (Germany), Aoyama
Gakuin University 0apan), and
Yonsei University (Korea). In all
programs except Stuttgart's, English
is the primary instructional language;
college students and faculty mem-
bers with support for their educa-
tional needs through professional
staff assistance and access to com-
puter hardware and application
software. All business students have
the opportunity to use computer
technology in their business courses.
The facility consists of four micro-
computer laboratories linked via
Novell Netware with full access to
Internet services. Software for word
processing, spreadsheets, statistics,
and other discipline-specific appli-
cations are available to students.
The facility includes two classrooms.
One contains twenty-eight Pentium
class computers with dual 46-inch
display monitors. The second class-
room has fourteen Pentium class
computers with dual 46-inch display
monitors. When no class is in
progress, these classrooms are open
to business students. Undergradu-
ate students and graduate students
have separate laboratories that con-
tain IBM-compatible Pentium per-
sonal computers. The machines are
networked to laser printers for pro-
fessional business output. Remote
access to several on-line databases
and library catalogs is available:·
Business Student
Societies
The follOWing business and profes-
sional societies have chapters at the
university: Alpha Kappa Psi, profes-
sional business fraternity; Beta Alpha
Psi, accounting; Northwest Human
Resource Management Association;
and American Marketing Association.
Beta Gamma Sigma
Beta Gamma Sigma is the national
scholastic honor society in business
administration. For more informa-
tion about Alpha Kappa Psi, Beta
Alpha Psi, and Beta Gamma Sigma,
see the Honors and Awards
section of this bulletin.
Computing Facilities
The Lundquist College of Business
Technology Laboratory provides
Charles H. Lundquist
College of BUSINESS
Faculty and Courses
Faculty members listed at the begin-
ning of the Undergraduate School
of Business section of this bulletin
teach undergraduate general-busi-
ness courses; faculty members listed
at the beginning of the Graduate
School of Management section
teach graduate general-business
courses. See the departmental sec-
tions following the Graduate
School of Management for faculty
members who are affiliated with
specific departments.
Both undergraduate and graduate
general-business courses, offered
under the Business Administration
(BA) subject code, are listed at the
end of this section, preceding the
Undergraduate School of Busi-
ness. Courses with accounting
(ACTG), decision sciences (DSC),
finance (FINL), management
(MGMT), and marketing (MKTG)
subject codes are listed in those de-
partmental sections; business envi-
ronment (BE) courst's appear under
Marketin .
program in 1962 by the American
Assembly of Collegiate Schools of
Business.
s u en s, e co ege reqUIres a
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 Manage-
ment, which operates under 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
undergraduate program was
accredited in 1923 and its graduate
Dale Morse, Dean
268 Gilbert Hall
(541) 346-3300
http://biz.uoregon.edu/
ABOUT THE COLLEGE
The Charles H. Lundquist College
of Business offers programs of study
leading to bachelor's and doctoral
degrees in accounting; a bachelor's
degree in business administration;
master's and doctoral degrees in
decision sciences, finance, manage-
ment, and marketing; and a master
of business administration degree.
These programs are designed to
provide a broad education in both
business management and societal
issues that is essential for respon-
sible administrative, research, and
technical careers in business,
government, and education. This
foundation facilitates the transition
from university student to produc-
tive member of the business world.
Details about master's and doctoral
programs are in the Graduate
School of Management section of
this bulletin.
To ensure such an education for its
230 Charles H. Lundquist College of Business
clubs and activities. Internships offer under-
graduate and graduate students invaluable expe-
rience in the dynamics of new industries and
growth ventures. The New Venture Competition
awards more than $10,000 to student teams from
all over the country. A resource library of books,
audio- and videotapes, and cases related to
growing businesses are housed in the center.
Forest Industries Management Center
Director
209B Gilbert Hall
(541) 346-3300
The primary goal of the Forest Industries
Management Center is to stimulate research
and education related to business and the
management of forest-products industries.
Institute of Industrial Relations
James R. Terborg, Director
9 Gilbert Hall
(541) 346-3306
The Institute ofIndustrial Relations supports
research and service relevant to the employment
relationship in a-competitive, global workenvi-
ronment The in~titllt€ coordinates activities 'Nitfi
the Labor Education and Research Center, the
Lundquist College of Business, and the M.B.A.
degree program. The institute is described more
fully in the Research Institutes and Centers
section of this bulletin.
James H. Warsaw Sports Marketing Center
Richard H. Burton, Director
171 Gilbert Hall
(541) 346-3495
The primary mission of the Warsaw Sports
Marketing Center is to understand and advance
sports marketing and sports business leadership
through research, education, and interaction
between top scholars and successful sports busi-
ness professionals. As the first endowed sports
marketing program in a college of business at a
major public university, the Warsaw center has
developed curricula that lead to a concentration
in sports marketing in undergraduate B.A. or B.S.
degree programs and to a sports-marketing con-
centration area in the M.B.A. degree program.
Sports-marketing courses cover such topics as
sponsorship, licensing. law, event marketing. and
stadium economics. In addition, the center orga-
nizes research; sports-industry internships; guest
speakers, including the nationally recognized
"Learn from the Leaders" symposium on women
in sports business; and an annual industry execu-
tive retreat and forum.
Business and Industrial Sales Program
William E. Daley, Director
316 Gilbert Hall
(541) 346-5150
The primary mission of the Business and Industrial
Sales Program is to guide the curricular, extra-
curricular, and meaningful work experiences of
participants to prepare them for rewarding, life-
long careers in professional selling and sales
management. The program acts as a liaison to the
business community, whose input and support
are welcome.
Office of External Affairs
Christopher D. Murray, Associate Dean for
Development and External Affairs
264 Gilbert Hall
(541) 346-3370
This office pursues and secures annual private
support for the college, engages and involves the
college's alumni, and communicates the college's
messages coherently and consistently. It accom-
plishes these goals through alumni programs,
corporate and foundation relations, fundraising,
public relations, and publications.
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
Program: Applied Information Management
BUSINESS ADMINISTRAnON
COURSES (BA)
101 Introduction to Business (4) Historical,
social, political, economic, and legal environments
within which business operates. Interrelationships
of major functional areas including management,
finance, marketing, accounting. and international
studies.
199 Special Studies: [Topic] (1-5R) R when
topic changes
215 Accounting: Language of Business Deci-
sions (4) How the accounting model reflects
business transactions or events. Interpretation
and analysis of financial statements. Understand-
ing cost and revenue information, organization,
and decisions. Prereq: BA 101.
315 Economy, Industry, and Competitive
Analysis (4) Graded only. Free enterprise capi-
talism and market competition. Economic value
added, product cost, and product pricing. Orga-
nizational arrangements and the control of eco-
nomic activity. Prereq: BA 101.
316 Management: Creating Value through
People (4) Graded only. Management systems
for planning, controlling. organizing, and leading;
how they influence human behavior in organiza-
tions. Selecting, training, retaining, and motivat-
ing the human resource in organization. Prereq:
BA 101.
317 Marketing: Creating Value for Customers
(4) Graded only. Market analysis, target customer
identification, and development of marketing-
mix strategies to deliver superior customer value
and contribute to the performance of the organi-
zation. Prereq: BA 101.
318 Finance: Creating Value through Capital
(4) Graded only. Financial statement analysis,
pro forma statements and capital budgeting. time
value of money, net present-value analysis, risk
and cost of capital. Prereq: BA 215.
399 Special Studies: [Topic] (1-5R) R when
topic changes
410/510 Experimental Course: [Topic] (I-4R)
R when topic changes
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
processes by which governmental units influence
and constrain managerial decisions.
612 Analyzing Markets and Industries (12)
Graded only. Analysis of social, global, techno-
logical, economic, and legal effects on a business
and its industry. Financial accounting, team-
building, analytical skills, competitive analysis,
and identifying customers. M.B.A. students only.
613 Identifying and Evaluating Market
Opportunities (12) Graded only. Analysis of
market opportunities and organizational
capabilities to develop a strategic plan. Account-
ing for planning purposes, financial markets,
marketing strategy, and product design. Prereq:
BA 612. M.BA students only.
614 Managing Business Opportunities (12)
Graded only. Development of a business plan
for an emerging business opportunity. Account-
ing for control purposes, operations manage-
ment, designing organizational structures, and
managing people to achieve organizational goals.
Prereq: BA 613. M.BA students only.
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 techniques
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.BA 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 evalua-
tion; and integration of technology planning with
corporate strategy. Offered only through the Applied
Infom/ation Management (Allvf) Program.
653 International Business Strategies (3)
Examines theoretical and practical aspects of
international business strategies as presented in
Undergraduate School of Business 231
three modules. Final projects focus on individual
professional contexts. Offered only through the
Applied 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 man-
agement to plan, direct, and control the firm's
operations. Reviews concepts, tools, and applica-
tions to both financial and managerial areas.
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.
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.B.A. 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) Analysis
of government policy and the legal environment
in which business operates; the effects of law,
government policy, and social forces on the
formulation of business strategy and decision-
making. Offered only through the Oregon Executive
MB.A. Program.
712 Financial Accounting and Reporting (3)
Preparation, interpretation, and use of external
financial statements and reports. Covers basic
accou~ting principl~s, recording and reporting
techniques underlymgvaluation and income
determination. Offered only through the Oregon
Executive M.B.A. Program.
713 Applied Statistics for Managers (3)
E.xposure t? descripti:e statistics, decision analy-
s~s, regressIOn analysIs, and forecasting. Empha-
SIS ~;when andJlOw to use statistics. Integrates
statistical tools used to analyze business data
with microcomputers. 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 account-
ing data for business decisions, performance
appraisal, budgeting, and control. Offered only
through the Oregon Executive M.B.A. Program.
715 Managerial Economics (3) Covers micro-
and macroeconomic analyses and the concepts of
cost, demand, profit, and competition. Examines
monetary and fiscal policy, the Federal Reserve
System, and money and capital markets. Offered
only through the Oregon Executive M.B.A. Program.
716 Managing Organizations (3) Focuses on the
sys~ematic relationship among organizational
vanables and their implications for effective
management of individuals and groups within an
organization. Offered only through the Oregon
Executive M.B.A. Program.
717 Marketing Management (3) Examines mar-
keting ~nalysis and planning necessary to develop
marketing plans and strategies for a product-line.
Includes basic marketing concepts and philoso-
phies and brief exposure to macromarketing
strategies. Offered only through the Oregon Execu-
tive MB.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)
Strategic perspective that leads to sustainable
competitive advantage. Includes analysis of
market.structures, consumer and buyer behavior,
marketing research and forecasting, communica-
tion and promotions management, and interna-
tional marketing. 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.B.A.
Program.
721 Management of Innovation and Change
(3) Examines the relationship of leadership,
organizational learning, and whole-systems
theory to successful innovation and change
programs. Includes marketing of new products,
managing change, and dealing with financial
problems of rapid growth. Offered only through the
Oregon Executive M.B.A. Program.
722 Human Resource Management (3)
Examines effective human resource management
systems including affirmative action in employ-
ment planning, compensation theory and admin-
istration, benefits, career development, and human
resource management information systems.
Offered only through the Oregon Executive MB.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.B.A.
Program.
724 Project and Systems Management (3)
Project management systems including planning,
schedulih-g and implementation, cost and quality
control, computer applicanons, Innovanons in
inventory control, quality control, process and
production planning. Offered only through the
Oregon Executive M.B.A. Program.
725 Implementing Corporate Strategy (3)
Focuses on decision-making that cuts across
departmental (functional area) boundaries,
emphasizing integration and application of busi-
ness knowledge in decision situations. Offered
only through the Oregon Executive M.B.A. Program.
726 International Business Strategy (3) Focuses
on ~~e 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.B.A. Program.
727 Executive Seminars (4) Application of
business principles to emerging issues confront-
ing executives in competitive environments.
Interaction with executives in analyzing strategic
opportunities and industry structure. Offered only
through the Oregon Executive M.B.A. Program.
UNDERGRADUATE
SCHOOL OF BUSINESS
Wendy Mitchell, Director,
Undergraduate Programs
271 Gilbert Hall
(541) 346-3303
FACULTY
William E. Daley, instructor (business software ap-
plications, information systems). B.S., 1990, M.B.A.,
1995, Oregon State. (1995)
Paul Frishkoff, professor (general business). B.A.,
1960, Swarthmore; M.BA, 1962, Chicago; Ph.D.,
1970, Stanford; C.PA, California, Oregon. (1967)
Ronald Severson, adjunct instructor (business com-
munication' cross-cultural studies). B.A., 1979,
Willamette; MA, 1989, Oregon. (1996)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty. -
To earn an undergraduate degree in the Lundquist
College of Business, a student must be admitted
as a major and complete the major requirements
in either accounting or business administration.
Combined with other work, each of the majors
may lead to a bachelor of science (B.S.) or a bach-
e
or 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-
neous
y (e.g., a B.A. and a B.S.) but may complete
two or more majors for the same degree in two
DO schools or colleges. Students must satisfy the
upper-division business core and major require-
ments in effect when they are admitted as majors.
The requirements 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 when 90 credits have been
earned and junior standing has been attained.
Students intending to major in a business field
should declare prebusiness status until admission
require~entshave 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
requirement, mathematics and economics re-
quirements, and the prebusiness core (described
under Lundquist College of Business Require-
ments). The prebusiness core courses must be
taken for letter grades. A 2.75 GPA and a mini-
mum grade of C- in these courses is required for
admission as a major. The GPA is based on all
graded courses completed. If a graded course is
repeated, both course grades are counted in com-
puting the cumulative GPA but only the second
grade is used in calculating the GPA for the core.
~f 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. The Lundquist College of Business
uses all course work, including transfer work,
when calculating the cumulative GPA for admis-
sion to the major.
International students must have a Test of English
as a Foreign Language (TOEFL) score of at least
232 Charles H. Lundquist College of Business
LUNDQUIST COLLEGE OF
BUSINESS REQUIREMENTS
See Admission Requirements earlier in this sec-
tion of the bulletin for GPA and minimum grade
requirements.
Listed below are basic undergraduate degree and
major requirements. For a more detailed explana-
tion of requirements for business administration
and accounting majors, students should pick up
the undergraduate degree program handout,
available in the undergraduate program office.
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.
there for majors in the college and for the busi-
ness administration minor. The undergraduate
program office also provides information about
scholarships, student organizations, internships,
educational exchange programs, campus career
services, and visiting speakers.
A bulletin board outside undergraduate program
office contains announcements about policies,
coming activities, scholarships, and other infor-
mation of interest to business and prebusiness
students. Students are held responsible for
nformation posted on the board and should
check it once a week for important events and
policy changes.
Peer advisers and college staff members are avail-
able to assist in planning programs, answering
questions, and tracking progress toward gradua-
tion or admission as a major. Students should
check with the advising service at least once a
year to ensure that requirements are being met.
Tutoring
The Braddock EducationalSuccess-1'earn-(BES-'f)------
offers free tutoriltg for students elllolled ill
undergraduate courses in the Lundquist college
as well as writing support services, noncredit
seminars, and career development support.
Nonmajors
Only admitted majors and admitted minors in the
Lundquist College of Business may enroll in 300-
and 400-level business courses.
Student Advising
The Lundquist College of Business advising
service for business students is located in the
undergraduate program office. Information about
admission and degree requirements is available
Honors College
Prebusiness students admitted to the Robert
Donald Clark Honors College at the University of
Oregon may substitute certain honors college
courses for Lundquist College of Business
prebusiness core requirements. See the director of
undergraduate programs for details.
Honors Program
The Lundquist College of Business offers an hon-
ors program for exceptional students. Honors
students take core courses together, participate in
seminars, work with an honors adviser, complete
an honors senior project, and receive a bachelor's
degree diploma with honors in business adminis-
tra tion. This prestigious program is open to
exceptional high school students, who may be
admitted into the program as freshmen, as well
as to top performing undergraduates and transfer Business, and an official transcript showing receipt
students. For information about admission to the of the degree must be sent to the university's
honors program, contact the undergraduate Office of Admissions. Second-degree candidates
program office. must meet the same admission requirements and
Application Procedure follow the same application process as first-degree
candidates. International students must have
To be considered for admission as a major, students TOEFL scores of 575 or higher.
must apply before the term deadline. Application
deadlines are fall term: April 10, winter term: Octo- Students are given prebusiness status until admis-
ber 9. Late applications are not accepted. sion requirements are either completed or waived
because of prior'course work. Second-degree
Applicants must have completed all prerequisite students must complete the same upper-division
courses and meet the minimum GPA require- requirements as first-degree candidates. The
ments before they can apply. Applications are Second Bachelor's Degree section of this bulletin,
available in the undergraduate program office. under Registration and Academic Policies, lists
Transfer Students university requirements for a second bachelor's
Transfer students who will have completed all degree; the student services office distributes in-
admission requirements prior to transfer should formation about Lundquist College of Business
apply for admission as a major during the first requirements.
appropriate application period listed above after Degree Requirements
transferring. Students transferring before admis- To receive a degree in the Lundquist College of
sion requirements have been met can be admitted Business, a student must be an admitted major in
to the University of Oregon as prebusiness stu- good academic standing with the college and the
dents if iligir GPA~2.75 orhigherLThese_students university. Two sets of requirements must be
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the application procedure above. Lundquist College of Business requirements. The
When admission requirements change signifi- college is firmly committed to an undergraduate
cantly, the effective date for transfer students is degree program in business that is based on a
generally one academic year after the policy first solid foundation in the arts and sciences. Business
appears in the University of Oregon Undergraduate majors, although in a professional school, must
and Graduate Bulletin. meet the same group requirements as students in
Continuous Progress the College of Arts and Sciences and must qualify
If a student does not attend the university for an for either the B.A. or the B.S. degree. Refer to the
extended period of time after being admitted as a Registration and Academic Policies section of
major, he or she may be required to reapply for this bulletin for specific requirements for
admission and fulfill current major requirements bachelor's degrees and for general-education and
if the undergraduate and graduate bulletin for the university requirements.
last year of attendance has expired. (See Bulletin
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
575 or have completed the Supplementary En-
glish Language Training (SELl) program. More
information is available in the student services
offices.
Beginning fall 1999, admission requirements will
include successful completion of a qualifying
examination.
Undergraduate School of Business 233
Prebusiness Core. Potential majors must take
the following prebusiness core courses or their
equivalents to be considered for admission to the
Lundquist College of Business:
Introduction to Business (BA 101)
Introduction to Economic Analysis: Microeco-
nomics (EC 201), Introduction to Economic
Analysis: Macroeconomics (EC 202)
Introduction to Accounting I (AcrG 211),
Introduction to Accounting II (AcrG 213)
Computer Proficiency. Computer competency
is required of all business students. It is defined
as the ability to use software packages-includ-
ing spreadsheet, database, and word-processing
applications-on a microcomputer with minimal
tutorial assistance. The student services office
maintains a list of courses that meet the com-
puter-proficiency requirement.
In view of limited college and university comput-
ing facilities, business students may want to
purchase a microcomputer. Such purchases are
not required, and neither the college nor the uni-
versity endorses any particular manufacturer or
vendor. Students who plan to piJrchase a micro-
computer are urged to obtain information about
minimum specifications and compatibility with
college hardware and software from the
Lundquist College of Business Technology
Laboratory.
Upper-Division Core. The following courses
are required of all majors:
Economic Foundations of Competitive Analysis
(FINL311)
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)
Strategies for Global Competition (MGMT 453)
One additional course in leadership skills
Residence Requirement. Students must take a
minimum of 44 upper-division credits in busi-
ness in regularly scheduled Lundquist College of
Business 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 Other Disciplines. Students must
earn at least 90 credits in courses taken outside
the business college. These 90 credits include
required general-education and breadth course
work listed below.
Nonbusiness Breadth Requirement. Complete
24 credits in a coherent body of courses related to
the student's career goals. A nonbusiness minor
meets this requirement. The college's under-
graduate programs office offers assistance in
planning individualized programs.
Global Context for Business Decisions. Com-
plete three courses that focus on international,
historical, political, economic, or social issues of a
geographic region. All three courses should focus
on the culture of one country other than the
student's native country. Language courses
beyond the first year are eligible. Advising assis-
tance is available in the college's undergraduate
program office.
Grading
Upper-division courses 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
accounting 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 majors
must complete the following courses. Of the 38
required credits, 24 upper-division credits must
be taken at the University of Oregon
Courses 38 credits
Approved Special Studies (ACTG 199) course 2
Accounting Information Systems (ACTG 320) 4
Financial Accounting Theory I (ACTG 350) 4
Financial Accounting Theory II (ACTG 352) 4
Cost Accounting (AcrG 360) 4
Auditing Concepts (AcrG 440) 4
Advanced Financial Accounting (ACTG 450) 4
Introduction to Federal Taxation (AcrG 470) 4
One permanently numbered 400-level
accounting course 4
Business Law (BE 420) or one permanently
numbered 400-level ACTG or DSC elective .... 4
Business Administration
In addition to the upper-division core, students
must complete seven courses from at least three
Lundquist College of Business departments. Four
of these courses may be taken in one of the con-
centration areas listed below. Concentrations are
optional; they do not appear on UO academic
transcripts or diplomas.
Entrepreneurship and
Small Business Concentration 16 credits
---------- --
Cash Flow Management (ACTG 340) 4
Small-Business Management (MGMT 435) or En-
trepreneurship (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
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
Three electives selected from Leadership in
Organizations (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 electives. A list of management
courses is available in the college's under-
graduate program office 12
Marketing Concentration 16 credits
Marketing Strategy (MKTG 490) 4
Three electives selected from Consumer Behavior
(MKTG 360), Marketing Research (MKTG 390),
Marketing Communications (MKTG 420),
Marketing Channels and Distribution
(MKTG 440), Sports Marketing (MKTG 450),
International Marketing (MKTG 470), Selling
and Sales Management (MKTG 480) 12
Sports Marketing Concentration 16 credits
Sports Marketing (MKTG 450) 4
Marketing Strategy (MKTG 490) 4
Two electives selected from Sports Marketing
Communication (MKTG 451), Sports Sponsor-
ship (MKTG 452), Law and Sports Marketing
(MKTG 453), Sports Licensing (MKTG 454) ... 8
Business Administration Minor
The Lundquist College of Business offers two
options-basic business and focused business-
for a minor in business administration. The minor
can be completed in one academic year.
Students pursuing a minor in business adminis-
tration should declare their intent in the under-
graduate programs office and pick up a require-
ments checklist before beginning courses for the
minor. Required lower-division courses for either
option must be taken for letter grades and com-
pleted prior to declaring the minor.
In order to be admitted to the minor program,
students must have a 2.00 cumulative GPA,
grades of C- or better in lower-division courses
required for the minor, junior standing, and basic
computing skills. Upper-division courses re-
quired for the minor must be taken for letter
grades, and 12 credits of upper-division course
work must be taken in the Lundqist College of
Business. When all the minor requirements 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.
Basic Business Option
Lower Division 20 credits
Introduction to Business (BA 101) 4
College Algebra (MATH 111) 4
Introduetionte-Eeenemie-Analysis;-MiGro-----_._--
economics (EG 201) and Introductiot:l to Eco-
nomic Analysis: Macroeconomics (EC 202) 8
Introduction to Accounting I (AcrG 211) 4
Upper Division 16 credits
Marketing Management (MKTG 311) 4
Financial Management (FINL 316) 4
Management and Organizational Behavior
(MGMT 321) 4
One elective chosen from regularly offered
Lundquist College of Business courses 4
Focused Business Option
Lower Division 8 credits
Introduction to Business (BA 101) 4
Accounting: Language of Business Decisions
(BA 215) 4
Upper Division 16 credits
Economy, Industry, and Competitive Analysis
(BA315) 4
Management: Creating Value through People
(BA316) 4
Marketing: Creating Value for Customers
(BA317) 4
Finance: Creating Value through Capital
(BA318) 4
234 Charles H. Lundquist College of Business
GRADUATE SCHOOL
OF MANAGEMENT
Raymond D. King, Associate Dean
300 Gilbert Hall
(541) 346-3306
FACULTY
Susan R. Glaser, professor (organizational commu-
nication' corporate teamwork, participative leader-
ship). B.S., 1970, M.A., 1974, Ph.D., 1976, Pennsyl-
vania State. (1975)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
The Graduate School of Management offers
degree programs at the master's and doctoral
levels and coordinates the graduate work of the
five academic departments in the Lundquist
College of Business. Graduate instruction in
every field of business is supported by courses in
related fields offered elsewhere in the university.
The Graduate School of Management is accred-
ited by the American Assembly of Collegiate
Schools of Business.
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 Business
Environment Learning and Leadership program,
which integrates environmental issues into the
curriculum. Students may augment their M.B.A.
with projects and courses offered by the Environ-
mental Studies Program.
Career Services
Deborah Chereck, Director
309 Gilbert Hall
(541) 346-1589
Career Services provides the resources and
services needed by M.B.A. students to design and
implement individual career plans. Workshops
and counseling services focus on resume writing,
netwerking, interviewing skills, negotiating,
employment strategies, and internships. Colitpa-
nies schedule visits to share information and to
recruit interns and full-time employees.
MASTER'S DEGREE PROGRAMS
Dan Poston, Director
The Graduate School of Management offers
course work leading to the master of business ad-
ministration (M.B.A.), master of science (M.S.),
and master of arts (M.A.) degrees. The master of
human resources and industrial relations
(M.H.R.I.R.) degree program is inactive. Students
must complete the requirements of the principal
program specified for each degree.
Oregon Executive M.B.A. Program
Julianna Sowash, Executive Director
(503) 725-2250
(503) 725-2255 fax
O.E.M.B.A. Program, 18640 N.W. Walker Road,
Suite 1008, Portland OR 97006-1975
oemba@capital.osshe.edu
http;llwww.capital.osshe.edu/oemba
The University of Oregon, in cooperation with
Oregon State University and Portland State
University, 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 fall. In addition to meeting
standard admission criteria, applicants to this
program must have substantial managerial expe-
rience and corporate sponsorship. O.E.M.B.A.
courses are open only to students who apply and
are admitted to this program.
M.B.A. Program
The Lundquist College of Business M.B.A. degree
gives students the skills they need to start, grow,
and develop a business whether that business is a
product line, a business unit or department of a
multinational corporation, or a start-up venture.
The curriculum is organized around the business-
planning and decision-making process rather
than the various business disciplines. First-year
courses are modular and integrated into the
program's focus on the pursuit of emerging busi-
ness opportunities, both domestic and interna-
tional. Throughout the first year, students work
in teams using a just-in-time learning approach
to assist a dynamic, growing business with emerg-
ing business decisions.
The M.B.A. program prepares managers to make
the most of change. Students gain foundation
skills and knowledge in accounting, decision
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.
Most M.B.A. students come to Oregon with an
average of three-and-a-half years of work experi-
ence. Of the student body, 32 percent are women;
60 percent hold a nonbusiness bachelor's degree;
50 percent come from the West Coast; and 30
percent are international, representing twenty
countries. The average age is twenty-seven (the
range is twenty-one to fortycfive).
M.B.A. students work together in teams as they
analyze cases and consult with Oregon businesses
to create business plans. Small class size and an
emphasis on group work ensure that students get
to know one another well and develop solid
working relationships and strong friendships.
Students may choose to enhance their interna-
tional education by studying abroad.
The 72-credit degree program requires two
academic years of full-time study.
See Accelerated Programs for information about
the full-year 4-1 Program. The pre-M.B.A.
summer program for international students
offers additional English-language training and
prebusiness courses.
See Administration of M.B.A., M.S., and M.A.
Degree Programs for admission requirements.
First-Year Requirements
First-year students complete 12 credits a term,
consisting of Analyzing Markets and Industries
(BA 612), Identifying and Evaluating Business
Opportunities (BA 613), and Managing Business
Opportunities (BA 614).
First-year requirements must be completed
before students may take more advanced work
in their principal program.
Second-Year Requirements
Students in the two-year M.B.A. program must
complete at least 36 credits (minimum of twelve
courses) beyond the first-year requirements, of
which 27 must be in 500- and 600-level Lundquist
College of Business courses.
The second year of the program allows students
the flexibility to concentrate in marketing, finance,
or general management. Students may choose to
take courses in the context of entrepreneurship,
sports marketing, or international business. It is
also possible to customize a concentration to
meet a student's specific career plans.
The complete graduate program of study must be
approved by the student's adviser and the direc-
tor of master's degree programs.
Accelerated Programs
Admission to the accelerated master's degree
programs is highly competitive. It is limited to
students who have outstanding scholastic records
and 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 College 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-dolfonake- ----
allY of the fust-year courses. Preference fur
admission is given to applicants to the two-year
program.
Specialized Programs
M.A./M.B.A. Program. The University of Oregon
makes available a concurrent degree program in
which students receive an M.B.A. degree and an
M.A. degree in either international studies or
Asian studies. To complete the two degree
programs, students must be accepted into both
programs and satisfy both sets of degree
requirements.
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.
}.D./M.B.A. Program. In cooperation with the
University of Oregon School of Law, a concurrent
doctor of jurisprudence/master of business
Graduate School of Management 235
administration a.D.lM.B.A.) program makes it
possible to earn both the J.D. and the M.B.A.
degrees in four years instead of the five that
would be required if each degree program were
completed separately. The program is designed
for students planning a legal career that requires
in-depth knowledge of business operations.
Students entering the program spend their first
year in the School of Law and take their second-
year courses in the Graduate School of Manage-
ment. The third and fourth years are spent taking
advanced courses in both law and business.
It is a highly selective program; students are
required to meet the admission requirements of
both the School of Law and the Graduate School
of Management. Admission to the program is
allowed only during fall term. Prospective
students should consult both the director of
admissions in the School of Law, 201 Law Center,
and the director of admissions for the M.B.A.
program in 304 Gilbert Hall.
Master of Science or Master of Arts
While the primary degree offered by the Graduate
School of Management at the master's level is the
M.B.A., the M.S. or M.A. degree may be more
appropriate for some students. The M.A. degree
requires competence in a second 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 student's
particular needs. The requirements are as follows:
1. Completion of the American Assembly of
Collegiate Schools of Business core areas as
specified by the department in the Graduate
School of Management in which the majority
of specialization takes place. For students
without academic preparation in business,
completion of the common body of business
knowledge usually amounts to satisfying the
first-year M.B.A. required courses. The manner
in which this requirement is satisfied is deter-
mined by the student in consultation with his
or her program committee and subject to
approval by the associate dean of the Graduate
School of Management.
2. Completion of a minimum of 47 graduate
credits beyond-the first~yearM;BcA.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 Gradu-
ate 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 associate dean of
the Graduate School of Management
b. An approved program of study must be filed
with the associate dean before any courses
beyond the common body of business
knowledge can be taken
4. If a thesis is undertaken, approval 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 associate dean of
the Graduate School of Management. The
thesis committee may have different mem-
bers 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 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
department in which the majority of
specialization has been taken
5. Computer proficiency. Details of this require-
ment appear under the Undergraduate
School of Business
Administration of M.B.A., M.S.,
and M.A. Degree Programs
The Charles H. Lundquist College of Business
seeks diversity in its student population and
evaluates applicants on their individual strengths.
The college is interested in the applicant's gen-
eral intellectual ability, initiative and resourceful-
ness, creativity, seriousness of purpose, maturity,
and capacity for growth. Oral and written com-
munication 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 relation-
ships 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 de-
cisions and actions. Work experience is desirable
but not required.
The college's master's degree students describe
the programs as rigorous, supportive, interactive,
close-knit, warm, committed to quantitative and
qualitative management, and dedicated to a
sense of community. Once admitted to a program,
students are evaluated as they would be in the
workplace: they are given continual feedback on
areas in which they are excelling and areas that
need improvement.
Admission Criteria
More specifically, the admission process is based
on:
1. Undergraduate academic performance
2. Graduate Management Admission Test
(GMAT) score
3. Two written recommendations from people
who have worked closely with the applicant
and can comment on his or her ability, accom-
plishments, and management potential
4. Completion of essay questions included in the
application package
5. Work experience or demonstrated leadership
ability
6. Potential to benefit from and add value to the
college's learning community
7. Test of English as a Foreign Language (TOEFL)
for international applicants
The applicant should also provide any other
pertinent information for consideration. Appli-
cants are judged on their academic abilities and
potential; their potential for leadership and
management; and their commitment, readiness,
and motivation to complete the program.
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. In addition to proficiency in
mathematics and ability to use a computer, stu-
dents must have a term each of microeconomics
and macroeconomics.
Admission Deadline. Applications and all
supporting documents should be received by the
Graduate School of Management by March 1 for
U.S. applicants and February 1 for international
applicants.
Program Planning
After a student has been admitted to the master's
degree program, the Graduate School of Man-
agement assigns a faculty member as an adviser.
Each student must file a program approved by
the adviser and the director of master's degree
programs before 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 director may be
filed;----- --- - -----------
AcademIC Performance
In addition to fulfilling Graduate School require-
ments, a student enrolled 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 gradu-
ate 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
program are automatically placed on probation.
Their continued enrollment is subject to review
by the director of master's degree programs.
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.
236 Charles H. Lundquist College of Business
General University Regulations
See the Graduate School section of this bulletin
for general university regulations and information
regarding registration, academic performance,
and other matters applicable to university
graduate students.
DOCTORAL PROGRAMS
Wayne H. Mikkelson, Director
The Graduate School of Management offers a
program of advanced graduate study and research
leading to the degree of doctor of philosophy
(ph.D.) for students preparing for careers in
university teaching, research, and administration.
The program is administered by the director of
doctoral programs for the Lundquist College of
Business, assisted by the Ph.D. programs
committee consisting of three business faculty
members and one doctoral student.
Program of Study
The PhD. typically requires four years of intensive
study beyond the master's degree. The program
focuses on developing productive scholars, and it
emphasizes both research and teaching skills.
Doctoral students must demonstrate competence
in scholarly research, and they must assume pri-
mary teaching responsibility for undergraduate
business courses sometime during their program.
Students are expected to work closely with
faculty members whose interests are similar to
their own. Applicants are advised to be as specific
as possible about their areas of interest.
Primary Areas of Concentration
Primary areas of concentration depend on the
expertise of the faculty.
Accounting. Expertise focuses on analytical
models applied to accounting issues, auditing
and the economics of audit markets, financial
accounting and financial markets, international
accounting, management compensation, and
managerial accounting.
Decision Sciences. Emphasizes applied statistics
or operations and production management.
Related courses are available in computer science,
mathematics, economics, and management
science.
Finance. Focuses on financial economics as
applied to financial management, financial
institutions and markets, and investments.
Includes course work in economics or micro-
economics, statistics, and econometrics. Current
specializations are in empirical research on
investment management, fixed-income securi-
ties, risk management, and various topics in
corporate finance.
Management. Focuses on two specific domains:
human resources management and strategic
management. Human resources management
examines the interrelationships among human
resource practices, competitive and institutional
settings, and firm performance. Strategic man-
agement examines competitive and collaborative
interactions between organizations as well as
how internal organizational dimensions reflect
environmental contingencies.
Marketing. Emphasizes in-depth interdiscipli-
nary training in behavioral research on topics
related to consumer behavior, organizational
buying behavior, managerial behavior in design-
ing and executing marketing programs, and
marketing measurement and analysiS. Current
research interests are international marketing,
services marketing, and sports marketing.
Admission
For admission to the doctoral program, the
student must:
1. Satisfy the admission requirements of the
Graduate School of Management and of the
UO Graduate School
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
primary responsibility for the area in which the
candidate expects to major and by the graduate
programs committee
4. Provide evidence of scholarly promise
Recently admitted students averaged 650 to 675
on the Graduate Management Admissions Test
with a 3.60 to 3.70 GPA in graduate course work.
Approximately 15 percent of applicants are ad-
mitted into the Ph.D. program. International stu-
dents whose native language is not English
should have TOEFL scores of 600 or higher.
Most Ph.D. students receive financial support in
the form of an appointment as a graduate teach-
ing fellow. For 1997-98 typical appointments
were 0.49 FTE and carried a stipend of $10,847
plus waiver of tuition. Graduate teaching fellows
may assist faculty members in research and
teaching and assume responsibility for teaching
undergraduate business courses.
Deadline for application to the Ph.D. program for
fall term is the preceding February 1.
Inquiries concerning the program should be
addressed to the Lundquist College of Business
director of doctoral programs.
Degree Requirements
The student's program must satisfy the require-
ments of the UO Graduate School and the fol-
lowing requirements of the Lundquist College of
Business.
The doctoral program typically requires four
years of post-mastei's oegri:£work including two
years m reSidence on the Eugene campus.
Examinations. The student must pass one
written comprehensive examination in his or her
primary area. Some areas require a second com-
prehensive examination in statistics and research
methods. 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 examination or predesignated
subpart once, at the individual's option and after
consultation with the advisory committee. If more
than one comprehensive examination is required,
all examinations must be completed within nine-
teen 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 Ph.D. program.
Comprehensive examinations are offered during
fall and spring terms. In the event of failure, a
student may retake the examination or
predesignated subpart in the following academic
term but no sooner than two months after the
date of the initial attempt. First-time examinations
may be arranged during winter term and summer
session for students who are not in residence or,
under unusual circumstances, by agreement
among the student, advisory committee, and ex-
amining committee and with the approval of the
director of doctoral programs.
Competence in a Primary Concentration Area.
The student is expected to master the literature
and techniques in a primary area of business
administration, to be prepared to write an accept-
able dissertation, and to perform research of high
quality. Competence is demonstrated by passing
a departmental written comprehensive examina-
tion and by successfully completing one or more
required research papers. Each area of concentra-
tion specifies the number of required papers. To
be eligible to take a comprehensive examination,
the student must have completed most of the
course work required in the area.
The primary concentration area consists of courses
specified by the department with primary respon-
sibility for the area. At least three courses must be
taken at the University of Oregon after admission
to the doctoral program. The primary concentra-
tion areas offered are listed above under Program
of Study. Programs involving interdisciplinary
research may be accommodated within the pri-
mary areas.
Competence in Statistics and Research
Methods. Students must complete five or more
graduate-level courses in statistics with grades of
mid-B or better; none of these courses may be
taken pass/no pass. Courses typically are those
offered by the Graduate School of Management,
although other graduate-level courses are
permitted with the advice of the decision sciences
faculty and approval of the student's advisory
committee. At least three courses must be com-
pleted at the university after admission to the
doctoral program. If an area of concentration
requires an examination in statistics and research
methods, it is administered and graded by a com-
mittee that includes at least two decision sciences
faculty members appointed by the director of
doctoral pragrams~·Ifthe·student·elects·dedsion·--­
scie[[ces (applied statistics) as tIle priulary area,
an additional supporting area must be selected.
Competence in a Behavioral Science,
Mathematics, or Economics Tool Area. Students
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 director of doctoral programs.
Each course used to meet this area requirement
must be passed with a grade of mid-B or better,
and at least two courses must be completed at the
university after admission to the doctoral
program.
Advancement to Candidacy. The student is
advanced to candidacy for the PhD. degree after
satisfying the preceding requirements and upon
recommendation by his or her advisory commit-
tee to the Graduate School of Management and
to the Graduate School. Advancement must
occur no later than four years after the student's
entry into the doctoral program.
Accounting 237
Dissertation. The student must complete a
dissertation embodying the results of research
and showing evidence of originality and ability in
independent investigation. The dissertation must
show mastery of the literature and techniques, be
written in creditable literary form, and make a
contribution to knowledge.
The student is responsible for formation of a
dissertation committee, subject to approval by
the Graduate School of Management and the
Graduate School of the university. This committee
includes at least three regular faculty members of
the school and at least one member from outside
the school. The chair of the committee serves as
the student's primary dissertation adviser. Before
the dissertation topic is accepted by the disserta-
tion committee, the student makes a public oral
presentation and defense of the research proposal
and design. When the topic is accepted by the
committee, a copy of the proposal, signed as
approved by the committee, is placed in the
candidate's file.
The dissertation must be completed within three
years of the student's advancement to candidacy.
Upon petition to and approval from the graduate
_programs committee and the UO Graduate
School, this period may be extended for one year.
Failure to complete the dissertation within this
time period invalidates the student's comprehen-
sive examinations and advancement to candidacy.
The student must successfully defend the com-
pleted 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
student fails to satisfy any of the program require-
ments and upon the recommendation of a major-
ity 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
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
petition requesting that the graduate programs
committee reconsider the termination.
The advisory or dissertation committee vote must
be transmitted in writing to the graduate programs
committee for review and placed in the student's
file. A student dropped from the program is noti-
fied in writing, with reasons for termination clearly
explained, and a copy of the letter is placed in the
student's file.
Waivers. Waiver of any of the above require-
ments is permitted only in exceptional instances
and with the approval of the candidate's program
committee, the Ph.D. program committee, and
the director of Ph.D. programs. Under no cir-
cumstances can requirements of the UO Gradu-
ate School be waived by the Lundquist College of
Business.
ACCOUNTING
Helen Gemon, Department Head
(541) 346-3305
FACULTY
Roger A. Chope, senior instructor. B.A., 1968, Albion;
M.B.A., 1977, Louisville; Ph.D., 1981, Oregon. (1986)
R. Lany Deck, adjunct instructor (financial account-
ing and auditing). B.S., 1975, San Jose State; M.B.A.,
1983, Oregon. (1996)
Neil Fargher, assistant professor. B.Com., 1979,
Melboume; M.Bus., 1986, Melbourne Institute of
Technology; Ph.D., 1992, Arizona; c.P.A., Australia.
(1992)
Helen Gernon, Charles H. Lundquist Professor of
Accounting. B.B.A., 1968, Georgia; M.B.A., 1972,
Florida Atlantic; Ph.D., 1978, Pennsylvania State;
c.P.A., Florida. (1978)
Raymond D. King, associate professor; associate
dean, Graduate School of Management. B.S., 1971,
Montana State; M.B.A., 1974, Montana; Ph.D.,
1980, Oregon; c.P.A., Montana. (1982)
Steven R. Matsunaga, associate professor. B.A.,
1979, San Francisco State; M.B.A., 1984, William
and Mary; Ph.D., 1992, Washington (Seattle);
c.P.A., California. (1992)
Dale Morse, Charles E. Johnson Memorial Professor
of Accounting. B.A., 1969, M.B.A., 1975, Oregon;
Ph.D., 1978, Stanford. (1991)
Terrence B. O'Keefe, Giustina Professor of Business.
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)
Samuel Tiras, assistant professor. B.S., 1988, M.S.,
1988, North Texas State; Ph.D., 1994, Ohio State.
(1996)
Emeriti
Chris J. Luneski, associate professor emeritus. A.B.,
1956, Johns Hopkins; M.S., 1959, Ph.D., 1965,
Minnesota. (1961)
John W. Soha, associate professor emeritus. B.B.A.,
1936, Puget Sound; M.B.A., 1950, Michigan; C.P.A.,
Washington. (1951)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
ABOUT THE DEPARTMENT
The under aduate major curriculum in the
Department of Accounting is designed for
students who want to prepare for a career in
public, corporate, or governmental accounting or
who want to embark on a management career
with a strong accounting emphasis.
The department has faculty advisers who assist in
curricular or career planning. Names of advisers
are available in the department office along with
a handout on undergraduate advising that
answers commonly asked questions about the
program. Each student should read the handout
before meeting with an adviser. Transfer students
should see an accounting adviser before registering
for upper-division course work.
A2.00 grade point average (GPA) in upper-
division accounting courses taken at the univer-
sity 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
section 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
management planning and control. Prereq:
sophomore standing.
213 Introduction to Accounting II (4) Reporting
of assets, equities, revenues, and expenses.
Budgeting, manufacturing cost flows, and
product costs. Prereq: C- or better in ACTG 211,
sophomore standing.
314 Professions and Professionalism (2)
Careers in accounting and other professions.
Identifying skills, brainstorming, resumes, inter-
viewing, 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.
Revenue and expenditure cycles. Accounting
controls. 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) Financial
reporting and its uses. Financial statement infor-
mation and uses in valuation and performance
evaluation. Prereq: C- or better in Special Studies:
Accounting Cycle (ACTG 199) and in ACTG 320,
junior standing; FINL 316 recommended.
352 Financial Accounting Theory II (4) Concepts
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 evaluatingperforrnance. Pre- or coreq:
ACTG320,juniorS1:anding.- - ----.
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] (l-4R)
440/540 Auditing Concepts (4) The audit envi-
ronment, examinations of financial statements,
and the audit process. Includes professional stan-
dards, audit sampling, and the audit profession.
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.
238 Charles H. Lundquist College of Business
451/551 Special Topics in Accounting (4)
Coverage varies depending on interests of stu-
dents and instructor. Topics may include cases in
financial reporting; advanced accounting theory,
accounting for nonprofit organizations; account-
ing history; international accounting. Prereq: C-
or better in ACTe 350, senior standing; or
ACTe 611, graduate standing.
460/560 Advanced Management Accounting
(4) Application of cost accounting principles to
modem management practices such as just-in-
time and total-quality management. Prereq: C-
or better in ACTe 360, senior standing; or
ACTe 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 ACTe 213 senior standing;
or ACTe 612, graduate standing; FINL 316
recommended.
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 ACTe 470/570, senior or
graduate standing.
503 Thesis (1-16R) PIN only
601 Research: [fopie] (1-16R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (l-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [fopic] (1-5R) Recent topics are
Doctoral Seminar, Financial Accounting Theory.
608 Special Topics: [Topic] (1-16R)
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 finan-
cial reporting and the use of accounting data for
business decisions; survey of the data-creating
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 account-
. .
control issues in domestic and multinational
corporations. Prereq: ACTe 611. Master's or
doctoral degree candidates only.
617 Taxation Concepts (3) Basic taxation of
individuals, property transactions, corporations,
partnerships, estates and trusts. Prereq: ACTe 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: ACTe 611, 612.
630 Financial Accounting I (3) Review of
accounting theory, concepts, and principles.
In-depth study of basic financial statements.
Appropriate for nonmajors who want extensive
coverage of financial accounting. Prereq:
ACTe 611 or eqUivalent. Master's or doctoral
degree candidates only.
631 Financial Accounting II (3) Financial
accounting for assets, liabilities, and equities;
emphasis on technical aspects of financial
accounting. Prereq: ACTe 630. Master's or
doctoral 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:
ACTe 631. Master's or doctoral degree candidates
only.
635 Accounting for Multinational Corporations
(3) Expands students' knowledge of domestic
company reporting issues by examining some
financial and managerial reporting issues faced
by multinational corporations and their manag-
ers. Prereq: ACTe 612, graduate standing.
642 Auditing Concepts (3) Analysis and criticism
of traditional auditing philosophy and theory.
Contemporary auditing research. Seminar content
varies from year to year with changing interests
of participants. Prereq: ACTe 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: ACTe 630,
instructor's consent.
655 Development of Accounting Thought (3)
The development of accounting including histori-
cal, methodological, and regulatory aspects.
Contemporary trends in research. Prereq:
ACTe 631 or instructor's consent.
662 Management Accounting Theory (3) Read-
ings in managerial accounting and related litera-
ture. 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
design of formal management control systems:
the nature of management control, the concept of
information, human behavior in organizations,
goals and strategies. Current systems as applied
in practice. Prereq: ACTe 612 or equivalent.
DECISION SCIENCES
Sergio Koreisha, Department Head
300 Gilbert Hall
(541) 346-3377
FACULTY
Cathy E. Barnes, adjunct instructor (business statis-
tics, operations management). B.A., 1981, Minne-
sota; M.S., 1983, Washington (Seattle). (1984)
Yue Fang, assistant professor. B.A., 1984, M.A., 1987,
Tsinghua University (China); M.S., 1994, Ph.D.,
1996, Massachusetts Institute of Technology. (1996)
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. B.A., 1963, Washing-
ton (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
Jerome J. Dasso, H. T. Miner Professor of Real Estate
Emeritus. B.S., 1951, Purdue; M.B.A., 1952, Michi-
gan; M.S., 1960, Ph.D., 1964, Wisconsin, Madison.
(1966)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon 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, business college majors take as
part of the upper-division core Business Statistics
Finance 239
(DSC 330) and Concepts of Production and
Operations Management (DSC 335). These
courses are designed to introduce the major
concepts and techniques of analytic decision-
making. Students who are interested in advanced
work in this area should consider other courses
offered by the department.
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. Prereq: MATH
243 or equivalent, junior standing.
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. Prereq: DSC 330 or equivalent,
junior standing.
401 Research: [Topic] (1-21R)
403 Thesis (1-6R)
405 Reading and Conference: [Topic] (1-3R)
406 Special Problems: [Topic] (1-21R)
407 Seminar: [Topic] (1-3R)
409 Practicum: [Topic] (I-6R) PIN only
410/510 Experimental Course: [Topic] (I-4R)
425/525 Applied Decision Analysis (4)
Decision-making in business and public-policy
situations that involve uncertainty and conflicting
objectives. Structuring decisions, subjective
assessment of preference functions, probability
models. Computer analysis of decision models.
Prereq: MATH 242, DSC 330 or equivalents.
435 Applied Regression Analysis (4) Theory of
least-squares regression, both simple linear and
multiple. Special emphasis on model selection,
diagnostics, and treatment of qualitative inde-
pendent variables. Prereq: MATH 243, DSC 330
or equivalents.
445/545 Introduction to Management Science
(4) cruantitative techniques for optimal business
tion and solution interpretation on computers.
Linear, integer, goal, and dynamic programming;
simulation. Prereq: DSC 335 or 613.
455/555 Production Systems Analysis (4)
Develops 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. Prereq: DSC 335 or 613.
457 Total Quality Management (4) Demonstrates
heightening the firm's competitiveness by man-
aging quality to promote commitment, commu-
nication, and understanding with the customer.
Uses analytical tools and techniques for achieving
and sustaining high quality. Prereq: DSC 335.
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)
Accelerated study of business statistics; probabil-
ity, estimation, hypothesis testing, simple and
multiple 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
systems, and scheduling.
620 Applied Sampling Techniques (3)
Application of probability sampling techniques to
business problems. Simple random, stratified,
cluster, systematic, multistage, and double sam-
pling; nonresponse problems; ratio and regres-
sion estimators. Prereq: DSC 611 or equivalent.
625 Quality Management (3) Case-discussion
format includes statistical process control,
organizational and management processes for
directing organizational cultures and processes
to achieve superior product and service quality.
Company-quality audit expected. Prereq: DSC 611
or equivalent.
626 Decision Analysis for Negotiation Problems
(3) Decision analysis basics. Use of decision trees,
probabilities, methods for making decisions
under uncertainty. Analysis of negotiation prob-
lems. Distributive and integrative bargaining.
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 measure-
ment data including single and multifactor treat-
me~ts in completely randomized and blocked
633 Applied Nonparametric Statistics (3)
Statistical analysis when data do not conform to
parametric assumptions. Tests using nominal or
ordinal data; one, two, or more samples; good-
ness-of-fit tests. Prereq: DSC 611 or equivalent.
635 Applied Regression Analysis (3) Theory
and application of least-squares regression
including model selection and diagnostics.
Emphasis on managerial applications and
decision-making. Prereq: DSC 611 or equivalent.
640 Applied Time Series Analysis for Fore-
casting (3) Elements of spectral analysis. Auto-
regressive, moving average, and seasonal models.
Principles of iterative model building: identifica-
tion, fitting, and diagnostic checking of models.
Prereq: MATH 242, DSC 611.
643 Applied Multivariate Analysis (3) Statistical
reasoning that underlies the techniques of multi-
variate analysis. Multivariate analysis of variance,
discriminant analYSiS, principal components,
factor analysis, and canonical correlation. Prereq:
MATH 242, DSC 635.
FINANCE
M. Megan Partch, Department Head
(541) 346-3353
FACULTY
John M. R. Chalmers, assistant professor (financial
management, investments). B.A., 1985, Middlebury;
M.S., 1992, Ph.D., 1995, Rochester. (1996)
Larry Y. Dann, Richard W. Lindholm Professor of
Finance and Taxation (financial management, invest-
ments). B.S., 1967, Northwestern; M.B.A., 1969,
Harvard; Ph.D., 1980, California, Los Angeles. (1977)
Diane Del Guercio, assistant professor (financial man-
agement, investments). B.A., 1986, California, Santa
Barbara; M.A., 1989, PhD., 1994, Chicago. (1994)
Ali Emami, adjunct instructor (international trade and
finance, markets and trade, financial institutions). B.S.,
1972, National University ofIran; M.S., 1980, Oregon;
Ph.D., 1988, Oregon State. (1991)
Richard T. Lindholm, adjunct assistant professor
(international finance, financial institutions). A.B.,
1982, AM., 1983, Ph.D., 1993, Chicago. (1988)
Wayne H. Mikkelson, Roger Engemann Professor of
Finance (financial management, investments);
director, doctoral programs, Lundquist College of
Business. B.A, 1974, Macalester; 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; PhD., 1972, Washington
(Seattle). (1974)
Jeanne S. Wagenknecht, adjunct assistant professor
(investment strategies, personal finance, business
economics). B.S., 1973, M.S., 1974, Ph.D., 1976,
Illinois. (1994)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
ABOUT THE DEPARTMENT
The Department of Finance offers courses in
finance, real estate, and business economics. The
finance curriculum is designed to impart an
understanding of the principles of finance and to
provide students with analytical training. Courses
on financial institutions and markets, financial
management, and i~v~strIle_l'ltsp~O~~,lIl
understandin of the a lication of financial
analysis and decision-making to the solution of
business problems. Special attention is given to
the relation of financial policies and operations to
the functioning of business firms within the
economic system.
The department offers a concentration in finance
for the undergraduate major in business adminis-
tration. The concentration in finance is described
under Majors in the Undergraduate School of
Business section of this bulletin.
FINANCE COURSES (FINL)
199 Special Studies: [Topic] (1-5R)
201 Business Economics (4) Covers microeco-
nomics: supply and demand; macroeconomics:
inflation, unemployment, economic growth; and
international economics: trade, exchange 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
240 Charles H. Lundquist College of Business
commercial brokerage, real estate financing, and
real estate administration. Not open to Lundquist
College ofBusiness majors, prebusiness students with
junior standing or above, or students who have credit
for FINL 341.
281 Personal Economic and Financial Plan-
ning (4) PIN only. Planning lifetime consump-
tion and saving. Savings instruments include in-
surance, pension and retirement plans, deposits
with bank or thrift institutions, real estate, stocks,
and mutual funds. Not open to Lundquist College of
Business 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: BC 20l,
MATH 242, junior or senior standing. Students
cannot receive credit for both EC 311 and FINL 311.
316 Financial Management (4) Corporate
financial 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
industry and markets; locational analysis;
management; subdivision and land development;
financing; land use competition. Prereq: FINL 316,
junior or senior standing.
380 Financial Markets and Investments (4)
Financial markets and security investment deci-
sions' analysis of risk and return, portfolio policies
for individual and institutional investors, financial
instruments. Prereq: FlNL 316, junior or senior
standing.
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406SpecialPiobleiris: [Topic]-(1:'21R)
407 Seminar: [Topic] (I-4R)
410/510 Experimental Course: [Topic] (l-4R)
446 Real Estate Finance (3) Mortgages, trust
deeds, and land contracts; financing techniques
and costs of borrowing or lending; the importance
of real estate finance in a valuation framework.
Prereq: 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: FlNL 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
currency exchange rates, balance of payments;
management of foreign exchange risk; risk and
retum in international investment. Prereq: PINL
316, junior or senior standing.
473 Financial Analysis and Valuation (4) Topics
include working capital management, advanced
capital budgeting issues, dividend policy, financ-
ing policy, lease financing, risk management,
business valuation, and corporate acquisitions.
Prereq: FINL 316,380, senior standing.
495 Advanced Topics in Finance (4) Topics
may include corporate governance, relationship
investing, mergers and acquisitions, financial
derivatives, bankruptcy and corporate restructur-
ing. Prereq: PINL 380, 462, 463, 473 or instructor'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)
607Semirtar:[Topic] (T-5R)
608 Special Topics: [Topic] (1-12R)
610 Experimental Course: [Topic] (1-5R)
611 Managerial Economics (3) Use of micro-
economic analysis in managing organizations
and identifying effects of government policies on
organizations; supply and demand analysis;
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.
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 implica-
tions for exchange rate determination. Determi-
nants of foreign investments, characteristics of
international financial institutions, and the rela-
tionship between international and domestic
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; the legal,
eC()I)0mic, and regtllat()l}' environment, and impli-
cations for management; changing trends in finan-
cial markets. Prereq: PINL 614,616 or equivalent
or instructor's consent.
671 Theory of Finance (3) Development of
financial principles related to problems of
valuation; capital acquisitions; dividend policies;
financing alternatives. Prereq: FINL 616 or
equivalent.
673 Problems in Finance (3) Cases dealing with
financial analysis, working-capital management,
valuation, and firm investment and financing
decisions. Prereq: PINL 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 admin-
istration. Topics may include futures and options
markets, insider trading, the impact of institu-
tional investors, and portfolio performance
evaluation. Prereq: FINL 683 or equivalent.
Management 241
MANAGEMENT
Richard M. Steers, Department Head
(541) 346-3339
FACULTY
Jeanne M. Andersen, adjunct instructor (small-
business management, managerial skills). B.A,
1991, Oregon; Ed.M., 1993, Oregon State. (1993)
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)
David T. Dusseau, instructor (organizational behav-
ior, international management). B.S., 1975, Ohio
State; M.B.A., 1985, Ph.D., 1992, Oregon. (1992)
Nancy Paule Melone, associate professor (manage-
ment information systems, organizational behavior).
B.A., 1973, M.L.S., 1974, M.A., 1979, Iowa; M.B.A.,
1981, Ph.D., 1987, Minnesota. (1994)
Alan D. Meyer, Edwin E. and June Woldt Cone
Professor of Business (organization theory and
design, organizational strategy). B.A., 1968, M.B.A.,
1970, Washington (Seattle); Ph.D., 1978, California,
Berkeley. (1984)
Peter K. Mills, associate professor (organization
theory, service firms). B.S., 1970, M.B.A., 1971, Cali-
fornia State, Long Beach; Ph.D., 1978, University of
Stockholm; Ph.D., 1980, California, Irvine. (1995)
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, associate professor (corporate
policy and strategy). B.S., 1979, Columbia; M.S.,
1980, Stanford; M.B.A., 1986, Ph.D., 1989, Califor-
nia, Berkeley. (1989)
Peter Sherer, associate professor (human resource
management, industrial relations). B.A, 1977,
Buffalo; M.S., 1981, Ph.D., 1985, Wisconsin,
Madison. (1996)
Richard M. Steers, Kazumitsu Shiomi Professor of
International Management (organization theory,
organizational behavior). B.A, 1967, Whittier;
M.B.A., 1968, Southern California; Ph.D., 1973,
California, Irvine. (1975)
Randy Swangard, adjunct instructor (management,
small-business management). B.B.A., 1969, Oregon;
M.B.A., 1971, Washington (Seattle). (1987)
James R. Terborg, Carolyn S. Chambers Professor of
Business (organizational psychology, organizational
behavior). KA.,-1970, Calvin; M.S., .1-972, Eastern
Michi an' Ph.D. 1975 Purdue. 1980
Gerardo R. Ungson, professor (business policy,
organization theory, international management).
AB., 1969, Ateneo, Philippines; M.B.A., 1973,
Ph.D., 1978, Pennsylvania State. (1978)
Marc Weinstein, assistant professor (human resource
management, industrial relations). B.A, 1985, Cali-
fornia, Berkeley; M.A, 1987, Monterey Institute of
International Studies; Ph.D., 1996, Massachusetts
Institute ofTechnology. (1996)
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.
B.A., 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 ofeach 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, corpo-
rate entrepreneurship, management of environ-
mental 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)
199 Special Studies: [Topic] (1-5R)
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] (l-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).Ma~c
Hiring and developing a productive work force in
the context of the legal and competitive environ-
ment. 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) Analysis
of small-business problems through consultation
with local small businesses. Field projects arranged
in conjunction with the Small Business Institute
of the United States Small Business Administra-
tion. Prereq: MGMT 435, senior standing,
instructor's consent.
441 Organization Design and Change (4)
Designing organizational structures and processes
to fit complex, dynamic environments. Managing
change, innovation, and decision-making.
Understanding organizational technologies,
politics, 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
strategies. Prereq: senior standing.
453 Strategies for Global Competition (4)
Examines patterns of domestic and international
rivalry in varied industries, including the role of
joint ventures, multinational corporations, and
management across national borders. 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)
Recent topics include International Business,
Negotiation, Services Strategy, Training and
Development.
611 Managing Organizations (3) Problems of
managing people and groups in complex organi-
zations. Behavioral science applications to
decision-making, organization design, motiva-
tion and leadership, cultural diversity, political
and symbolic behavior in organizations.
620 International Business Strategy (3) Focuses
on the problems of operating across multiple po-
litical and cultural boundaries. Possible topics in-
clude corporate strategy, the role of multinational
corporations, and international joint ventures.
631 Motivation and Quality of Working Life
(3) Contemporarytheories'ofwork-motivation,-
• • I stellL5,
goal setting, job design, sociotechnical systems
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 ownership,
profit sharing, and employee assistance plans.
MGMT 634 recommended.
634 Human Resources Management (3) Under-
standing the policies and practices organizations
develop to recruit successfully and use human
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 employees.
242 Charles H. Lundquist College of Business
Topics include staffing, interviewing, biographical
data, assessment centers, employee testing, and
utility analysis. Prereq: MGMf 634.
636 Compensation Theory and Administration
(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
incentives. Prereq: MGMf 611 or equivalent or
instructor's consent.
639 Labor-Management Relations (3) Union-
management bargaining relationships in the
context of organizational employment objectives;
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 imple-
menting changes in intemal 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 technologically
oriented companies and the process of innova-
tion. 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. MKTG 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 instructor's
consent. For Ph.D. and advanced master's degree
students.
671 Theory arid Research in Organizational
BehavlOr (3) BehaVIOral research on organizatIOns
and people at work. Job attitudes and performance,
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: MGMf 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 management
systems, staffing, performance evaluation, train-
ing 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
David M. Boush, Department Head
(541) 346-3345
FACULTY
Gerald S. Albaum, professor (marketing research
and analysis, international marketing). B.A., 1954,
M.B.A., 1958, Washington (Seattle); Ph.D., 1962,
Wisconsin, Madison. (1969)
Roger J. Best, Thomas C. Stewart Professor of Busi-
ness (marketing management, research and analy-
sis). 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,
Wisconsin, Madison; M.B.A., 1977, Ph.D., 1988,
Minnesota, Minneapolis. (1987)
Richard H. Burton, instructor (sports marketing,
marketing communications). B.S., 1980, Syracuse;
M.B.A., 1991, Marquette. (1995)
Michael F. Dare, adjunct instructor (marketing and
advertising). B.S., 1971, M.B.A., 1972, Southern
California. (1996)
Marian Friestad, associate professor (consumer
behavior, communications); dean, Graduate School.
B.A., 1981, M.A., 1984, Ph.D., 1989, Wisconsin,
Madison. (1987)
Dell. 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)
Dennis Howard, professor (sports marketing, con-
sumer behavior). B.S., 1966, Oregon; M.S., 1968,
Illinois; Ph.D., 1974, Oregon State. (1997)
Lynn R. Kahle, James H. Warsaw Professor of Sports
Marketing (consumer behavior, communications).
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)
Carla Meeske, adjunct instructor (licensing, sports
marketing, children's marketing). B.A., 1981, St.
John's (Santa Fe); M.B.A., 1985, Columbia. (1994)
Yigang Pan, associate professor (international mar-
keting). B.A., 1982, M.A., 1985, University ofInter-
national Business and Economics (Beijing); Ph.D.,
1991, Columbia. (1996)
Mark M. Phelps, senior instructor (business law,
entrepreneurship law). B.S., 1972, J.D., 1975,
M.B.A.; 1980, Oregon. (1979)
Douglas L. Wilsolt, acljtlltct iltstrtlctOl (marketing
ABOUT THE DEPARTMENT
The Department of Marketing offers courses in
marketing and business environment. It provides
undergraduates with concentration areas in
marketing, entrepreneurship and small business,
and sports marketing.
The marketing concentration provides preparation
for careers that address the relationship between
the producer and the consumer. Examples of such
careers include advertising, sales, distribution, and
marketing research. Special 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 appli-
cation of principles of management analysis to
marketing problems.
The entrepreneurship and small business
concentration prepares students for careers in
start-up or small firms or in organizations that
serve such firms. Examples include established
family-owned firms; small businesses; new firms;
and financial, accounting, and other organizations
that provide services to entrepreneurial and small
firms. Special attention is paid to the unique
problems encountered by these firms and the
way general business principles and strategies
can be adapted to make them applicable in this
environment.
The sports marketing concentration addresses
the use of sports to market goods and services.
The successful sports marketer must understand
business principles and have a strong sense of
how value is created through marketing programs
tied to athletes, teams, leagues, and organizations.
The concentration presents a rigorous academic
curriculum in such areas as licensing, sponsorship,
sports law, and communications while paying
close attention to industry practices and trends.
Students who choose this concentration prepare
for careers in team marketing, product licensing,
sponsor relations, event marketing, and league
operations.
These concentrations are described under Majors
in the Undergraduate School of Business sec-
tion of the bulletin.
MARK~IJN_G CQIJR~ES_(MKIGJ_
199 Special Studies' [Topic] (1 5R)
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
social 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
consent.
401 Research: [Topic] (1-21R) Prereq:
instructor's and department head's consent.
405 Reading and Conference: [TopicJ (1-21R)
Prereq: instructor's and department head's
consent.
Marketing 243
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] (l-4R)
420 Marketing Communications (4) Advertising,
sales promotions, public relations, and personal
selling. Emerging communication media. Legal
regulations and ethical considerations in mass
media advertising. Media planning and promo-
tional budgets. Prereq: MKTG 311 or 360 or
instructor's consent.
430 Entrepreneurship (4) Techniques for
discovering and evaluating opportunities,
developing 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,
financial and feasibility planning, sales, and
strategy. Prereq: MKTG 311, 430.
440 Marketing Channels and Distribution (4)
Marketing channel design and management.
Emphasis on the role of traditional channel
intermediaries (retailers, wholesalers) and other
marketing channel topics (franchising, logistics).
Prereq: MKTG 311.
450/550 Sports Marketing (4) Essentials of
effective sports marketing. Includes research,
segmentation, product development, pricing,
licensing, and communication channels such as
advertising, sales promotion, and publicity.
Prereq: MKTG 311 or 611 or equivalent.
451 Sports Marketing Communication (4)
Publicity, public relations, advertising, use of
celebrities, sales promotion, sales force involve-
ment. Economic and public policy issues. Prereq:
MKTG450.
452 Sports Sponsorship (4) Detailed consider-
ation of the relation between sports and corporate
sponsorship programs. Focuses on alignment
marketing, sponsor value, and sponsorship
evaluation. Prereq: MKTG 450.
453 Law-andSportsMarketing (4) Law an-a
sports marketing, including contracts, legal aspects
of licensing, relations with agents, intellectual
properties law. Public policy issues. Prereq:
MKTG450.
454 Sports Licensing (4) Advanced consideration
of marketing licensed products and apparel.
Includes contractual relations, product develop-
ment, channels of distribution, and promotion.
Prereq: MKTG 450.
470 International Marketing (4) Analysis and
development of marketing strategy and tactics
for multinational and global markets. Prereq:
MKTG 311.
480 Selling and Sales Management (4) Develops
a working understanding of selling processes and
sales management. Includes strategy development,
organization, design, motivation, leadership, 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: ACTG 213, MKTG 311, FINL 316,
MGMT 321, DSC 335, and senior standing.
503 Thesis (1-16R) PIN only. Prereq: instruc-
tor'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: [T<;>pic] (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)
611 Market Dynamics and Segmentation (3)
Analysis of market demand and of factors that
shape market demand and market segmentation.
Application of advanced segmentation techniques
to discover useful market segments. Prereq:
DSC 611.
612 Marketing Management (3) Focuses on the
marketing management process including mar-
keting mix and strategy development, implemen-
tation, 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 analy-
sis of life-style patterns of the ultimate consumer;
values and behavioral patterns of consumer
segments and their significance for marketing.
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) Not
offered 1997-98.
687 Theory and Research in Marketing Man-
agement (3) Application of marketing concepts
and of economics, management science, and
behavioral science to the management of the
product, price, promotion, and distribution
variables. Prereq: doctoral standing or
instructor's consent.
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 theo-
ries and methodologies to the understanding of
the consumption process. Prereq: doctoral stand-
ing or instructor's consent.
BUSINESS ENVIRONMENT
COURSES (BE)
199 Special Studies: [Topic] (1-5R)
325 Global, Legal, Social Environment of Busi-
ness (4) Legal and ethical regulations of business
organizations-including their human resource,
finance, production, marketing, and environmen-
tal function-in the United States and interna-
tionally. 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] (l-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] (l-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.
503Thesis (1-16R)E/N_only.I'rereq:___ _
instnlctor's and department bead'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)
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
Business (3) Basic legal concepts applicable to
commercial transactions in foreign trade; com-
parison of commercial law and legal institutions
of foreign countries and the United States; civil
law and common law.

245
licensure programs that are offered
by the College of Education. For
more information about a specific
program, refer to the department
listing in this section of the bulletin.
Undergraduate minor-special edu-
cation.
Bachelor's degree-educational
studies, communication disorders
and sciences.
Master's degree-educational policy
and management; special education:
early intervention, exceptional
learner, developmental disabilities;
counseling; school psychology;
communication disorders and sci-
ences. The master's degree program
in special education is inactive.
Doctoral degree-educational policy
and management; special education:
early intervention, exceptional
Legislative Assembly to issue licen-
sure for teaching, 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. The state of Oregon has
reciprocal administrative, elemen-
tary, middle and secondary, and
special education teaching-license
agreements with most other states
and Puerto Rico. Therefore, students
who receive a license from Oregon
will most likely find that their
license can be easily transferred to
another state. Information about
licensure is available in the college's
academic support and student ser-
yices office.
The follmving is a list of degtee find
other institutions must meet univer-
sity entrance requirements. Specific
programs in the College of Educa-
tion have additional requirements
for admission as well as limits on
the number of students admitted to
the program. Prospective students
are urged to check admission
requirements in the department or
program area in which they intend
to enroll.
Financial Assistance
Scholarships. Scholarships are
available for undergraduate and
graduate students. Application
requirements and procedures may
be requested from the Office of
External Relations and Communica-
tions, 111 Education Building;
telephone (541) 346-0387.
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. Employment
as a graduate teaching fellow (GTF)
is also available.
Information about financial assis-
tance is listed in specific program
application materials Application
deadlines should be followed to
receive consideration for aid. Infor-
mation about university scholar-
ships and loan programs is available
from the Office of Student Financial
Aid, 260 Oregon Hall.
ACADEMIC PROGRAMS
Diane D. Bricker, Associate Dean
(541) 346-0807
The College of Education offers state-
approved bachelor's, master's, and
doctoral degrees and professional-
development programs. Often, in
concert with academic degree pro-
grams, departments offer programs
leading to state licensure for em-
ployment in Oregon public schools.
These licenses are conferred by the
Oregon Teacher Standards and
Practices Commission (TSPC), the
agency authorized by the Oregon
Admission
The College of Education follows
university policy in its admission
procedures, as described in the
Admission and Graduate School
sections of this bulletin. Students
transferr;;1gto the university from
College of EDUCATION
advanced degree, or increase pro-
fessional 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 professional goals.
The College of Education comprises
three academic departments: the
Departments of Applied Behavioral
and Communication Sciences;
Educational Leadership, Technology,
and Administration; and Special
Education and Community
Resources. The college also houses
four research and outreach centers
and institutes-the Center for
Advanced Technology in Education,
the Center on Human Development,
the Institute for the Development of
Educational Achievement, the Insti-
tute on Violence and Destructive
Behavior-that support the college's
mission.
Faculty members merge theIr
nationally recognized research,
teaching, and service activities to
create an environment of profes-
sional education for the next cen-
tury. Students join the diverse and
accomplished faculty to become
part of a learning community com-
mitted to educational improvement.
Educational programs incorporate
cross-disciplinary knowledge, effec-
tive field experiences, and extensive,
collaborative research opportunities.
The combination of high-quality
students and the educational
environment and resources of the
college produces graduates who are
recognized in their fields as promi-
nent practitioners, educational
researchers, college teachers,
administrators, and policymakers.
Whether it is to obtain an initial
degree or teaching license, earn an
Martin J. Kaufman
Dean
102 Education Building
(541) 346-3405
College of Education,
1215 University of Oregon,
Eugene OR 97403-1215
http://interact.uoregon.edu
Preparing Educators for
the 21st Century
The mission of the College of
Education, "making educational
and social systems work for all,"
reflects a broad view of the profes-
sion, in which educators assume a
variety of roles in schools, social
service agencies, private enterprise,
and communities. The college,
which traces its origins to 1910, has
established itself as a leading
educational institution through its
research of critical social and educa-
tional issues, development of inno-
vative practices, and preparation of
professional practitioners and edu-
cators. The U.S. News and World
Report ranks the College of Educa-
tion in the top third of graduate
schools-in the Bnited States;- ---
246 College of Education
learner, developmental disabilities; counseling
psychology, school psychology; communication
disorders and sciences. Doctoral degree programs
in special education, rehabilitation, and interdis-
ciplinary special education are inactive.
Licensure and endorsements-elementary, read-
ing, administrator, superintendent, middle-sec-
ondary, English for speakers of other languages,
music education, integrated licensure, special edu-
cation: early childhood-elementary, secondary
transition, early intervention, communication dis-
orders and sciences, counseling psychology,
school psychology.
The College of Education offers fifth-year teach-
ing licensure programs in language arts, social
studies, biology, chemistry, integrated science,
and mathematics. The middle-secondary teach-
ing licensure program is described in the Educa-
tional Technology, Leadership, and
Administration section of this bulletin.
The college encourages students who are inter-
ested in secondary teaching to earn a major in the
subject they want to teach and a minor in special
education, which will provide applied opportuni-
ties in middle and high schools and facilitate
understanding the teaching of diverse learners.
More information on careers in secondary teach-
ing is available from the Office of Academic
Advising and Student Services, 164 Oregon Hall.
Students interested in the graduate teacher-
education program in music education should
consult the School of Music section of this
bulletin.
RESEARCH AND OUTREACH
SERVICES
Larry K. Irvin, Associate Dean
102 Education Building
(541) 346-0730
The College of Education's four research and out-
reach centers or institutes-approved by the
Oregon University System-generate between
$12 and $18 million annually to support efforts to
answer some of the major questions facing
educators. Each center or institute has defined
operating'principles-andhouses grant and con"
Center for Advanced Technology
in Education
Lynne Anderson-Inman, Director
220 Rainier Building
(541) 346-6467
The Center for Advanced Technology in Education
(CATE) is dedicated to investigating and promot-
ing the use of advanced technology in education.
CATE seeks to (1) promote efficient worldwide
exchange of information about the use of advanced
technology in education; (2) promote and support
research on issues and interventions related to
the use of advanced technology in education;
(3) promote and support training and outreach
efforts to enhance the knowledge and skills of
educators, students, and parents about the use of
technology in education; and (4) generate and
disseminate media and materials that enhance
understanding about current and future applica-
tions of advanced technology in education.
CATE actively collaborates with the Oregon
Department of Education and school districts
around the state in providing professional
development and technical assistance related to
technology planning and the use of technology
for instruction.
CATE houses the National Educational Comput-
ing Association, which annually sponsors the
nation's largest technology-in-education confer-
ence, the National Educational Computing Con-
ference. CATE provides administrative support to
faculty members in the College of Education who
have research grants or projects involving tech-
no
ogy in education. Affiliated UO organizations
that share CATE's mission are described below.
Center for Electronic Studying
Lynne Anderson-Inman, Director
205 Rainier Building
(541) 346-6467
http://cate.uoregon.edu/ces/
The Center for Electronic Studying explores and
evaluates computer-based study strategies for
enhancing literacy, study skills, and academic
performance. The center conducts major research
projects funded by grants from the U.S. Depart-
ment of Education, the National Endowment for
the Humanities, and the Oregon Department of
Education. Research projects include (1) Project
ASSIST, a model demonstration project focused
on the development, implementation, and evalu-
ation of a program for teaching computer-based
study strategies to postsecondary students with
learning disabilities; (2) the Anza Multimedia
Project, a materials development and research
effort centered on the construction and evalua-
tion of web-based study environments for the
purpose of promoting historical inquiry; and
(3) the InTIME Project, a model demonstration
project researching the efficacy of a c1assroom-
based, networked note-taking system designed
to enhance the academic achievement of immi-
grant students with limited English proficiency.
The center conducts outreach workshops and
presentations in Oregon and other states with an
emphasis on promoting research to practice. The
.c~nt~r offers rese<rrch.practica.and opportunities
for inde endent study and has positions for
graduate assistants and work-study students.
ERIC Clearinghouse on
Educational Management
Philip K. Piele, Director
106 Agate Hall
(541) 346-5043 or -2329
The Educational Resources Information Center
Clearinghouse on Educational Management
(ERICICEM) is part of ERIC's nationwide network
of information processing and analysis centers.
There are sixteen clearinghouses located across
the country. One of the original units in the ERIC
system, ERICICEM has been located at the
university since June 1966.
ERICICEM monitors, acquires, indexes, and ab-
stracts literature pertaining to educational man-
agement. By processing this literature for an-
nouncement 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.
ERICICEM's scope includes all aspects of the
administration, governance, and structure of
public and private educational organizations at
the elementary and secondary levels as well as
the provision of facilities for their operation.
Relevant topics include finance, law, personnel,
instructional leadership, public relations, plan-
ning, curriculum development, facility design,
and equipment.
International Society for Technology
in Education
David G. Moursund, Executive Officer
130 Education Building
(541) 346-4414 or -3564
The International Society for Technology in
Education (ISTE) was founded in 1979 to foster
appropriate instructional use of interactive
technology.
ISTE is the largest professional organization for
computer educators at the precollege level. The
nonprofit society has more than 7,000 members,
and the more than forty state and regional organi-
zations average 500 members each.
ISTE's goals are to
• provide a prominent information center and
source of leadership to communicate and
collaborate with educational professionals,
polieymakers, and other organizations
• maintain a strong geographical or regional
affiliate 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 Learning and Leading with Technol-
ogy, The Journal ofResearch on Computing in Educa-
tion, Logo Exchange, books, videotapes, and other
publications related to technology in education.
Media Literacy Online Project
-Gary W. Femngton, Director'
(541)346-3469
The Media Literacy Online Project provides
teachers, student, parents, and producers with an
informational resource collection related to the
influence of media in the lives of children, youth,
and adults.
Oregon Career Information System
Cheryl Buhl, Director
(541) 346-3872
(800) 495-1266
The Oregon Career Information System was es-
tablished at the university and recognized by the
Oregon State Board of Higher Education as an
interagency consortium in 1971. Designated as the
state's career information delivery system by the
Oregon Department of Education, it is a self-
supporting, fee- based consortium of school
districts, education service districts, colleges,
Research and Outreach Services 247
public and private agencies, and private busi-
nesses. Its mission is to develop high-quality
occupational and educational information,
deliver it in a variety of formats to meet the needs
of Oregonians, and assist in integrating the infor-
mation into schools, social agencies, and busi-
nesses. Electronically delivered information is
widely available in high school career centers,
employment department field offices, and
community college career and counseling centers.
National Career Information System
Michael Neill, Director
(541) 346-3875
The National Career Information System develops
software and information files that are useful
when planning a career. These files and software,
licensed to thirteen states and the New York City
Board of Education, facilitate locating information
about the local labor market and state or regional
training opportunities. The national system is
developing multimedia titles, Internet access to
career information files, and software to help
with resume writing and job interviews.
Center on Human Development
Hill M. Walker, Director
Clinical Services Building, Third Floor
(541) 346-3591
The Center on Human Development (CHD) is a
university-affiliated program and a member of a
national network of more than sixty such depart-
mental and college programs. CHD's federally
funded research, demonstration, training, and
service activities are organized into several
projects, which provide a variety of practicum
sites for student training. CHD's resources are
available to faculty members and students in each
academic program, and its principal investigators
participate fully in instructional activities.
Child Development and
Rehabilitation Center
Robert E. Nickel, M.D., Clinical Director
Clinical Services Building, First Floor
(541) 346-3575
The Child Development and Rehahilitation Center
of the Oregon Health Sciences University, located
on the UO campus, provides multidisciplinary
services for the diagnosis and evaluation of
neurodevelopmental disorders, genetic syndromes,
and developmental difficulties. Management and
coordination of care is provided for patients diag-
nosed with spina bifida, cleft lip and palate, and
feeding difficulties. Clinic services are available
for children up to twenty-one years of age.
Early Childhood CARES and PACE
Judy Newman and Valerie Taylor Close,
Codirectors
1859 E. 15th Avenue
(541) 346-3568
The Early Childhood CARES (Coordination
Agency for Referrals, Evaluations, and Services)
and PACE (parent and Child Education) pro-
grams provide screening, evaluation, and eligibil-
ity determination for early intervention and early
childhood-special education services; home-based
early intervention for infants and toddlers with
developmental disabilities; community-based
early childhood special education for preschool-
age children with developmental disabilities; and
speech and physical or occupational therapy for
children with mild to severe disabilities.
Specialized Training Program
Robert H. Horner, Director
1761 Alder Street
(541) 346-5311
The Specialized Training Program is a research
and development group that develops, evaluates,
and disseminates community-scale service systems
for people with severe disabilities. Staff members
secure federal and state grants that target four
critical areas of community living:
• Vocational projects address employment
options for people with severe disabilities.
Efforts include research on procedures for job
development, 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
Jane Eyre McDonald, Director
Clinical Services Building, First Floor
(541) 346-3593
The Speech-Language-Hearing Center is a
service, training, and research clinic that provides
evaluations, treatment, and consultations for
individuals with any type of communication
disorder. The program meets the requirements
for state teacher licensure, state professional
licensure, and American Speech, Language and
Hearing Associatibn(:ASHA) nationaq:>rOfes-
slOnal cernflcahon. Chmcal achvlhes are super-
vised by certified speech-language pathologists
and audiologists. School, community, and state
practicum placements are available to graduate
students.
Western Regional Resource Center
Richard W. Zeller, Director
Clinical Services Building, Second Floor
(541) 346-5641
The Western Regional Resource Center is one of
six regional resource centers funded to collectively
serve the United States, its territories, and the
Bureau of Indian Affairs. A service and technical
assistance project, the center is funded by the
U.S. Department of Education Office of Special
Education Programs to work with state special
education agencies in Alaska, American Samoa,
Arizona, California, Commonwealth of the
Northern Mariana Islands, Federated States of
Micronesia, Guam, Hawaii, Idaho, Nevada,
Oregon, Republic of the Marshall Islands,
Republic of Palau, and Washington. The center
helps states overcome persistent problems in
providing high-quality, free, appropriate public
education to children with disabilities.
Institute for the Development of
Educational Achievement
EdwardJ. Kameenui, Director
Education Annex
(541) 346-3562
The Oregon State Board of Higher Education
established the Institute for the Development of
Educational Achievement at the University of
Oregon College of Education in 1984. The insti-
tute promotes and manages research and out-
reach activities related to the academic achieve-
ment of children and young adults.
The following objectives characterize the direc-
tion of the institute:
• Establish, promote, and sustain a culture and
community of scholarship and collaboration at
the university and in the state of Oregon to
improve academic achievement of children and
young adults
• Serve as a primary resource for local school dis-
tricts and educational service agencies, Lane
County service agencies, and people of Oregon
on matters related to academic achievement
• Produce, collect, synthesize, and disseminate
information about the academic achievement of
children and young adults
Graduate students participate in various institute
activities as an integral part of their professional
preparation. The following federally funded
research, demonstration, training, and service
projects are affiliated with the institute.
Behavioral Research and Teaching
George Sugai and Gerald Tindal, Codirectors
230 Education Building
(541) 346-3560
http://brt.uoregon.edu
The Behavioral Research and Teaching working
group combines applied behavior analysis with
effecti.Ye-teaching_practices_to_de-v£IDp,_stuciy,_and__-
disseminate empirically hased educational
programs for students who are at risk for school
and community failure. Research and profes-
sional development activities and projects focus
on (1) school discipline, classroom management,
and positive behavior support; (2) academic assess-
ment from teacher-driven classroom practices to
large-scale statewide accountability systems; (3)
educating students with emotional and behavior
disorders; (4) educating students with learning
disabilities; (5) systems change and school
reform; and (6) behavioral and instructional con-
sultation. Research and personnel preparation
opportunities are available for graduate students.
High School Equivalency Program
Emilio Hernandez Jr., Director
1685 E. 17th Avenue
(541) 346-0882
The High School Equivalency Program is described
in the Student Services section of this bulletin.
248 College of Education
and social-emotional growth; counsel; diagnose,
consult, and provide family services; train teachers;
disseminate information; and conduct research
while providing outreach services connecting
precollege youth with the University of Oregon.
Undergraduate and graduate students participate
in various field-based practicum experiences as
part of their professional preparation.
Institute on Violence and
Destructive Behavior
Hill M. Walker and Jeffrey R. Sprague,
Codirectors
Clinical Services Building. Third Floor
(541) 346-3592
In February 1995 the Oregon State Board of
Higher Education approved the Institute on
Violence and Destructive Behavior at the Univer-
sity of Oregon College of Education. The institute
studies the conditions and factors related to the
development and prevention of violence among
children and youth. Research, outreach, and
community service projects focus on making
schools and communities safer. The Peace Stud-
ies Program is affiliated with the institute, which
provides an opportunity for students to connect
their academic course work with research and
community action.
DeBusk Memorial Center
135 Education Building
(541) 346-3418
DeBusk Memorial Center is a service, training,
and research facility functioning as part of the
Department of Applied Behavioral and Commu-
nication Sciences. The center was named in
honor of the pioneering work ofB. W. DeBusk,
who taught at the university from 1915 to 1937.
He skillfully integrated findings from psychology,
medicine, and education in diagnosing learning
and behavior problems. The center continues this
National Center to Improve the Tools
of Educators
Douglas Carnine, Director
805 Lincoln Street
(541) 485-1163
The center's mission is to provide publishers and
developers with information about the attributes
of high-quality educational tools (print materials,
electronic media, and computer software). The
center also helps develop market demand for
educational tools by participating in activities that
advocate for their development and use.
Proficiency-based Admission Standards
System Project
David T. Conley, Director
11 Susan Campbell Hall
(541) 346-5799
This project is developing a new approach to
admitting students to institutions of higher edu-
cation. The approach uses clearly specified state-
ments of the knowledge and skills that students
must master to be accepted into any of Oregon's
seven baccalaureate-granting institutions. Begin-
ning fall 2001, freshman students will be admit-
ted to institutions in the Oregon University
System based on their demonstrated proficiency
in six content areas and nine process areas.
Secondary Special Education Transition
Research Group
Michael R. Benz, Michael D. Bullis, Andrew
S. Halpern, Cynthia M. Herr, Codirectors
175 Education Building
(541) 346-3585 or -1408
Talented and Gifted Programs
Youth Enrichment Services
Marjorie DeBuse, Director
170 Education Building
(541) 346-3084
Talented and Gifted Programs and Youth Enrich-
ment Services provide summer and academic-
year learning experiences to children and youth
and their families. These programs increase the
college's and university's leadership role and
capacity to respond to the needs of children and
youth by providing services that support and
enhance regular K-12 school programming.
Programs assist parents, educators, and service
providers in their efforts to encourage students to
develop academic and intellectual potential. The
objective of the programs is to enrich education
interdisciplinary approach. Its purposes 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 clinical
supervisors in various programs as an integral
part of their professional preparation.
Community Internship
Marcy Jane, Director
170 Education Building
(541) 346-4351
This service-learning program offers opportunities
for students to volunteer in educational or com-
munity settings. The program fosters leadership
and social responsibility, and it promotes skill
acquisition in problem-solving, communication,
conflict resolution, community building, and
collaboration.
Five field experiences are offered in public
schools, outdoor education, human services,
mentorship, and leadership development.
Students can choose among more than 800 field
placements to complement their academic goals
and gain practical and academic experience.
During the first term, students take a seminar-
discussion course in conjunction with a minimum
of thirty hours of field experience.
Substance Abuse Prevention Program Public school field placements exist in grades
Miki Mace, Program Coordinator K-12 in the Eugene, Springfield, and Bethel
school districts and in the High School Equiva-
180 Esslinger Hall lency Program.(541) 346-4135 or -3397
Human-service field placements exist in more
The UO Substance Abuse Prevention Program than 150 human-service or public agencies in
offers a series of courses, conferences, workshops, Eugene, Springfield, and vicinity.
and practicum experiences in the intervention, Leadership development experiences combine a
Programs in this research group are aimed at treatment, and prevention of substance abuse. community service project with observation of a
high school-aged special education students who For more information, call the office. community leader at work. Students choose from
are preparing for the transition into adult com- FACILITIES, ORGANIZATIONS, a variety of leaders in occupations ranging from
munities. The research group attempts to build AND SERVICES politics or government to social service, social
bridges between special and regular education justice, and education.
around this concept of transition. The Youth Academ.·c Serv.·ces and Student d
Mentorship opportunities exist wherein stu entTransition Program develops and evaluates Support mentors serve as role models and provide at-risk
collaborations between special education and I
vocational rehabilitation programs. A second Dianne L. Ferguson, Director youth with positive recreational and educationa
program teaches high school students how to 111 Education Building experiences.
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The College of Education office maintains under- I I t h Ition of severely emotionally disturbed and adju- environmenta awareness to e emen ary sc 00
graduate and graduate student records and offers . M ffdicated youth. children in a camp settmg. any camps 0 er
advising for degree and licensure completion. outdoor-learning activities to youth with learning
Information about licensure is available in 113 or developmental disabilities.
Education Building, telephone (541) 346-3528.
Address questions about student records, gradu- Oregon School Study Council
ate degree process, and undergraduate advising
to the director. (541) 346-1397
The Oregon School Study Council (OSSC) is an
association of Oregon school districts working
together on problems of common concern. The
OSSC also arranges conferences and provides
other services of interest to its members.
Organized in 1957, the OSSC is supported jointly
by the dues of its members and by the College of
Education. The OSSC is administered by a govern-
ing board, composed of representative adminis-
trators and school board members, in coopera-
tion with the executive director, who is appointed
by the dean of the college.
Undergraduate Studies 249
Technology Education Center
Terry Kneen, Coordinator
(541) 346-1670
The College of Education's Technology Education
Center houses Macintosh and Windows-based
microcomputers; general production software; a
preview collection of education titles; and scan-
ning' color laser printing, and multimedia pro-
duction equipment. Training workshops and con-
suiting services are provided to students and
faculty members. The center is open weekdays
and some evening hours.
The center's computers are networked to college
servers, university mainframes, and the Internet.
Students may sign up for an Internet electronic-
mail account and a modem account for remote
access; use the UO library's on-line card catalog;
and access materials placed on the network by
their instructors and statistics packages on the
university's VMSciuster or UNIX computers.
The computers may also be used to access large
public-domain libraries that contain educational
and application software.
UNDERGRADUATE STUDIES
The College of Education offers three under-
graduate programs of study-two majors and a
minor. Educational studies majors and communi-
cation disorders and sciences majors may earn a
bachelor of arts (B.A.) or bachelor of science
(B.S.) degree. The bachelor of education (B.Ed.)
degree program is inactive. Students may also
complete a minor in special education. Students
interested in secondary school teaching are en-
couraged to coordinate their academic major with
a special education minor.
MINOR IN SPECIAL
EDUCATION
Kathleen Jungjohann, Coordinator
275 Education Building
(541) 346-5521
The minor requires completion of 24 to 26 credits
in special education courses and approved
electives. A core of 10 credits in required special
education-courses-must be-completed-in addition
make up the teaching concentration or the multi-
disciplinary 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 students 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
Psychology of the Foundations of Disability I
(SPED 411) and Introduction to Exceptionalities
(SPED 430) with grades of mid-B or better.
Students who have at least a 2.00 grade point
average (GPA) may apply. Enrollment is limited.
Students are notified in writing whether they
have been accepted into the minor program and
are assigned a minor adviser, who helps plan a
course of study. Applications are available in the
special education office.
Minor Requirements (24-26 credits)
Core Requirements 10 credits
Seminar: Community Internship Special Educa-
tion (SPED 407) 1
Practicum: Community Internship Special
Education (SPED 409) 3
Foundations of Disability I (SPED 411) 3
Introduction to Exceptionalities (SPED 430) 3
Teaching Concentration 16 credits
Students concentrate on course work that meets
prerequisites and some requirements for the
graduate exceptional-learner program. Students
may apply 10 credits of work in this concentra-
tion to requirements for the Oregon handi-
capped learner teaching license. A separate
application and additional requirements are
needed to be admitted to this concentration.
Multidisciplinary Concentration 14 credits
Students select courses from special education
(SPED), communication disorders and sciences
(CDS), and other areas related to special
education (e.g., music in special education).
See the Special Education and Community
Resources section of this bulletin for course listings.
COMMUNICATION DISORDERS
AND SCIENCES
Marilyn A. Nippold, Director
270 Education Building
(541) 346-5501
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 a bachelor of arts (B.A.) degree.
Program Objectives. The goals of the under-
graduate CDS program are to provide students
opportunities to
1. Study the humanities and sciences with
specific reference to normal spoken and
written communication 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 disorders over
the life span
6. Study assessment procedures specific to evalu-
ation of speech-language-hearing disorders
7. Acquire basic knowledge and skills necessary
for successful intervention with speech-,
language-, and hearing-impaired mdividuals
8. AcqUire and apply knowledge, skills, and
competencies to work with speech-, language-,
and hearing-impaired individuals of varying
social, cultural, linguistic, and socioeconomic
backgrounds
9. Learn and apply interpersonal and professional
skills
Curriculum. The undergraduate curriculum is
being revised. A copy of the curriculum is available
in the program office. Minimum requirements are
specified for students majoring in communication
disorders and sciences.
Admission. Students may request admission to
the major in communication disorders and
sciences after they have completed at least
90 credits of course work. Students must also un-
dergo a departmental speech-language-hearing
screening test.
Students who are not accepted as majors may
take basic courses as electives but may not enroll
in any practicum or in courses for which a practi-
cum is a prerequisite. Students without adequate
speech ability may not major in communication
disorders and sciences unless there is good
reason to expect that they can achieve acceptable
speech before they begin the required practica.
Communication disorders and sciences courses
are listed in the Applied Behavior and Commu-
nication Sciences section of this bulletin.
EDUCATIONAL STUDIES
170 Education Building
(541) 346-2518
Faculty members from the College of Education's
three departments contribute to educational
studies and are listed in their home departments.
The major in educational studies addresses the
growing educational needs of the state of Oregon.
The major prepares educators as professionals
working in community service agencies or as
licensed teachers with several endorsements. The
major's licensure option is preprofessional and is
not intended as a terminal program even though
students receive a bachelor's degree. To be
eligible for a teaching license, students must be
accepted into and complete a yearlong graduate
program in the Department of Educational Lead-
ership, Technology, and Administration.
Admission
Students are admitted to the educational studies
major for fall term each year. Application materi-
als-ffiust-b€-rgGeived-in-th€-eduGational-studies----
offke by January 20 for ..dill ission th e subsequent
fall term. Applicants are notified of admission
decisions in writing on or before March 1.
The major has limited enrollment; therefore,
students who meet minimum requirements are
not guaranteed admission. Considered in the
selection process are qualities that reflect an
individual's potential to contribute distinctively to
the field of educational studies. These qualities
include unique work or service experience, lead-
ership potential, demonstrated ability to work
with diverse populations, and maturity. The
admissions committee can waive any of the
admission requirements if there is other evidence
of an applicant's potential for success and contri-
bution as an educational studies major.
At the time of application, students must have
completed, with a cumulative GPA of 2.00, a
minimum of 55 credits that include the two
college composition courses for the university
writing requirement, 8 credits in each of the three
general-education groups-arts and letters, social
250 College of Education
science, and science. The 16-credit premajor core
must be completed with a cumulative GPA of
2.75.
Application Procedures
Students seeking admission to the educational
studies major must declare an option at the time
of application. The options are family and
community services or integrated licensure. Ap-
plication forms are available in the educational
studies office. The option in learning systems
technology is not offered 1998-99.
Application Materials
1. College of Education application for the educa-
tional studies major
2. Three letters of recommendation-at least one
from a college or university instructor-that
address the applicant's potential to succeed in
the educational studies major
3. Official transcripts of all college and university
work
4. Applicants to the integrated licensure option
must submit evidence of passing all the
sections of the California Basic Educational
Skills Test (CBEST). Test information and
applications are available in the Testing Office,
238 Student Health Center, or in the college
licensure office
Transfer Students
Transfer students should talk with an adviser in
the College of Education about the transfer pro-
cess. Students transferring to the University of
Oregon apply to the UO Office of Admissions
and are accepted as premajors if they meet the
university's standards for admission. To be
admitted to the major, transfer students must
meet the College of Education requirements for
admission. Professional education courses should
be started no later than the sophomore year.
Advising
Advising for educational studies premajors is
available in the educational studies office and
from College of Education peer advisers. Group
advising meetings are held each term to assist
students in program planning. At other times,
stuaents cansdledulelri.dlvidual meet:h1gsWIth
the educatIonal studies director or with peer ad-
visers. Once admitted to the program, educa-
tional studies majors are assigned a College of
Education faculty adviser.
Course Substitution
In some cases students may submit a petition to
substitute another course for a required one.
Petitions are available in the college licensure
office. Students must document that the proposed
substitute substantially overlaps the University of
Oregon required course. Documentation should
include a catalog description of the course and a
course syllabus if possible. Petitions must be
approved by the Undergraduate Instructional
Committee or its designee.
Program of Study
Lists of premajor core courses and programs of
study for each of the options are available in
170 Education Building. The curriculum is also
available on the College of Education's World
Wide Web site.
Course work for the educational studies major is
in four categories: (1) university general-education
requirements, (2) educational studies premajor
core, (3) educational studies core, and (4) profes-
sional study in the option. All educational studies
majors take the premajor and core courses.
Recommended and required general-education
and professional educational course work varies
by option.
General-Education Courses
General-education courses, typically completed
by the end of the sophomore year, serve as liberal-
arts prerequisites to sound professional study and
practice. Students must complete course work in
each of the three general-education groups (arts
and letters, social science, and science) as well as
the other university requirements described
under Bachelor's Degree Requirements in the
Registration and Academic Policies section of
this bulletin.
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.
Core Courses
Educational studies core courses are distributed
over the sophomore and junior years. In core
courses, students examine the comprehensive
applications of education, develop awareness and
understanding of applications of learning and
intervention, and cultivate strategies for working
with people, using educational research, and
evaluating educational programs.
Professional Options
Professional educational courses are typically
taken in the junior and senior years.
Family and Community Services Option
Many of today's families are unable to cope with
such serious problems as poverty, substance abuse,
child abuse, domestic violence, and juvenile
delinquency. The family and community services
option is designed for students who want to help
children, youth, and families learn proactive ways
to confront the problems in their lives. Working
in 11OJ1~ducation and community settings,
program graduates provide services that support
children and families and help them develop and
enhance their abilities to live in today's complex
world. As part of this program, students gain a
broad understanding of learning and intervention,
professional communication, prevention, and
agency policy and practices.
Careers. Graduates find work as counselors, case
workers, employment and vocational specialists,
group workers, and residential care providers in
child protection services, juvenile justice, correc-
tions, mental health, and drug and alcohol
rehabilitation and treatment. Some pursue
graduate study in the areas of education, social
work, or counseling psychology.
Integrated Licensure Option
The integrated licensure option seeks to prepare a
new type of educator. Unlike traditional students
in a specific discipline or area of education,
individuals completing the integrated licensure
option are (1) broadly prepared through interdis-
ciplinary experiences, (2) able to serve the full
range of students in Oregon's elementary schools,
and (3) capable of delivering a diversified curricu-
lum to accommodate individual differences.
The integrated licensure program culminates
with a year of graduate study leading to a master
of education (M.Ed.) degree through the Depart-
ment of Educational Leadership, Technology, and
Administration. Students who complete their un-
dergraduate studies in integrated licensure are
formally reviewed for admission to the graduate
program using a set of established criteria.
Careers. Students who complete the integrated
licensure option of the educational studies major
at the University of Oregon are recommended for
an integrated teaching license with endorsements
in handicapped learner and elementary education
following completion of the fifth year of studies
and field experiences. Students choose a third
endorsement area during the year of graduate
study.
Educational Studies Courses
mosT)
111 Educational Issues and Problems (4)
Examination of specific issues and problems
confronting educators. Compares and contrasts
different approaches to the ways in which society
defines and deals with educational issues and
problems.
114 Communication Using Computers (4)
Introduction to information-age issues; commu-
nication among people and information sources;
design, editing, and use of messages that are
represented, 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 (4)
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 of the foundations of learning
and intervention in a wide range of social systems
including schools, families, and both commercial
and social organizations.
213-Applications of-I~earningand-Interventton---­
(4) Examination of the applications of leaming
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.
Exploration 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
social-service systems. Emphasis on the indi-
vidual, family, and organizational movements of
the 21st century. Majors only.
312 Introduction to Educational Research (4)
Use of research to inform practice in human-
service professions. The literature review process:
identifying relevant literature, evaluating
research reports, synthesizing findings. Majors
only.
313 Evaluation for Decision-Making (4) Types
and characteristics of measures. Approaches to
evaluating individuals and programs. Trends and
Undergraduate Studies 251
issues in measurement and evaluation in educa-
tion and human services. Majors only.
321 Instructional Design (4) Not offered 1998-99.
322,323, 324 Computer-Mediated Instructional
Communication I, II, III (4,4,4) Not offered
1998-99.
328 Healthy Families (2) Graded only. Examines
child development within the context of families
and society from an ecological perspective.
Focuses on healthy parenting at different
developmental stages.
329 Child-Family Issues and Resources (4)
Graded only. Reviews childhood problems from
a developmental framework, including child
abuse, hyperactivity, and delinquency. Discussion
of assessment techniques and intervention
procedures.
330 Individual and Group Interventions I (4)
Strategies and interventions that enhance growth
and change in individuals and families. Interven-
tions range from specific individual techniques to
strategies with small-group and family units.
Majors only.
332 Supervised Field Experience (4R) PIN only.
Participation in activities in public and private com-
munity human-service agencies and organizations.
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 (l-6R)
403 Thesis (1-18R)
404 Internship: [Topic] (1-18R)
405 Reading and Conference: [Topic] (1-18R)
406 Special Problems: [Topic] (1-16R) Recent
topics are Junior Field Studies, Senior Field Stud-
ies. Prereq: instructor's consent. Majors only.
407/507 Seminar: rropic] (1-5R) Recent topics
include Families in Crisis and Professional Issues
I,II,III.
408/508 Workshop: [Topic] (1-18R)
409 Practicum: [Topic] (1-18R) PIN only. Cur-
rent topics include Integrated Licensure I,ll.
410/510 Experimental Course: [Topic] (1-5R)
CUrrE:nt ~opic~in-clud.e Audio De.s~gn; Computer
Assisted Instruction.
421/521 Technology, Learning, and Change (4)
Study of information technology affecting
human learning and social systems, information-
processing systems, lifelong learning, appropriate
use of technology, distance and computer-assisted
learning. Prereq: EDST 114. Not offered 1998-99.
422/522 Effective Training Presentation Strat-
egies (4) Facilitates ability to design, develop,
and implement effective training workshops.
Development and use of audiovisual presentation
media in large- and small-group settings. Not
offered 1998-99.
430/530 Individual and Group Interventions II
(3) Strategies and interventions that enhance
growth and change within organizations. Inter-
ventions include facilitation, networking, super-
vision, and consultation. Prereq: EDST 330.
Majors only.
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. Majors only.
433 Senior Project (2) PIN only. Special
research or development project investigating
and drawing conclusions about some aspect of an
agency's activities. Prereq: instructor's consent;
coreq: EDST 432. Majors only.
440/540 Physical Education for Diverse Learn-
ers (3) Provides a variety of physical education
and fitness activities appropriate for children with
diverse abilities.
441/541 Early Childhood and Preadolescent
Development (3) Examines typical and atypical
development in preschool, school-age, and pre-
adolescent children with particular emphasis on
implications for teaching.
442/542 Curriculum and Teaching Design (3)
Curriculum frameworks, organizing schemes,
and approaches used throughout public educa-
tion. Strategies for designing or developing cur-
riculum content for maximally diverse groups of
students.
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. Majors only.
445/545 Reading Instruction Procedures (3)
Emphasizes developmental stages of reading,
emergent literacy, beginning reading, and primary
reading skills and strategies. Translating theory
into practice through field-based applications of
methods and delivery strategies.
446/546 Mathematics Instruction Principles
and Procedures (3) Specific procedures for
designing and delivering mathematics instruction
in heterogeneous classrooms. Application of
empirically validated procedures in field-based
settings.
447/547 Early Childhood-Elementary Teach-
ing Strategies (2) Strategies for explicit instruc-
tion, questioning, teaching through inquiry, mo-
tivating students to learn, cooperative learning,
and discussion.
451/551 Foundations in Early Childhood (3)
Not offered 1998-99.
452/552 Management and Professional
Interaction (3) Focuses on the school as a diverse
community of learners and on teachers' profes-
s!onal rel~tionships. andj~adership re~ponsibili-
professional management. Not offered 1998-99.
471/571 Family Role in Effective Schooling (3)
Focuses on school and family collaboration to
increase inclusion and community membership
for students with diverse learning needs and
various cultural and socioeconomic backgrounds.
Not offered 1998-99.
491,492,493 Professional Practices (2,2,1)
Examines issues and behaviors associated with
being a community services professional.
Sequence. Coreq: practicum.
EDUCAnON COURSES (EDUC)
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) Drinking
Decisions is a current topic.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-18R)
402 Supervised College Teaching (l-6R)
403 Thesis (1-18R)
404 Internship: [Topic] (1-18R)
405 Reading and Conference: [Topic] (1-18R)
406 Special Problems: [Topic] (1-16R) Majors
only.
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-18R)
409 Practicum: [Topic] (1-18R) PIN only
410/510 Experimental Course: [Topic] (1-5R)
Current topics are Drugs in Society; Families;
Family Violence; Street Drugs, Crime, and the
Law.
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
include Analysis of Teaching, Beyond School
Effectiveness, Curriculum for the Gifted Child,
Research on Teaching and Learning, Technology
in Instruction, Practicum Seminar in Foreign
Language Teaching, Second-Language Reading
and Writing, Bilingual and Multicultural Educa-
tion, Technology in Instruction-Computers, and
Technology in Instruction-Presentation Media.
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R)
610 Experimental Course: [Topic] (1-5R)
611 Master's Project (3)
655 Final Field Experience (12) Provides full-
time teaching practice with handicapped and
other diverse learners. Prereq: EDST 451/551,
452/552, EDUC 609 Practicum: Integrated
Licensure II.
661 Early Childhood Curriculum and Assess-
ment (6) Not offered 1998-99.
662 Administration of Early Childhood
Programs (3) Not offered 1998-99.
671 Personalized Learning for Diverse Students
(3) Focuses on assessment, development, and
delivery of authentic curriculum and instruction
for full spectrum of diverse learners; issues and
tools for effecting smooth educational transitions.
Not offered 1998-99.
---_._--------
672 Providin Student Su orts 3 Assessment,
design, and implementation of supports for
students, teachers, and families; instructional
technologies for diverse learners; working with
classroom assistance; developing and maximizing
classroom resources. Not offered 1998-99.
683 Analyzing Reading Research (4) In-depth
review and analysis of seminal and current
research in reading development and literacy.
Primary emphasis on translating research into
practice. Not offered 1998-99.
684 Curricula and Contexts of Literacy (4)
Contexts and curricula of literacy acquisition and
development. Examines literacy communities and
alternative instructional strategies and delivery
systems to facilitate growth in reading and writ-
ing. Not offered 1998-99.
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)
252 College of Education
APPLIED
BEHAVIORAL AND
COMMUNICATION
SCIENCES
Larry K. Irvin, Department Head
270 Education Building
(541) 346-5501
COMMUNICATION DISORDERS
AND SCIENCES FACULTY
Kathleen Hoffer, research associate with title of
assistant 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)
Jane Eyre McDonald, research associate (voice,
alaryngeal speech, augmentative communication).
B.A., 1966, M.A., 1968, Missouri. (1996)
Marilyn A. Nippold, professor (language develop-
ment and disorders in school-age children and
adolescents). B.A., 1972, California, Los Angeles;
M.A., 1976, California State, Long Beach; Ph.D.,
1982, Purdue. (1982)
Robert E. Potter, senior research associate with title
of professor (voice, fluency, learning and language
disability). B.A., 1954, Montana; M.A., 1958,
Columbia, D.Ed., 1963; Oregon. (1993)
Kathleen Roberts, research associate with title of
assistant professor (pediatric audiology, otitis
media, newborn hearing screening). B.A., 1978,
California, Santa Barbara; M.A., 1981, Cincinnati;
Ph.D., 1993, Oregon. (1993)
McKay Moore Sohlberg, assistant professor (neu-
roanatomy' neurophysiology, traumatic brain in-
jury). B.A., 1982, Stanford; M.S., 1984, Ph.D., 1990,
Washington (Seattle). (1995)
Courtesy
Patrick F. Golden, courtesy professor. B.S., 1955,
Holy Cross; M.D., 1964, Marquette School of Medi-
cine. (1996)
Emeriti
Ned J. Christensen, professor emeritus. B.A., 1954,
M.A., 1955, Brigham Young; Ph.D., 1959, Pennsyl-
vania State. (1962)
Robert H. Schwarz, professor emeritus. B.S., 1948,
Wisconsin, Madison; MTA., 1949,Columbia;-Ph,D.,
1966, American. (1971)
COUNSELING PSYCHOLOGY
FACULTY
Benedict T. McWhirter, assistant professor (counsel-
ing skills, adolescents at risk, college student devel-
opment). B.A., 1986, Notre Dame; M.e., 1988,
Ph.D., 1992, Arizona State. (1997)
Ellen Hawley McWhirter, assistant professor (ado-
lescent career development, empowerment, youth
at risk). B.A., 1983, Notre Dame; M.e., 1988, Ph.D.,
1992, Arizona State. (1997)
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,
research design, counseling computer applications).
B.A., 1958, Knox; M.S., 1961, Ph.D., 1963,
Wisconsin, Madison. (1967)
Herbert H. Severson, associate professor (health
psychology, identification of behavior disorders,
addictive behaviors). B.S., 1966, Wisconsin State;
M.S., 1969, PhD., 1973, Wisconsin, Madison.
(1994)
Elizabeth A. Stormshak, assistant professor (preven-
tion of delinquency, conduct problems, peer rejec-
tion). B.A., 1988, Washington (Seattle); M.S., 1992,
Ph.D., 1995, Pennsylvania State. (1996)
Courtesy
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)
Henry F. Dizney, professor emeritus. B.S., 1954,
Southeast Missouri State; M.Ed., 1955, Wayne
State; Ph.D., 1959, Iowa. (1967)
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)
Arthur Mittman, professor emeritus. B.A., 1947,
M.S., 1950, Ph.D., 1958, Iowa. (1963)
Anita Runyan, associate professor emerita. B.S.,
1956, Pacific Union; M.S., 1968, PhD., 1972,
Oregon. (1972)
Saul Toobert, professor emeritus. B.A., 1947,
California, Berkeley; Ph.D., 1965, Oregon. (1963)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
ABOUT THE DEPARTMENT
Programs in the Department of Applied Behav-
ioral and Communication Sciences produce
professionals in the disciplines of communication
disorders and sciences and counseling psychol-
ogy. Professionals are trained as problem solvers
to effectively and collaboratively identify, treat, and
prevent a variety of social, psychological, aca-
demic' and communicative disorders in children,
adolescents, and adults. Through education and
training, students gain the skills to interpret and
applyscientific information-from the behaVioral
sciences in general, and from their discipline in
particular, to professional problem-solving prac-
tice. As an integral part of their education, stu-
dents learn how to conduct research and contrib-
ute to the knowledge base of their disciplines.
COMMUNICATION DISORDERS
AND SCIENCES
The CDS bachelor's degree program is described
in the College of Education Undergraduate
Studies section of this bulletin.
Graduate Studies
The Communication Disorders and Sciences
Program offers master's and doctoral degrees.
The program offers all the courses required for
the American Speech-Language-Hearing Associa-
tion Certificate of Clinical Competence in speech-
language pathology. Students may also complete
course work that makes them eligible for an
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-Hearing Association.
Careers. A serious shortage of speech-Ianguage-
hearing specialists exists throughout the nation.
Graduates of master's or doctoral degree programs
find positions in the United States and abroad.
Speech-language-hearing specialists collaborate
with a variety of professionals in a range of set-
tings. Job opportunities include teaching infants,
preschool and school-age children, and adults;
conducting individual and group intervention
programs; coordinating in-service training
programs; consulting with teachers and parents
about educating children with communication
disorders in regular classroom, school, home, and
community-based settings; conducting research;
teaching in colleges and universities; and admin-
istering special education programs.
Scholarships
Ned Jay Christensen Award for Academic
Excellence. This award is given to a junior in
communication disorders and sciences.
Ned Jay Christensen Award for Clinic
Excellence. This award is given to a first-year
student in the master's degree program in
communication disorders and sciences.
Application and Admission. The number of
students admitted each year varies according to
available resources. On the average, the CDS
program admits twenty-five to thirty master's
degree applicants a year. Students for whom
English is not a native language must also pass
the Test of English as a Foreign Language
(TOEFL) with a score of 600 or above. Interna-
tional students who plan to participate in clinical
practica and work toward national certification by
the American Speech-Language-Hearing Asso-
ciation must also pass the Speaking Proficiency
English Assessment Kit (SPEAK) test with a score
of250. Applications for admission and program _
brochures with more aetalled infillmauOri.~
avaIlable from the CommunIcatIOn DIsorders and
Sciences Program. All application materials must
be received by February 15 for entry the following
September. See the Graduate School section of
this bulletin for general admission requirements
and procedures for graduate degree programs.
Master's Degree Program
The master's degree program is designed to
provide students with the opportunity to acquire
and apply knowledge, skills, and competencies
necessary for work with individuals of all ages
and of varying social, cultural, linguistic, and
socioeconomic backgrounds who are at risk for or
who demonstrate communication disorders.
The communication disorders and sciences pro-
gram offers master of arts (M.A.) and master of
science (M.S.) degrees. The M.A. requires the
equivalent of two years of a second language. A
planned program for the master's degree must be
filed in the College of Education's Student
Records Office, 113 Education Building, and with
the CDS program secretary.
The master's degree program in communication
disorders and sciences allows a student to select
Applied Behavioral and Communication Sciences 253
one of three professional options, each targeting
a different population or setting: (1) early inter-
vention, (2) public school, (3) clinic populations.
Master's degree students must complete under-
graduate prerequisites, the CDS core, course
work, and practica in a specialization.
Students who have fulfilled at least the under-
graduate prerequisites typically spend two fall-
through-spring academic years and one summer
session completing their degrees. All work appli-
cable 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
communication disorders and sciences is inactive.
Doctoral Degree Program
A list of curriculum requirements is available
from the program's graduate secretary.
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 various backgrounds.
A program adviser is appointed for each student
conditionally admitted to the program. This
adviser helps the student develop a course of
study compatible with the student's interests,
background, and professional objectives.
The doctor of philosophy (Ph.D.) degree program
in communication disorders and sciences usually
requires three years of full-time study beyond the
master's degree.
The doctoral degree program emphasizes
advanced levels of scholarship in four areas of
study.
Specialized Studies in Communication
Disorders and Sciences (21 credits)
Basic communication processes, professional
management of speech and language disorders,
and related disciplines
Research Design, Statistics, and
Measurement (36 credits)
Required CdutseWbrkincltIaes a three-term
sequence 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 pre-
dissertation research project. Doctoral students
are required to conduct a research project under
the direction of a CDS faculty member prior to
initiating approved dissertation research. Every
doctoral student must complete and submit a
dissertation, earning 18 credits in Dissertation
(CDS 603), that demonstrates the ability to
conduct independent and original research
Supervised College Teaching, Practicum, and
Classroom Instruction (9 credits)
Three credits ofPracticum: Supervision (CDS 609)
and 6 credits of classroom instruction
Professional Service (3 credits)
Professional service course work, which is tailored
to the student, may be designed to develop
competency in areas such as administration of
service programs, clinic administration, cross-
disciplinary activities, and professional
presentations
The doctor of education (D.Ed.) degree program in
communication disorders and sciences is inactive.
Licensure Opportunities
Students seeking an Oregon teaching license in
communication disorders must obtain the
following:
1. Undergraduate degree or equivalent in
communication disorders and sciences
2. Formal admission to the CDS master's degree
program
3. Passing scores on
a. Preprofessional Skills Test (PPST) or Cali-
fornia Basic Educational Skills Test (CBEST)
b. National Teachers Examination (NTE)
Professional Knowledge test
c. Educational Testing Service (ETS) Praxis
Examination in Speech-Language Pathology
4. Approved program leading to Teacher Stan-
dards and Practices Commission (TSPC) licen-
sure. The approved program at the UO consists
of a minimum of 63 credits in communication
disorders and sciences course work, culminat-
ing in licensure and a master's degree in CDS
The TSPC may have additional requirements that
applicants must complete before a teaching license
is issued. Questions about the licensure process
may be directed to the college licensure office.
COUNSELING PSYCHOLOGY
Graduate Studies
The Counseling Psychology Program offers
master's and doctoral degrees. The program's
faculty also provides a variety of courses to other
College of Education and university programs.
The doctoral program is the only counseling psy-
chology program in Oregon that is accredited by
the American Psychological Association, and it is
recognized as acceptable for licensure by the
Oregon Board of Psychologist Examiners.
The Counseling Psychology Program, which is
ecological in nature, trains psychologists to work
with contexts as well as with individuals and
groups within those contexts. Students learn to
consider human behavior as an interactive
process rather--than-as centlm?d-within-the indi-
"idual and to us€ pr€U€mtp,€ as w@1l as r@ffi@dial
intervention strategies. Counseling interventions
occur at every level, from that of the individual to
that of political, familial, and social communities.
A goal is to prepare counseling psychologists
who can assess and intervene in the context that
the problematic behavior occurs.
Students in counseling psychology participate in
integrated classroom, practicum, and fieldwork
activities in research, prevention, and interven-
tion with individuals, children, families, groups,
and communities. The doctoral program in
counseling psychology, which follows a scientist-
practitioner model of training, prepares psy-
chologists who can make a significant contribu-
tion to the field through scholarly research and
professional practice. Training experiences may
be obtained on campus at the DeBusk Memorial
Center, a research and training clinic associated
with the Department of Applied Behavioral and
Communication Sciences; university research in-
stitutes; agencies in the community; or nonprofit
research institutions.
Careers. Graduates of the Counseling Psychology
Program are prepared to work in community
mental health centers, research institutions,
institutions of higher education, medical settings,
managed health-care organizations, community
college and university counseling centers,
juvenile corrections agencies, human resources
departments in business, and career counseling
agencies.
Application and Admission. Prospective appli-
cants may request detailed admission policies
and procedures from the Counseling Psychology
Program. Students are admitted for fall term
only. The closing date for receipt of completed
applications is January 15 for entry the following
fall term. Notices about the disposition of
applications are mailed by March 15.
Applicants are evaluated on (1) academic record,
(2) Graduate Record Examinations (GRE) general
test scores, (3) related work, research, and life
experiences, (4) a statement of purpose in seeking
admission, (5) letters of recommendation, and
(6) an interview. Only completed applications are
reviewed. Applicants must gather the requested
supporting papers and submit them with the
application forms as one package.
Graduate training includes practicum and
internship placements in which students work
with individuals, children, families, groups, and
communities. These interactions and interven-
tions demand that the student be stable and psy-
chologically healthy. Thus admission into and
retention in the program depends, among other
things, on consideration of the applicant's past
and present behavior and emotional stability.
Master's Degree Program
The Counseling Psychology Program offers
master of arts (M.A.), master of science (M.S.),
and master of education (M.Ed.) degrees in coun-
seling. For the M.A. degree, the candidate must
demonstrate proficiency in one second 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 a minimum of 109
eredits.Theprogram's-emphasis-is-providing-----
students with a strong base in research desigrt
and statistics, in addition to a broad base of
knowledge about and basic skills in prevention
and intervention with individuals, children and
families, groups, and communities. Students may
add courses to their program to meet counselor
certification and licensure requirements. Some
graduate courses taken at another accredited
institution may meet part of the requirements.
Master's Degree Requirements 109 credits
Psychological foundations 15
Research competencies 19
Practitioner competencies 39
Professional competencies 6
Elective courses and seminars 12
Internship 18
Doctoral Degree Program
The Ph.D. program is designed to achieve the
competencies established by the American Psy-
chological Association. It typically requires five
years of study beyond the bachelor's degree. This
period includes a one-year, full-time supervised
predoctoral internship. In addition to other
254 College of Education
requirements, students must complete a Ph.D.
dissertation that demonstrates a high standard of
scholarship. Students may enter the program
with or without a master's degree.
The following objectives have been specified to
ensure that graduates of the Counseling Psychol-
ogy Program are prepared for the challenges in
their careers as psychologists. Graduates of the
program
1. Possess a general knowledge of human behav-
ior and the observational and information-
processing skills that facilitate the description,
explanation, and prediction of behaviors
2. Are competent in the design, implementation,
and evaluation of procedures for facilitating the
growth of individuals, children, families,
groups, and organizational systems
3. Are knowledgeable of the developmental and
intervention sciences with respect to
a. Scientific methods in psychology relevant to
conducting original research
b. Familiarity with science-based findings that
define the best practices of a domain of
expertise in counseling psychology
4. Respect the dignity and worth of the individual,
strive for the preservation and protection of
human rights, and do so with concern for the
best interests of clients, colleagues, students,
research participants, and society
Ph.D. Degree Requirements 155 credits
Psychological foundations 27
Research competencies 41
Practitioner competencies 63
Professional competencies 9
Elective seminars 15
The D.Ed. program in counseling psychology is
inactive.
COMMUNICATION DISORDERS
AND SCIENCES COURSES (CDS)
168 Sign Language (3) Expressive and receptive
skills; American Sign Language system.
405 Reading and Conference: [Topic] (1-3R) R
when topic changes.
407/507 Seminar: [Topic] (1-3R) R when topic
changes~· -.,- - ._-
recen 0PIC IS
Observation. R when topic changes. Prereq:
faculty approval. McDonald.
410/510 Experimental Course: [Topic] (I---6R)
Graded only
442/542 Anatomy and Physiology of Speech
Mechanism (4) Study of anatomy, physiology,
and neurology of speech and language processes.
443/543 Acoustics of Speech (4) Graded only.
Acoustic measurement and analysis of sound
production and reception in human
communication.
444/544 Clinical Phonetics and Phonological
Awareness (4) Graded only. Focuses on sounds
and symbols of American English, foreign accents,
and dialects using broad and narrow transcription
methods. Presents speech production, distinctive
features, and basics of phonology.
450/550 Introduction to Language Development
(4) Primary focus on the development of phonol-
ogy, morphology, syntax, semantics, pragmatics,
and literacy.
455/555 Service Delivery in the Schools (4)
Topics include legal issues, service-delivery
models, program evaluation, positive work
relationships. School visitation required. Prereq:
CDS 450/550, 460/560, 461/561.
457/557 Fundamentals of Audiology (4)
Anatomy and physiology of hearing and vestibu-
1ar systems; causes, types, and symptomatologies
of hearing impairment.
458/558 Audiological Assessment (4) Pure
tone, speech and impedance audiometry. Special
tests, difficult-to-test populations, and central
auditory processing. Audiogram interpretation
and report writing.
459/559 Audiological Rehabilitation (4) 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.
460/560 Developmental Disorders in Commu-
nication (4) Graded only. Explores growth and
developmental disorders that cause or contribute
to child and adult speech, language, fluency, and
auditory impairments.
461/561 Structural Disorders of Communica-
tion (4) Graded only. Explores physical prob-
lems that cause or contribute to child and adult
speech, language, and auditory impairments.
462/562 Neurogenic Disorders of Communica-
tion (4) Graded only. Explores neurologic
disorders that cause or contribute to child and
adult speech, language, voice, and auditory
impairments.
503 Thesis (1-15R) PIN only
601 Research: [Topic] (1-9R) PIN only
602 Supervised College Teaching (1-9R)
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.
607 Seminar: [Topic] (1-3R) R when topic
changes. Topics include Dysphagia, Multicultural
Issues in Communication Disorders and Sciences,
Professional Ethics.
608.Workshop: [Topic]_(bI6R)R when topic
h
609 Practicum: [Topic] (1-9R) R when topic
changes.
610 Experimental Course: [Topic] (1-5R)
R when topic changes.
625 Final Supervised Field Experience (1-15R)
Diagnostic and treatment experience in the public
school setting. R once for maximum of 30 credits.
652 Theory and Remediation of Articulation
and Phonology (3) Advanced study of articula-
tion and phonological differences and disorders
in children and adults. Includes delayed speech
development, testing techniques, therapy materi-
als and procedures, and current research findings.
653 Later Language Development (3) Acquaints
students with normal language development in
school-age children and adolescents.
654 Theory and Remediation of Language
Disorders in Adults (3) Diagnosis and treatment
of speech and language disorders resulting from
intracranial pathology or the aging process.
655 Stuttering (3) Focuses on contemporary
issues in stuttering and other fluency disorders.
Discusses and critically evaluates current theories
and research findings.
656 Voice Science and Disorders (3) Anatomy
and physiology of vocal mechanism; diagnostic and
therapeutic approaches for various voice disorders.
657 Augmentative Procedures for Communi-
cation Disorders (3) Recent advancements in
design, development, and use of systems supple-
mental to vocal speech and language.
658 Diagnostic Procedures for Communication
Disorders (3) Analysis of major instruments,
procedures, and materials used in conducting
diagnostic work in cases of communication
disorder; nonstandard assessment techniques;
organizing diagnostic data and writing clinical
reports.
659 Theory and Remediation in Language
Disorders in Youth (3) Intensive study of
language disorders of children and adolescents;
emphasis on contributions from linguistics,
psychology, education, and learning theory.
Prereq: CDS 653.
660 Motor Speech Disorders (3) Advanced
study of speech disorders associated with lesions
of central and peripheral nervous systems.
661 Auditory Language Processing (3) Manage-
ment 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.
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
COURSES (CPSY)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) Career
alternatives. Emphasis on career decisions and
self-awareness,sociaLancLpsychologicaLchara~---­
teristics 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 variety
of human service settings. Emphasis on acquiring
a practical, integrative framework for counseling.
451/551 Stress and Burnout (3) Stress and burn-
out theory, identification of stress producers in
human service work, methods of managing stress,
and teaching of stress management.
458/558 Prevention Strategies (3) Developing
programs to prevent family violence, delinquency,
suicide, rape, substance abuse, and other prob-
lems. Focus is on primary prevention before
problem symptoms develop.
475/575 Supervision in Human Service Agen-
cies (3) Examines a generic model for supervision
Educational Leadership, Technology, and Administration 255
in the helping professions and facilitates supervi-
sory skill development. Includes case examples,
role playing, and videotape recording. Not of-
fered 1998-99.
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)
612 Professional Ethics (3) Current ethical and
legal concerns in the professional practice of
counseling. Ethical theory and decision-making
processes; legal aspects of client-counselor
relationships.
613 Introduction to the Counseling Discipline
(3) Historical foundations of counseling. Major
theories and theorists. Counseling as an ecologi-
cal and context-sensitive interactive process.
Settings and roles of the counseling profession.
615 Counseling Diverse Populations (3)
Influence of gender, race, ethnicity, and other
factors related to diverse populations on the
identity-formation process in contemporary
society. Applications to counseling.
617 Theories of Career Development (3)
Addresses life-span career development includ-
ing issues, concepts, and definitions; theories of
career development and choice; work and leisure;
appraisal; and special groups (e.g., women,
people of color).
618 Intake Interview and Assessment (3) PIN
only. Basic clinical interviewing and report
writing. Includes social history, suicide, drug and
alcohol, and behavioral observation. Not offered
1998-99.
621 Psychological Assessment in Counseling
(3) Survey of assessment instruments used in
counseling. Focuses on career, interest, intelli-
gence, environment, behavior, and personality.
Emphasizes issues relatedto ethicaLuse of
assessment
622 Advanced Psychological Assessment in
Counseling (3) Selection and administration of
instruments and procedures for generating per-
sonality and career assessment reports. Empha-
sizes the integration of assessment into the inter-
vention planning process. Prereq: CPSY 621.
625 Developmental Psychopathology (3)
Examines developmental and ecological contexts
of psychopathology in children and adults. Clini-
cal implications discussed. Not offered 1998-99.
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.
Not offered 1998-99.
641 Behavior Change: Beginning Counseling
Skills (3) Emphasizes experientialleaming of a
broad range of communication skills needed to
form effective helping relationships. Introduces
problem-solving strategies and client intake
procedures. Prereq for nonmajors: instructor's
consent.
642 Behavior Change: Child-Family Interven-
tion (3) Empirically oriented interventions with
children and families, ranging from early child-
hood through adolescence. Integrates develop-
mental and intervention sciences. Prereq: CPSY
641.
643 Community Preventive Intervention (3)
Research and practice involving community in-
tervention designed to prevent mental and physi-
cal health problems. Includes health promotion,
work-site interventions, school and community
prevention programs. Prereq: CPSY 642.
644 Group Intervention (3) Theory of and
research about effectiveness of group therapy.
Technical methods for leading psychotherapeutic
groups, with emphasis on generic models of
interpersonal process in group therapy. Prereq for
nonmajors: instructor's consent.
651 Advanced Individual Counseling Inter-
vention (3) Focuses on applying interpersonal
process and problem-management approaches to
individual counseling and psychotherapy; using
assessment information in treatment planning.
Prereq: CPSY 641.
652 Advanced Child-Family Intervention (3R)
Provides advanced supervised training in imple-
menting interventions with children and families.
Includes intakes, assessments, brief interven-
tions, andlor family therapy. Prereq: CPSY 642.
R twice for maximum of 9 credits.
653 Advanced Community Preventive Inter-
vention (3R) Reviews recent and current com-
munity preventive intervention programs. Exam-
ines the latest interventions and their specific
individual components. Combines didactic and
experiential field studies. Prereq: CPSY 643.
R twice for maximum of 9 credits.
654 Supervision and Agency Administration
(3) Principles, methods, and ethical practice of
psychotherapy clinical supervision. Theory of and
research about models of counselor professional
development. Review of supervision process and
outcome research.
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. Not offered 1998-99.
704 Internship: [Topic] (1-15R)
706 Special Problems: [Topic] (1-16R)
708 Special Topics: [Topic] (1-16R)
709 Practicum: [Topic] (1-16R)
EDUCATIONAL
LEADERSHIP,
TECHNOLOGY, AND
ADMINISTRATION
Philip K. PieIe, Department Head
124 Education Building
(541) 346-5171
Department of Educational Leadership,
Technology, and Administration, 5267
University of Oregon, Eugene OR 97403-5267
http://darkwing.uoregon.edul-delta
FACULTY
Lynne Anderson-Inman, associate professor
(computers and literacy, content reading). B.A,
1970, Wisconsin, Madison; M.S., 1974, Wisconsin,
Oshkosh; Ph.D., 1978, Oregon. (1982)
Douglas Carnine, professor (instructional design,
school reform, linking policy to achievement). B.S.,
1969, Illinois; Ph.D., 1974, Utah. (1970)
David T. Conley, associate professor (policy analysis
in education, educational leadership, school
restructuring). B.A, 1972, California, Berkeley;
MA, 1983, Ph.D., 1986, Colorado at Boulder. (1989)
C. H. Edson, associate professor (history of
education). B.A, 1964, California, Berkeley; M.A,
1970, Oregon; Ph.D., 1979, Stanford. (1973)
Gary W. Ferrington, senior instructor (learning
systems technology). B.S., 1964, Portland State;
M.S., 1967, Southern California. (1967)
Meredith "Mark" Gall, professor (instructional
methods, teacher education). B.A, 1963, M.Ed.,
1963, Harvard; Ph.D., 1968, California, Berkeley.
(1975)
Russell M. Gersten, professor (instructional research,
professional development, bilingual education).
BA, 1967, Brandeis; Ph.D., 1978, Oregon. (1977)
Nancy 1. Golden, associate professor (school and
community relations). B.S., 1973, Denver; M.S.,
1974, Ph.D., 1987, Oregon. (1995)
Paul Goldman, associate professor (organizational
theory, school restructuring, sociology of educa-
tion). AB., 1966, Stanford; MA, 1970, Ph.D., 1974,
Chicago. (1977)
Steven M. Goldschmidt, associate professor (law and
education, collective bargaining, strategic plan-
ning). BA, 1966, Oregon; J.D., 1969, California,
Berkeleyj-M,A,--19727 ,Qregon.-(1969)------- - ---
MarC] Jane, instructor; adviser, Community Intern
ship. BA, 1984, Whitman; MA, 1991, Oregon.
(1996)
Martin J. Kaufman, professor (educational policy,
organizational leadership and change, special edu-
cation); dean, education. BA, 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). BA, 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)
Marilyn Olson, senior instructor; director, middle-
secondary licensure program. B.A, 1962, Northwest
Nazarene; MA, 1968, Missouri; Ph.D., 1984, Or-
egon. (1997)
Philip K. Piele, professor (management information
systems, introductory statistics, economics of edu-
cation); director, ERIC Clearinghouse on Educa-
tional Management. B.A, 1957, Washington State;
M.S., 1963, Ph.D., 1968, Oregon. (1967)
256 College of Education
Gerald Tindal, associate professor (consultation,
assessment program evaluation, applied behavior
analysis). B.A., 1975, Ph.D., 1982, Minnesota. (1984)
Sharon Yoder, senior instructor (technology in edu-
cation, communication using technology). B.A,
1964, Wooster; M.A.T., 1965, Oberlin; Ph.D., 1983,
Akron. (1988)
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, Califor-
nia, Los Angeles; Ph.D., 1990, Oregon. (1972)
Courtesy
James C. Arnold, courtesy assistant professor (higher
education, policy development). B.S., 1970, Wis-
consin, Eau Claire; M.S., 1974, M.S., 1987 Oregon
State; Ph.D., 1995, Indiana. (1995)
Shirley Merritt Clark, courtesy professor (higher
education, personnel administration, sociology of
education). B.A., 1957, M.A., 1958, Bowling Green
State; Ph.D., 1961, Ohio State. (1990)
Jane DeGidio, courtesy professor (student personnel,
individual and group counseling, apprenticeship
and problems of blue-collar workers). B.A, 1968,
Minnesota; M.S., 1974, Ph.D., 1980, Oregon. (1969)
Fred 1. Tepfer, courtesy assistant professor (univer-
sity planning). B.A., 1975, Oregon. (1985)
Ronald E. Trebon, courtesy assistant 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 assistant professor (state-
level coordination and policymaking, nontraditional
education, articulation between systems). 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; Ph.D., 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,
Oregon. (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. de]ung, professor ementus. B.A., 1951,
Montana; M.A., 1954, Ed.D., 1957, Syracuse. (1963)
Kenneth A Erickson, professor emeritus. B.S., 1941,
Oregon; M.A., 1948, Ed.D., 1953, Washington
State. (1967)
Robert D. Gilberts, professor emeritus. B.S., 1950,
Wisconsin State; M.S., 1955, PhD., 1961, Wiscon-
sin, Madison. (1970)
William H. Harris, associate professor emeritus.
B.A., 1949, Willamette; B.S., 1951, M.S., 1953,
Eastern 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. AB., 1934,
M.A., 1937, Ed.D., 1949, Stanford. (1950)
Ray E. Hull, professor emeritus. B.S., 1958, M.S.,
1962, Oregon State; D.Ed., 1969, Oregon. (1970)
John E. Lallas, professor emeritus; executive dean
emeritus. B.A., 1947, Washington (Seattle); B.A.,
1952, Western Washington; Ed.D., 1956, Stanford.
(1957)
Roy E. Lieuallen, chancellor emeritus, Oregon Uni-
versity System. B.S., 1940, Pacific University; M.S.,
1947, Oregon; Ed.D., 1955, Stanford. (1961)
Robert H. Mattson, professor emeritus. B.S., 1949,
Montana; M.A, 1950, State University of Iowa;
D.Ed., 1959, Oregon. (1957)
lone F. Pierron, associate professor emerita of
librarianship. B.A., 1936, Puget Sound; M.A., 1955,
Minnesota; M.S., 1960, Oregon. (1948)
Mildred C. Robeck, professor emerita. 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,
Wisconsin, Stevens Point; M.S., 1954, Ph.D., 1956,
Michigan. (1964)
Clarence W. Schminke, professor emeritus. B.A,
1950, M.A., 1954, Iowa State Teachers; Ph.D., 1960,
Iowa. (1960)
Richard A Schmuck, professor emeritus. B.A., 1958,
M.A., 1959, Ph.D., 1962, Michigan. (1967)
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)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
GRADUATE STUDIES
Meredith "Mark" Gall, Director
(541) 346-1497
The Department of Educational Leadership,
Technology, and Administration offers master's
and doctoral degrees in educational policy and
management and state-approved programs for
basic and standard licensure of administrators
and superintendents and of middle-secondary
teachers.
Careers. Graduates of the department are quali-
fied for a variety of positions. These typically
include principalships and superintendencies;
supervisory positions; specialists in technology
and curriculum; teaching and administrative
positions in middle and secondary schools and at
the college level (community colleges, four-year
colleges, research universities, and international
agencies); consulting positions with school
districts; research positions in management,
leadership, educational policy, and teaching and
teacher education' and international education
and development.
Application and Admission. The department
follows general university policy in its admission
procedures. Students transferring to the
university from other institutions must meet DO
entrance requirements. Information about
licensure and degree programs may be obtained
from the director of graduate studies. Information
about admission to graduate study is available
from the department secretary.
Master's Degree Program
The department offers master of arts (M.A),
master of science (M.S.), and master of education
(M.Ed.) degrees in educational policy and man-
agement. The following areas of specialization
are available:
1. Foundations of education-law and gover-
nance, history of education, sociology of
education, politics of education, models of
schooling, equity and diversity in education,
economics of education, comparative
education
2. Higher education-adult learning theory,
student services, higher education finance,
higher education administration, K-16 system
articulation, sociology of universities and
community colleges
3. Instructionalleadership-standards-based
schooling, curriculum and instructional design,
teacher education, curriculum-assessment
alignment, learning strategies, middle-
secondary subject matter
4. School management and organization of
education-school restructuring, organiza-
tionalleadership, staff development, personnel
evaluation, management information systems,
strategic planning
5. Technology in education-computers in
education, communication using technology,
media literacy
During the first term of graduate work, master's
degree students plan a program of study with the
assistance of the student's adviser. It is pOssible
to add a basic and/or standard teaching license
and endorsements to the master's degree by tak-
ing additional course work and field experiences.
In cooperation with various agencies, the depart-
ment has sponsored several programs for inter-
national students. In collaboration with the DO
Continuation Center, a master of science degree
program with a specialization in instructional
leadership is offered in several cities in Western
Canada.
Students should consult the Graduate School
section of this bulletin for general university
admission and degree requirements.
Doctoral Degree Programs
The Department of Educational Leadership,
Technology, and Administration offers two
doctoral degrees: a D.Ed. and a Ph.D. The D.Ed.
program, which emphasizes the development of
expertise in professional practice, is intended for
individuals who want careers as administrators,
staff developers, curriculum specialists, or profes-
sors of education specializing in the preparation
of educators. The Ph.D. degree program empha-
sizes the development of expertise i~~ducationa_l _
research. It is intended for individuals who want
careers as researchers in educational organiza
tions or as professors of education with a special-
ization in research.
Both doctoral degree programs attract a diverse
group of United States and international students.
The programs share several distinctive features:
1. Students take core courses together as a group,
which allows them to provide intellectual and
social support for one another throughout their
doctoral programs
2. Professional licenses and endorsements can be
earned in such areas as school administration,
special education, teaching English as a second
language, and reading
3. Students can add depth and breadth to their
program by taking courses in other departments
of the College of Education and throughout the
university
4. Internships are offered in the college's research
institutes and teacher and administrator prepa-
ration programs as well as in various commu-
nity settings
Educational Leadership, Technology, and Administration 257
Doctoral students focus their studies in a special-
ization area and within that specialization in sev-
eral areas of concentration chosen by the student
with the guidance of a faculty adviser. The spe-
cializations and their areas of concentration are
described under Master's Degree Program in this
section of the bulletin.
The doctoral programs follow the general regula-
tions governing graduate work at the university.
These regulations are stated in the Graduate
School section of this bulletin.
D.Ed. Degree Requirements
A minimum of 135 graduate credits are required
for the D.Ed. degree. Of these, at least 72 credits
must be earned after admission to the program.
Eighteen of these 72 credits must be taken in
Dissertation (603). The other 54 credits include a
core college seminar, courses in the selected field
of specialization, courses in research methodol-
ogy, electives, and-to develop knowledge and
skills in professional practice and college teach-
ing-internships and graduate teaching
assistantships.
Students must pass a comprehensive examination
and complete a dissertation project, which
involves the use of existing research and knowl-
edge to directly inform or improve professional
practice.
Residency. The residency requirement can be
fulfilled by (1) three consecutive terms of full-
time study on campus or (2) three consecutive
terms of full-time study on campus on Wednes-
days. Registration for 9 credits a term constitutes
full-time study.
Ph.D. Degree Requirements
In addition to the 72 credits required in the D.Ed.
program, students in the Ph.D. program take a
minimum of 18 credits in disciplinary or interdis-
ciplinary cognate fields outside the College of
Education. Examples of cognate fields are eco-
nomics, political science, sociology, anthropol-
ogy, and public policy. Internships, graduate
research assistantships, and graduate teaching
fellowships are designed to develop knowledge
and skills in formulating and conducting research,
writing research reports, and teaching at the
college level.
and complete a dissertation project that is in-
formed by theory and research and that makes a
substantial contribution to the research literature
on the problem selected for investigation.
Residency. The residency requirement is fulfilled
by six consecutive terms of full-time study on
campus; summer sessions may be excluded. Reg-
istration for 9 credits a term constitutes full-time
study.
LICENSURE AND
ENDORSEMENT
OPPORTUNITIES
Administrative Licensure
Nancy L. Golden, Director
(541) 346-5267
Administrative Licensure Programs, College of
Education, 5267 University of Oregon, Eugene
OR 97403-5267
Oregon requires administrators in public schools
(vice principals, principals, assistant superinten-
dents, superintendents, and other designated
personnel) to hold administrative licenses. The
University of Oregon offers planned programs of
study leading to basic and standard licenses for
administrators and superintendents.
Administrator
Basic. Applicants to the twelve-month cohort
program for the basic administrator license must
hold, have held, or be eligible to hold a teaching
license in Oregon or another state. In addition, a
master's degree is required before the basic
licence can be issued. Candidates who don't have
a master's degree can earn an M.Ed. degree by
taking additional course work and completing a
terminal project. Admission to the program is
limited. It is based on the applicant's academic
work, recommendations, a writing sample, and
professional goals. A new cohort begins each
July, and admission decisions are made in early
spring.
Standard. Students completing the University of
Oregon basic administrator program are auto-
matically admitted to the standard administrator
program. Application may be made to the stan-
dard program if the applicant completed a basic
administrator program at another institution.
Applicants to the standard program must (1)
have a master's degree, (2) hold an Oregon basic
administrator license, and (3) submit a completed
application including a test score, recommenda-
tions, transcripts, and a goal statement.
Superintendent
Basic. Admission to the superintendent program
requires application. Applicants to the basic
program must (1) have a master's degree and
(2) submit a completed application including a
test score, recommendations, transcripts, and a
goal statement.
Standard. Students completing the University of
Oregon basic superintendent program are auto-
matically admitted to the standard superinten-
dent program. Application may be made to the
standard superintendent program if the applicant
completed a basic superintendent program at
another institution. Applicants to the standard
program must (1) have a master's degree (2) hold
an Oregon basic superintendent license, and
(3)submit a completed application including a'
es score, recommendations, transcripts, and a
goal statement.
Applications and additional information about
administrative licensure programs may be
obtained from the director.
English for Speakers of Other
Languages (ES01)
Meredith "Mark" Gall, Director
124 Education Building
(541) 346-1497
The ESOL and the ESOL-bilingual add-on
endorsement programs prepare teachers to serve
students who enter the public school system with
a native language other than English. Course
work and field experiences develop teachers'
skills in (1) providing primarily native-language
instruction, (2) providing instruction in a shel-
tered English program, (3) providing instruction in
a bilingual program, (4) assessing ESOL students'
language and academic skills, and (5) serving as a
resource to teachers of mainstream English-
speaking classes to ensure successful transition of
a child from a sheltered program to the main-
stream program. Another goal of this endorse-
ment program is to prepare teachers to view the
native culture of an ESOL student as a source of
pride and enrichment rather than as a detriment
to learning the English language.
Admission. The ESOL add-on endorsement and
the ESOL-bilingual add-on endorsement are
only available to teachers who hold a valid teach-
ing license. Applicants who want to enter this
program as postbaccalaureate or graduate stu-
dents should call the UO Graduate School,
(541) 346-5219.
Program of Study
Before registering for Supervised Field Experience
(EDUC 609), an applicant must meet with the
ESOL program coordinator.
Option I (22-23 credits)
Option I leads to an ESOL add-on endorsement
for in-service teachers or for newly licensed
teachers who want to add this endorsement to
their initial license.
Option II (22-23 credits)
Option II leads to a bilingual endorsement in
addition to the ESOL endorsement. The bilingual
endorsement can not be earned without complet-
ing the ESOL endorsement. The bilingual endorse-
ment verifies that the teacher is proficient in a
second language, as assessed by the American
Council of Teachers of Foreign Languages
(ACTFL) oral-proficiency test and the appropriate
PRAXIS subject test. The ACTFL standard for the
bilingual endorsement is the high-intermediate
level of proficiency as administered by a certified
ACTFL examiner.
Middle-Secondary Teaching
Program
Marilyn Olson, Director
124 Education Building
(541) 346-2847
Middle-Secondary Teaching Program, College of
Education, 1215 University of Oregon, Eugene
OR 97403-1215
The Department of Educational Leadership,
'I'echnology,andAdministration-offers.agraduate.
program h;:ading to a master's degree in educa-
tion with a middle-secondary teaching license in
language arts, mathematics, science (biology,
chemistry, integrated science, physics), second
languages (French, German, Japanese, Latin,
Russian, or Spanish), social studies (general so-
cial studies, history). A teaching license in music
is available in School of Music. Oregon has recip-
rocal teaching-license agreements with many
other states and Puerto Rico. Information about
teaching-license eligibility in a particular state is
available from the college licensure office.
Students are admitted to the program during
spring term and are encouraged to attend full
time beginning summer session and continuing
through the next spring term. With this time
frame, licensure requirements can be fulfilled and
the student is prepared for employment the next
school year. Through partnerships with local
middle and high schools, the program provides
opportunities each term for site-based practical
experience. The program culminates with a full
term of supervised student teaching. Those who
258 College of Education
complete the program are qualified to teach in
middle, junior, and senior high schools.
Applicants to the program should have (1) an un-
dergraduate degree in one or more of the en-
dorsement areas with a GPA of 3.00 or higher, (2)
passing scores on the PPST, MSAT, and Praxis
specialty tests, (3) an interest in working with
youth, and (4) a strong commitment to education
as a profession.
Information about the programs and application
materials are available on the Department of
Educational Leadership, Technology web site.
Foreign-Language Teaching. The foreign-
language teaching license program begins during
summer session and is completed the following
spring term. Part-time study and fall entry into
the program are also possible. With additional
course work and field experiences beyond
completion of the basic teaching licensure pro-
gram, students can earn authorization to teach
their foreign-language speciality in elementary
schools as well as other subject-matter endorse-
ments. A master's degree in interdisciplinary
studies: teaching with an option in second lan-
guage is also available. Individuals planning to
pursue an interdisciplinary master's degree must
satisfy requirements for graduate admission.
For more information and application materials,
call or write the coordinator.
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 Department of Educational Leadership,
Technology, and Administration contributes
information-management courses to the AIM
Program.
EDUCATIONAL LEADERSHIP,
TECHNOLOGY, AND
ADMINISTRATION COURSES
(ELTA)
199 Special Studies: [Topic] (1-5R)
405 Reading and Conference: [Topic] (1-21R)
407/507-Seminarl.[Topic] (l-4R) Semina: topics
warrant.
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-21R) PIN only
410 Experimental Course: [Topic] (l-4R)
433/533 Leadership: Interpersonal Communi-
cation (3) Provides theoretical understanding
and practical strategies for developing inter-
personal communication skills. Aimed toward
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. Not offered 1998-99.
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] (l-6R) Recent topics
include Budgeting and Finance in Higher
Education, Information Technology in Education,
Law and Higher Education, Personnel Evaluation
Policy, Policy Analysis in Education, Politics and
Economics of Education, Quantitative Research
Methods, Technology and Education Reform,
and Trends and Issues in Higher Education Re-
form.
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. Includes educa-
tional governance, organizational perspectives,
and theories of administrative function. Not of-
fered 1998-99.
614 Politics of Education (3) Analysis of the
roles of federal, state, and local agencies in
governing elementary and secondary schools;
establishment 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
analysis, organizational legitimation, regulation,
integration, adaptation.
616 Sociology in Education (3) The social orga-
nization of educational institutions; emphasis on
the impact of organizational needs and personnel
characteristics on the social organization. Prereq:
ELTA 615 or instructor's consent.
617 Dissertation Proposal Preparation (3)
Helps doctoral students develop dissertation
proposals. Not offered 1928-99.
618 Contract Mana em
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 assessment
of performance as the basis of personnel decisions
and the improvement of instruction.
622, 623 624 Policy Research and Analysis
I,II,III (3,3,3) 622: examines the social construc-
tion of knowledge, the philosophy of social
science research, and the various ways of con-
ducting research in education and the social
sciences. 623: fundamentals of quantitative
research including theory building, propositional
inventories, research design and analysis, vari-
abIes and hypotheses, and use of descriptive and
inferential statistics. 624: focuses on qualitative
approaches to policy research and research design;
includes observations, interviews, focus groups,
documents and records, and case studies. Not
offered 1998-99.
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
under state and federal constitutions, statutes,
and administrative rules. Prereq: ELTA 625.
628 Teacher Rights (3) Introduction to the legal
rights and liabilities of school personnel under
state and federal constitutions, statutes, and
administrative rules. Prereq: ELTA 625.
630 Comparative Education (3) Survey of higher
education in selected developing countries; com-
parison with American higher education; relation
to economic development; major problems.
640 Management and Organizational
Development (3>-Plli12llly~m~iho~sJ2y_which__-
members of an educational or anizati
maintain or alter the functioning of a college or
school. Topics are communication, goals, conflict,
hierarchy, and roles. Not offered 1998-99.
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 functions of
the community college movement; emphasis 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.
Not offered 1998-99.
660 Qualitative Research Methods (3) Overview
of qualitative and descriptive approaches in edu-
cational research. Emphasizes identifying proto-
typical research strategies for the major types of
descriptive study. Prereq: instructor's consent.
Special Education and Community Resources 259
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 historical
research in education. Not offered 1998-99.
665 Project Management (3) Presents theoreti-
cal and practical applications of scheduling and
project management. Topics include planning,
budgeting, and evaluation using project manage-
ment tools. Offered at CAPITAL Center.
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. Not offered 1998-99.
667 Management Information Systems in
Education (3) Computer and telecommunication
systems technology and its application to the
management of public schools. Not offered
1998-99.
668 Information Systems and Management (3)
Information systems, how they change, the role
of management, and the structure of organiza-
tions. Topics include the strategic role of informa-
tion' managing systems implementation, and
end-user computing. Offered at CAPITAL Center.
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. Offered at CAPITAL Center.
670 Human Resource Management (3) Labora-
tory course in management skills such as manag-
ing time, building motivation, forming work
groups, establishing trust, 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
district and managing its expenditures.
674 Program Evaluation for Educational
Managers (3) A comprehensive survey of
formative and summative evaluations of
educational programs at schools and colleges.
675 School Finance (3) Overview of school
finance concepts, Oregon's school financing sys-
tem, political and legal considerations 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. Not offered 1998-99.
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
assessing their consequences. Not offered
1998-99.
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.
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;
pUQlic 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,
academic freedom. Not offered 1998-99.
697 Methods of College Teaching (3) Reviews
some prevailing concepts and suppositions about
teaching and learning; examines a number of
methods and techniques of college teaching.
Not offered 1998-99.
708 Workshop: [Topic] (1-16R)
709 Practicum: [Topic] (1-16R)
710 Experimental Course: [Topic] (1-5R)
SPECIAL EDUCATION
AND COMMUNITY
RESOURCES
Robert H. Homer, Department Head
275 Education Building
(541) 346-5521
Department of Special Education and
Community Resources, 5261 University of
Oregon, Eugene OR 97403-5261
FACULTY
Richilrd-W.Albin,senior-resean::hassociate-with-title---
of associate professor (research design program-
ming and instruction, instructional technology).
BA, 1969, Rochester; MA, 1973, Illinois; Ph.D.,
1986, Oregon. (1986)
Daniel J. Baker, research associate with title of assis-
tant professor (behavior support, staff development,
residential services). B.A., 1987, Carleton; M.A.,
1991, Ph.D., 1993, Minnesota. (1993)
Michael R. Benz, associate professor (secondary
special education, transition and adult services).
B.S., 1974, California Lutheran; MA, 1980,
Chapman; Ph.D., 1983, Oregon. (1980)
Diane D. Bricker, professor (early intervention,
communication development and intervention).
BA, 1959, Ohio State; M.S., 1965, Oregon; Ph.D.,
1970, George Peabody. (1978)
Michael D. Bullis, associate professor (secondary
special education, transition, adult services). B.P.E.,
1973, M.s., 1978, Purdue; Ph.D., 1983, Oregon.
(1995)
Betty Capt, research associate (early intervention,
occupational therapy, teacher preparation). B.A.,
1976, Texas Woman's; M.S., 1991, Texas at Dallas;
Ph.D., 1994, Oregon. (1994)
Daniel W. Gose, senior research associate with title of
associate professor (psychology of exceptionality,
independent living, curriculum development). B.A.,
260 College of Education
1971, California Lutheran; M.A., 1973, Idaho State;
PhD., 1977, Oregon. (1977)
Deanne A. Crone, visiting assistant professor
(attention-deficit hyperactivity disorder and related
behavior problems, early literacy and academic
engagement). B.S., 1991, M.A., 1994, Ph.D., 1997,
State University of New York at Stony Brook. (1997)
Marjorie DeBuse, adjunct assistant professor
(talented and gifted). B.A., 1974, Reed; M.A., 1982,
Ph.D., 1990, Oregon. (1981)
Debra C. Eisert, research associate with title of
associate professor (pediatric psychology, applied
developmental psychology). B.A., 1975, Pacific
Lutheran; Ph.D., 1978, Nebraska, Lincoln. (1984)
Siegfried E. Engelmann, professor (teaching low-
performing learners, instructional design, supervi-
sion). B.A., 1955, Illinois. (1970)
Dianne 1. Ferguson, senior research associate with
title of associate professor (qualitative research,
social meaning of disability, curriculum and
instruction for teacher training). B.A., 1972, Indi-
ana; M.S., 1979, Southern Connecticut State; Ph.D.,
1984, Syracuse. (1985)
Philip M. Ferguson, senior research associate with
title of associate professor (social policy and history,
family studies). B.A., 1972, Indiana; M.A., 1975,
Yale; M.S., 1979, Southern Connecticut State;
PhD., 1988, Syracuse. (1985)
K. Brigid Flannery, research associate with title of
assistant professor (teacher training, transition
issues). B.A., 1975, Marian; M.Ed., 1978, Illinois at
Urbana-Champaign; Ph.D., 1992, Oregon. (1989)
Mary Gleason, associate professor (teacher training,
supervision). B.S., 1973, Minnesota; M.Ed., 1980,
Ph.D., 1985, Oregon. (1983)
Elizabeth G. Glover, assistant professor (aquatics,
adapted physical education). B.S., 1959, Tufts;
M.S., 1963, Ed.D., 1974, North Carolina,
Greensboro. (1964)
Roland H. Good III, associate professor (psychoedu-
cational assessment, multivariate statistics). B.S.,
1977, M.S., 1981, Ph.D., 1985, Pennsylvania State.
(1988)
Judith K. Grosenick, professor (social and family
systems). B.S., 1964, Wisconsin, Oshkosh; M.S.,
1966, Ph.D., 1968 Kansas. (1984)
Phyllis I. Haddox, research associate with title of
assistant professor (teacher training, instructional
design, direct instruction). B.A., 1963, Sacramento
State; M.A., 1972, Ph.D., 1983, Oregon. (1971)
Cynthia M. Herr, research associate with title of
assistant professor (learning disabled adults,
secondary and postsecondary education, special
education law). B.A., 1972, Gettysburg; M.A., 1973,
Pn.D:;-1979, Ofegoi\:(1985)- - .
o er . orner, pro essor ehavior 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, professor (program evaluation,
measurement, mental retardation). B.A., 1966,
California, Davis; M.A., 1970, California State, Los
Angeles; Ph.D., 1975, Oregon. (1975)
Kathleen Jungjohann, senior instructor (teacher
training, supervision, special education minor).
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)
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)
MartinJ. Kaufman, professor. See Educational
Leadership, Technology, and Administration
Deborah Olson, research associate with title of
assistant professor (supported employment and
families research, qualitative research). B.A. 1974,
M.S.Ed., 1975, Wisconsin, Superior; Ph.D., 1991,
Syracuse. (1988)
Diana Oxley, research associate with title of assistant
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)
John B. Reid, senior research associate with title of
associate professor (development of aggression,
prevention, research in conduct disorders). B.A.,
1962, San Francisco State; M.S., 1964, Ph.D., 1992,
Oregon. (1972)
Larry E. Rhodes, senior research associate with title
of associate professor (managing service organiza-
tions' vocational services). B.A., 1971, M.A., 1973,
California State, Sacramento; Ph.D., 1982, Oregon.
(1980)
Deborah Simmons, associate professor (learning
disabilities, literacy). B.S., 1973, M.Ed., 1981,
Middle Tennessee; Ph.D., 1986, Purdue. (1994)
Jeffrey R. Sprague, senior research associate with
title of associate professor (severe behavior disor-
ders, personal development, social integration) B.S.,
1980, M.S., 1981, Ph.D., 1990, Oregon. (1994)
Jane Kaplan Squires, associate professor (infant
development, program evaluation, assessment).
B.A., 1971, Stanford; M.A., 1973, Saint Mary's;
Ph.D., 1988, Oregon. (1988)
Karen 1. Rush, assistant professor (early literacy
development of preschool children, prevention of
early reading difficulties, home-based interventions
for at-risk preschoolers). B.S., 1991, M.A. and Ed.S.,
1995, Ph.D., 1997, Minnesota. (1997)
Mark R. Shinn, professor (assessment, instructional
practice and evaluation). B.A., 1974, Gustavus
Adolphus; Ph.D., 1981, Minnesota. (1984)
Randall S. Sprick, adjunct professor (behavior
management, behavioral consultation, classroom
supervision). B.S., 1973, Portland State; M.S., 1974,
Ph.D., 1979, Oregon. (1973)
George Sugai, professor (behavior disorders, applied
behavior analysis). B.A., 1973, California, Santa
Barbara; M.Ed., 1974, Ph.D., 1980, Washington
(Seattle). (1984)
Margaret A. Vehman, research associate with title of
assistant professor (early intervention, at-risk
infants and families). B.A., 1976, M.A., 1981, San
Francisco State; Ph.D., 1990, Oregon. (1990)
Hill M. Walker, professor (behavior disorders,
behavior management, social skills); director,
Center on Human Development. B.A., 1962, Eastern
Oregon; M.A., 1964, Ph.D., 1967, Oregon. (1966)
Courtesy
Anthony Biglan, courtesy professor (behavioral
medicine, community interventions, depression).
B.A., -.1966, Rochester; M:A., 1968, PhD., 1971,
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)
Wesley C. Becker, professor emeritus. B.A., 1951,
M.A., 1953, Ph.D., 1955, Stanford. (1970)
V. Knute Espeseth, associate professor emeritus.
B.S., 1955, North Dakota State Teachers; M.S.,
1961, North Dakota; Ph.D., 1965, Wisconsin,
Madison. (1964)
Andrew S. Halpern, professor emeritus. B.A., 1961,
Carleton; M.A., 1963, Yale; Ph.D., 1966, Wisconsin,
Madison. (1970)
Richard J. Rankin, professor emeritus. B.A., 1953,
M.A., 1954, Ph.D., 1957, California, Berkeley. (1966)
George Sheperd, professor emeritus. B.S., 1955,
M.A., 1958, Colorado State; Ed.D., 1965, Illinois.
(1965)
Kenneth Viegas, associate professor emeritus. B.S.,
1956, Oregon; M.S.W., 1963, California, Berkeley.
(1967)
Ruth Waugh, professor emerita. B.S., 1957, Southern
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 ofOregon faculty.
Participating
Douglas Carnine, educational leadership, technol-
ogy, and administration
Gerald Tindal, educational leadership, technology,
and administration
About the Department
The Department of Special Education and
Community Resources seeks to improve the
quality and outcomes of education, employment,
and community living for people with special
needs and their families through teaching,
research, and service.
GRADUATE STUDIES IN
SPECIAL EDUCAnON
The department offers master's and doctoral
degrees in special education, special education:
developmental disabilities, special education:
early intervention, and special education: excep-
tionallearner as well as doctoral degrees in spe-
cial education: rehabilitation. Students interested
in a doctoral degree can, with their adviser,
develop an individualized program of study that
focuses on interdisciplinary topics in special
education and the community. In addition, the
department has state-approved programs that
lead to licenses and endorsements in early inter-
vention and special education at the early child-
hood-elementary and middle-high school levels.
Applications for Admission
Applications for admission are available in the
department office or by writing to the depart-
ment. Students who are interested in more than
one area of the Department of Special Education
and Community Resources should indicate that
on their admission applications, and their files
will be reviewed by the relevant admission com-
mittees. Applications for summer session or fall
term must be received by February 1 for doctoral
applicants and by February 15 for master's appli-
cants.
Careers
A serious shortage of special education profes-
sionals exists throughout the nation. Graduates
of the university'.JUI~g,.demicprograms.£incLposio _
tions in the United State and
positions include teaching school-age and adult
students, conducting individual and group
intervention programs, managing residential
living centers, coordinating in-service training
programs, consulting with teachers about educat-
ing children with disabilities in regular class-
rooms and school settings, 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 set-
tings. The master's degree program prepares
professionals to work as specialists and consult-
ants in school programs that serve students with
diverse learning needs (e.g., behavioral, aca-
demic, social). Students pursue 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 to fulfill
a prerequisite for school administration programs
or for the doctoral program. The doctoral program
in special education prepares individuals for
research and teaching positions in higher educa-
tion, research positions with private foundations,
Special Education and Community Resources 261
administrative positions in school districts and
other state educational agencies, and consultation
positions in professional education. The licensure
and endorsement programs prepare individuals
to teach students with disabilities from birth to
age twenty-one.
Master's Degree Program
Students can work toward a master of arts
(M.A.), master of science (M.S.), or master of
education (M.Ed.) degree in several areas of spe-
cial education. For the M.A. degree the candidate
must demonstrate proficiency in a second lan-
guage. For the M.Ed. degree the candidate must
have a valid teaching license and have completed
at least one year of successful classroom teaching.
The program of study leading to the master's
degree requires a minimum of 45 credits of
graduate work. A minimum of 20 credits make up
the required core including an optional 3-credit
master's project or a 9-credit thesis. Additional
electives, selected in consultation with a faculty
adviser, allow the student to focus on an area of
interest. A licensure or endorsement can be
earned concurrently with the master's degree.
Students can complete the master's degree
course of study in four to six consecutive terms.
Doctoral Degree Program
The department offers doctor of education
(D.Ed.) and doctor of philosophy (Ph.D.) degrees.
The doctoral degree program provides advanced
training in preparation for leadership positions in
special education. The program requires approxi-
mately 90 credits beyond the master's degree and
is designed for full-time students. Typically,
students complete the program in three or four
years. Financial assistance is available. The
program uses a cohort model in which students
begin in the fall term.
Licensure and Endorsement
Opportunities
The Department of Special Education and Com-
munity Resources has redesigned the teacher
education programs in special education to meet
new licensure requirements of the Oregon
Teacher Standards and Practices Commission
SPC).These new licenses pre are teache-rs to
work with the full range of students with disabili-
ties at early intervention, early childhood-
elementary or the middle-high school levels. The
program prepares graduates to work in direct and
indirect roles in standard classrooms as well as in
resource, support, and community-based
positions.
At the conclusion of the program, students who
pass the PRAXIS tests germane to the licensure
area are able to obtain a license in Early Interven-
tion or the new Special Educator License at the
early childhood-elementary or middle-high
school levels.
Admission and Application
Applicants must meet general university require-
ments for graduate admission including a
bachelor's degree and 3.00 grade point average
(GPA). In addition, applicants must submit a for-
mal department application including a state-
ment of professional goals and experience,
resume, letters of recommendation, transcripts,
scores from the Graduate Record Examinations or
Miller Analogies Test or portfolio. Applicants
must submit passing scores for the California Basic
Educational Skills Test (CBES1) and have experi-
ence working with special populations. An intro-
ductory course in special education is required by
some programs. Application and program
information packets can be picked up or re-
quested by telephone from the department office.
Early Intervention Licensure or
Endorsement Program
Jane Kaplan Squires, Coordinator
(541) 346-2634
The Early Intervention Area offers basic and stan-
dard endorsements with options for an add-on
(level I) endorsement or a stand-alone (level II)
endorsement. The early intervention special
education (EI) endorsement program prepares
professionals to work with children from birth
through kindergarten who have disabilities rang-
ing from mild to severe. The program integrates
didactic course work with practical experience.
Full-time students can complete the program in
four to six terms. The program can be completed
as a 22-credit add-on endorsement (EI I) to an
elementary or special education license or as a
stand-alone endorsement (EI II). The 49-credit
requirement for the EI II endorsement is identical
to that for the master's degree in early
intervention.
Special Educator-Early Childhood-
Elementary Licensure or Endorsement
Kathleen Jungjohann, Program Coordinator
(541) 346-1643
The goal of the new licensure program is to pre-
pare special educators to work with students who
have a variety of diagnostic labels (e.g., learning
disabilities, at risk, behavior disorders, severe
intellectual disabilities, autism). The program
integrates theory and practice by synthesizing
educational models from the research literature
with empirically proven procedures.
Program goals are met through course work and
field experiences organized around a set of roles
and tasks that reflect the range and variety of
disabilities and provide a framework for students
to link university-based work to school-based
work. The immediate application oHeaming in--
improve their skills in real contexts. Many of the
classrooms used for practicum assignments
participate in a variety of departmental research,
innovation, and continUing professional develop-
ment activities.
Students complete the program as a 48-credit
add-on endorsement to an exiting elementary or
early intervention teaching license or as a 66-
credit initial teaching license. Students can com-
bine the program with a master's degree with the
addition of 10 credits of required course work.
Full-time students can complete the program in
four to six terms.
Required Courses
Seminars: Advanced Behavior Management,
Content-Area Strategies, Collaborative
Educational Planning (SPED 507) 9
Special Education Reading Instruction
(SPED 521) 4
Special Education Mathematics Instruction
(SPED 522) 3
Classroom Assessment Procedures
(SPED 527) 3
Providing Student Supports I (SPED 580) 3
Professional Practices (SPED 588) 3
Practicum (SPED 609) 7
Supervised Field Experience (SPED 655) . 5 or 10
Design of Instruction (SPED 660) 4
Foundations in Early Childhood and Early
Intervention (SPEI 680) 3
Law and Governance (ELTA 698) 4
Additional Courses Required
for an Initial Teaching License
Seminar: Multicultural Education (ELTA 507) .. 3
Foundations of Disability I (SPED 511) 3
Behavior and Classroom Management
(SPED 526) 4
Physical Education for Diverse Learners
(EDST 540) 3
Special Educator-Middle-High School
Licensure or Endorsement
Cynthia M. Herr and K. Brigid Flannery,
Program Coordinators
(541) 346-1410 or -2496
This licensure-endorsement program prepares
teachers to work with the full range of disabilities
in middle and high school settings. The program
provides students with the knowledge, values,
and skills they need to implement a broad-based
approach to helping youth with disabilities suc-
ceed in middle and high school settings and to be
better prepared for the transition from school to
work opportunities and postsecondary education.
The program emphasizes student self-determina-
tion, skilled teaching, technology, and contextual
learning as keys for helping youth achieve high
levels of academic and occupational excellence.
Students in this program take several courses
with other university students who are preparing
to be general secondary education teachers. This
cross-disciplinary training provides opportunities
for learning about the teaching partnerships nec-
essary to help all youth succeed. The field-based
experiences take place in middle and high
schools that have diverse student groups, teach-
ing styles, and organizational formats. Participants
can take advantage of many other learning
opportunities at the university (e.g., grants and
research activities of faculty members) and sur-
roundingl:Qmmunityj~~locall2ublic and non-
rvice a encies and communi businesses
that work in partnership with local schools).
Students complete the program as an add-on
endorsement to an existing secondary teaching
license or as an initial teaching license.
Sample Program
Seminar: Multicultural Education (ELTA 507) .. 3
Behavior Management (SPED 526) 4
Providing Student Supports I (SPED 580) 3
Professional Practices, three terms (SPED 588) .. 3
Practicum (SPED 609) 7
Experimental Courses: Learning Strategies,
Middle-Secondary School Curriculum Assess-
ment (ELTA 610) 7
Experimental Courses: Adolescent Development
and Self-Direction; Curriculum and Instruction
I,ll; School to Careers; Transition Assessment
(SPED 610) 18
Law and Special Education (SPED 628) 3
Supervised Field Experience (SPED 655) 9
Research course 3
Electives 3
Master's project 3
262 College of Education
GRADUATE STUDIES IN
SCHOOL PSYCHOLOGY
The nationally ranked School Psychology Program
offers master's and doctoral degrees and provides
service courses to other College of Education and
university programs. It is the only such program
in the West and Northwest that is accredited by
the American Psychological Association and
approved by both the National Association of
School Psychologists and the Oregon Teacher
Standards and Practices Commission.
The program's main objective is to prepare
problem-solving psychologists who can 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 services
they provide.
Each student's program of study is tailored to
allow development of individual strengths and
interests. Master's and doctoral students take
course work in the following general areas: psy-
chological and educational foundations of school
psychology; psychometrics, assessment, and
research; methods of school-based intervention;
professional school psychology; application of
research skills; practicum experiences. Every
student must complete a one-year, full-time
internship. Doctoral students also complete a
supervised college teaching experience.
Careers. A serious shortage of school psycholo-
gists exists throughout the nation. Graduates of
the School Psychology Program find positions in
the United States and abroad. These positions
include teaching at infant, preschool, school-age,
and adult levels; conducting individual and group
intervention programs; coordinating in-service
training programs; consulting with teachers
about educating children with disabilities in
regular classrooms and school settings; conducting
research; teaching in colleges and universities;
working in the administration of special educa-
tion programs; and delivering the best practice in
collaboration with a variety of professions in a
range of settings.
Application and Admission
- - ProspeGtive-master!silnddoctoral applicants may
from the School Psychology Program. 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,
personal statement, and copies of transcripts.
Completed applications for both the master's and
the 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 doctoral program, write or call Mark R.
Shinn, School Psychology Program, College of
Education, 5208 University of Oregon, Eugene
OR 97403-5208; telephone (541) 346-5501.
Master's Degree Program
The 99-credit master's degree program leads to a
master of arts, master of science, or master of
education degree in school psychology. The
program is designed to achieve the competencies
established by the National Association of School
Psychologists. Graduates of the program meet
state of Oregon licensure requirements. Comple-
tion of the degree typically takes three years-
two years to fulfill course and research require-
ments and one year to complete the full-time
supervised internship. Students interested in
obtaining an Oregon school psychologist license
may complete the licensure requirements concur-
rently with the master's degree requirements.
Requirements 99 credits
Psychological and educational foundations of
school psychology 18
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 ....... 26
Theory and application of measurement, assess-
ment, statistics, and research design
Methods of school-based intervention 18
Methods of intervention and consultation with
behavior and instructional problems
Professional school psychology 10
Professional practice of school psychology
including 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 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 a doctor of philosophy degree in
school psychology. This period includes a one-
year supervised-internship. Students may enter
th€! program with oF'mthout a master's degtee.ln
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 153 credits
Psychological and educational foundations of
school psychology 31
Psychometrics, assessment, and research 42
Methods of school-based intervention 19
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: rropic] (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] (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)
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 using
the wide range of test and measurement data in
educational research. Prereq: undergraduate
statistics or educational psychology course or
equivalent.
618 Statistics in Education I (4) Covers descrip-
tive statistics and elementary inferential statistics
for examining the relation between two quantita-
tive or qualitative variables using selected
computer applications. Prereq: SPSY 617.
619 Statistics in Education II (4) Covers between-
subject and within-subject effects in analysis-of-
variance designs using selected computer appli-
cations. Prereq: SPSY 618.
620 Research Design in Education (3) The
validity of experimental and quasi-experimental
designs is explored with a focus on the control
and partitioning of variability. Prereq: SPSY 619.
626 Final Supervised Field Experience (1-15R)
PIN only. Prereq: instructor's consent. Limited to
students in school psychology program for basic
endorsement for an Oregon license.
628 Assessment of Infants and Preschoolers
(3) Addresses issues related to developmental
assessment of infants and young children; prin-
ciples of assessment, guidelines for conducting
assessments, strategies and assessment tools.
Prereq: SPSY 672.
629 History and Systems of Psychology (3)
Reviews the foundations, procedures, and heuris-
tics of historical and modern approaches to psy-
chology. OthenOIYr-cs-tncluaewomenin psychol=---- -
081 and relationships between sCience and practice.
630 Play Development and Assessment (3)
Explores issues related to development and
assessment of play skills in young children:
development of play, strategies for assessing play,
current research.
642 Social Psychology of Education (4) Theory
and research of social psychology applied to rela-
tionships between educators, classroom group
processes, and organization development in
schools.
650 Developmental Psychopathology (3)
Overview of descriptive psychopathology in
childhood. Covers phenomenology, etiology,
development, and prognosis of major psychologi-
cal disorders in childhood.
651 Attention Deficit Hyperactivity Disorder
(3) Presents current theory, research, and prac-
tice. SPSY 650 recommended.
661 Principles and Practices in School
Psychology (4) Theory, role, and function of
school psychology in its relation to learning and
the school setting.
Special Education and Community Resources 263
671 Behavioral Assessment (4) Principles, tech-
niques, and conceptual and practical issues in
behavioral assessment; applied aspects include
data gathering and interpretation as well as
report writing.
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 devel-
opmental delays. Prereq: SPSY 672.
674 Educational Assessment (4) Methods of
educational assessment designed to develop and
evaluate instructional interventions; topics
include systematic observations, curriculum-
based assessment, and teacher interviews.
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.
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
personnel. Prereq: knowledge of the principles of
applied behavior analysis.
683 Family Interventions in Childhood Behav-
ior Disorders (3) Presents current theory and
practice in approaches to working with families of
children who have behavior disorders. Primarily
for graduate students in psychology and related
disciplines. Behavior assessment, behavior
management, and developmental psychology
recommended.
704 Internship: [Topic] (1-15R)
706 Special Problems: [Topic] (1-16R)
709 Practicum: [Topic] (1-16R)
SPECIAL EDUCATION-
DEVELOPMENTAL
DISABILITIES COURSES (SPDD)
198 workshop: tropic] (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] (1-5R) R when
topic changes.
408/508 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] (1-5R)
R when topic changes.
503 Thesis (1-9R) PIN only
601 Research: [Topic] (l-6R) PIN only. A
current 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
605 Reading and Conference: [Topic] (1-16R)
R when topic changes.
606 Special Problems: [Topic] (l-6R)
607 Seminar: [Topic] (1-5R) Recent topics are
Assessment and Evaluation of Infants and Young
Children, Counseling Exceptional Youth,
Facilitating Mainstreaming, Grant Writing and
Management, Independent Social Skills, Interdis-
ciplinary 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] (1-5R)
R when topic changes.
SPECIAL EDUCATION-EARLY
INTERVENTION COURSES
(SPEI)
405 Reading and Conference: [Topic] (1-18R)
R when topic changes.
407/507 Seminar: [Topic] (1-5R) R when topic
changes.
409 Practicum: [Topic] (1-15R) PIN only. A
recent topic is Experience with Young Children
with Disabilities. R when topic changes.
503 Thesis (1-9R) PIN only
601 Research (l-6R) PIN only. Bricker.
602 Supervised College Teaching (1-9R) PIN
only. Squires.
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
R when topic changes.
606 Field Studies (l-6R) PIN only
607 Seminar: [Topic] (1-5R) A recent topic is
Research Design. R when topic changes.
608 Workshop: [Topic] (I-lOR) R when topic
changes.
609 Practicum: [Topic] (1-16R) PIN only.
Current topics are Experience with Young
Children with Disabilities or Who Are At Risk,
Individual Education ProgramlIndividual Family
SupportProgram Development, Intervention
Curriculum, Evaluation of Child Progress R when
topic changes.
610 Experimental Course: [Topic] (1-5R)
Graded only. R when topic changes.
625 Final Supervised Field Experience (1-15R)
PIN only
680 Foundations in Early Childhood and Early
Intervention (3) Graded only. Conceptual
underpinnings and practical application of an
approach to early intervention that links assess-
ment, intervention, and evaluation.
681 Family-Guided Early Intervention (3)
Graded only. Presents a family-guided approach
to early intervention; covers procedures for
family assessment, intervention, and evaluation.
Addresses adult communication and management
strategies.
682 Assessment and Evaluation (3) Graded
only. Presents a range of assessment and evalua-
tion materials used in early intervention programs
and provides methods for using these materials.
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.
684 Issues in Early Intervention (2) Graded
only. Presents an overview of the critical issues in
the field of early intervention.
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.
686 Interagency and Team Collaboration (2)
Graded only. Introduces concepts and skills
required for becoming an effective team member.
Provides relevant information and opportunities
to gain practical experience.
687 Early Intervention Methods I (1-3) Graded
only. Provides practical information for conducting
program-relevant assessments using curriculum-
based assessment tools and for developing indi-
vidualized family service plants.
688 Early Intervention Methods II (1-3)
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 IV (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.
SPECIAL EDUCATION-
EXCEPTIONAL LEARNER
COURSES (SPED)
198 Workshop: [Topic] (1-2R)
405 Reading and Conference: [Topic] (1-21R)
406 Special Problems: [Topic] (1-16R)
407/507 Seminar: [Topic] (1-5R) Topics include
Behavior Disorder Issues, Identification and
Assessment, Mental Retardation, Physical
Disabilities.
408/508 Workshop: [Topic] (1-21R)
409-J:>racticum:-['TopieJ-(1=21R) Recent topics
include Special Education, Handicapped I earner
I, Talented and Gifted.
410/510 Experimental Course: [Topic] (1-5R)
411/511 Foundations of Disability I (3) Cat-
egorical and cross-categorical survey of informa-
tion about exceptional children and youths.
Topics include history, etiology, identification,
classification, Public Law 94-142, alternate
program delivery systems.
421/521 Special Education Reading Instruction
(4) Instructional procedures for designing and
delivering reading instruction to special
education students. Includes emergent literacy,
assessment, primary and intermediate decoding
and comprehension strategies, and monitoring
progress. Prereq: introductory special education
course.
422/522 Special Education Mathematics
Instruction (3) Systematic instruction of math-
ematics skills for students with disabilities:
assessment, planning, curriculum modification,
diagnosis and remediation of persistent error
patterns, evaluation.
264 College of Education
450/550 Facilitating Secondary Mainstreaming
(3) Examines issues relevant to mainstreaming
secondary students with mild disabilities and
research on the effectiveness of various main-
streaming practices.
470/570 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
programs and programming.
480/580 Providing Student Supports I (3) Activi-
ties and content emphasize supports needed by
all learners. Focuses on provision of three kinds
of support: behavioral and emotional, communi-
cation, and physical and medical.
488/588 Professional Practices (1-3R) Helps
students critically assess their field work and to
integrate field work and course work in the wider
context of the school experience. Coreq: practicum
or field experience.
503 Thesis (1-9R) PIN only
601 Research: [Topic] (1-6R) PIN only
602 Supervised College Teaching (1-9R)
423/523 Special Education Language Arts 603 Dissertation (1-16R) PIN only
Instruction (3) Language integration and appli- 605 Reading and Conference: [Topic] (1-16R)
cation of reading and writing strategies in the
context of general education content-area 606 Field Studies: [Topic] (l-6R)
instruction. 607 Seminar: [Topic] (1-5R) Recent topics in-
426/526 Behavior and Classroom Management clude Behavior Disorders; Doctoral Pedagogical
(4) Examination of applied behavior analysis Foundations; Doctoral Research Foundations;
strategies. Focus on behavioral assessment and Doctoral Special Education Issues; Supervision
evaluation procedures, behavior-change I,Il,III.
strategies, maintenance and generalization 608 Workshop: [Topic] (I-lOR)
techniques, social-skills training. 609 Practicum: [Topic] (1-16R) Topics include
427/527 Classroom Assessment Procedures (3) Classroom Consultation; College Teaching;
Focuses on analyzing and evaluating assessment Research; Secondary UI,III; Supervision;
and testing practices in the classroom, document- Talented and Gifted.
ing student skills and knowledge, and interpret- 610 Experimental Course: [Topic] (1-5R)
ing program outcomes. 625 Individualizing Special Education (3)
429/529 Secondary Programs and Transition Examination of history and current practices in
Issues (3) Review of historical development, special education: social perspectives on past and
curricula, teaching strategies, program delivery present, research on characteristics of individuals
models, and transition issues in secondary and with disabilities, development of appropriate
postsecondary special education. individual education plans.
430/530 Introduction to Exceptionalities (3) 628 Law and Special Education (3) Knowledge
Examines issues-related to disability and services -of current case law and-legislation, sensitivity to
1-__----'a~v'a~lljla:ahQJllee.J.inILSsCcbu;oQ;OOJ]lSs_<:"lJ'n~dl_Ji,nn_tt:J:lh,@e_<:c'GoHmy,mRUuFlFlHit)'V'4foarr-----4egalissues, applicatiofito legal-prirteiples related
individuals and families. to special education services in school settings.
431/531 Introduction to Learning Disabilities 646 Program Management (3) Focuses on the
(3) Introduces major topics, issues, and trends in individual education plan (IEP) process as a
learning disabilities. Addresses the history, decision-making tool, on basic principles of class-
definitions, etiologies, theories, characteristics, room organization, and on the management of
instructional interventions, and service-delivery program support-staff members.
models. 655 Supervised Field Experience (5-l2R) PIN
440/540 Academic Instruction for Adolescents only. Provides practical experience in teaching
(3) Programming concerns, teaching methodol- students with disabilities in a public-school set-
ogy, and curricula for assessing and teaching ting under the direction of cooperating teachers
academic skills in a secondary school environ- and university supervisors.
ment to adolescents with mild disabilities. 660 Design of Instruction (3) Design, develop-
442/542 Vocational Skills for Adolescents (3) ment, and evaluation of instructional material for
Introduces instructional procedures for teaching children with disabilities. Emphasis on analysis
vocational skills to exceptional adolescents and and construction of instructional sequences for
young adults in classroom settings. Examines various learning tasks.
vocational services available in the community. 662 Foundations of Disability II (3) Overview of
444/544 Independent Living Skills for special education and disability-studies issues;
Adolescents (3) Emphasizes assessing and social construction of disability, personal and
teaching independent living (living in the com-family experiences and perspectives; service
munity with minimal assistance) and personal- systems that support individuals with disabilities.
social skills to exceptional adolescents. Prereq: SPED 411/511.
664 Multi-Method Inquiry in Education (4)
Systematic inquiry to generate information that
allows effective professional decision-making.
Collaborative investigation of a problem of prac-
tice.
665 Qualitative Research in Education I (3) Fo-
cuses on the knowledge tradition of interpretive
inquiry and qualitative methods as applied to
educational research. Performance of qualitative
research study.
666 Qualitative Research in Education II (3) Fo-
cuses on applying qualitative research methods to
special education and disability studies. Prereq:
SPED 665.
667 Single-Subject Research Methods I (3) Ba-
sic strategies used in applied special education
research. Emphasis on critically analyzing re-
search reports as consumers and on designing,
conducting, and reporting research.
668 Single-Subject Research Methods II (3)
Covers general methodological concerns regard-
ing the use of single-subject designs. Provides
information on the implementation and evalua-
tion of specific design strategies. Prereq: SPED
667.
675 Law, Policy, and Bureaucracy in Special
Education and Rehabilitation Services (3)
Provides information and develops strategies to
advocate for improved school and adult services
through a better understanding of laws, policies,
and bureaucratic processes.
693 Planning and Quality-Assurance Systems
in Rehabilitation Services (3) Presents the
development of accomplishment-based organi-
zational structures, management and information
systems, and quality-assurance systems for agen-
cies 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 of vocational
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 0rganizations--
--il:l.-lWhabilitation 1; erviees (3) En tpltasizes tlte
organization and management of community
organizations; includes discussions of theory
and issues related to managing nonprofit
organizations.
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 development,
innovations.
680 Classroom Consultation (3) Integrates best
practices from learning assessment, behavior
management, and effective teaching to deliver
programs through consultation delivery model.
706 Special Problems: [Topic] (l-6R) R when
topic changes.
707 Seminar: [Topic] (1-5R)
708 Workshop: [Topic] (1-6R)
709 Practicum: [Topic] (1-6R)
777 Supervised Field Experience (1-15R)
PIN only
265
School of JOURNALISM
and COMMUNICATION
Timothy W. Gleason
Dean
201 Allen Hall
(541) 346-3738
School ofJournalism and
Communication, 1275 University
of Oregon, Eugene OR 97403-
1275
http://jcomm.uoregon.edu/
FACULTY
Carol Ann Bassett, assistant professor
(magazine). B.A., 1977, Arizona
State; M.A., 1982, Arizona. (1998)
Thomas H. Bivins, professor (public
relations). B.A., 1974, M.F.A., 1976,
Alaska, Anchorage; Ph.D., 1982,
Oregon. (1985)
Carl R. Bybee, associate professor
(communication studies). B.A, 1973,
M.A., 1976, Ph.D., 1978, Wisconsin,
Madison. (1982)
Charles F. Frazer, Carolyn Silva
Chambers Distinguished Professor of
Advertising. AB., 1968, Rutgers;
M.A., 1972, Fairfield; Ph.D., 1976,
Illinois. (1990)
Timothy W. Gleason, professor
(news-editorial). B.A., 1980, State
University of New York, Empire
State; M.A., 1983, Ph.D., 1986, Wash-
ington (Seattle). (1987)
Arnold Ismach, professor (news-
editorial). 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)
James B. Lemert, professor (news-edi-
torial). AB., 1957, M.J., 1959, Califor-
nia, Berkeley; Ph.D., 1964, Michigan
State. (1967)
Denise Matthews, assistant professor
(electronic media). B.S., 1969, Boston
University; M.A, 1978, Connecticut;
Ph.D., 1994, Florida. (1997)
Ann C. Maxwell, senior instructor (ad-
vertising). B.A., 1973, M.A., 1975,
California State, Fullerton. (1986)
Duncan L. McDonald, professor
(news-editorial); vice president for
public affairs and development. 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)
Stephen E. Ponder, associate professor
(news-editorial). B.A., 1964, Wash-
ington (Seattle); M.A., 1975, George
Washington; Ph.D., 1985, Washing-
ton (Seattle). (1985)
Deanna M. Robinson, professor (com-
munication studies). B.A., 1964, M.A.,
1972, Ph.D., 1974, Oregon. (1976)
John T. Russia!, 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 Dakota.
(1987)
Kim Sheehan, assistant professor (ad-
vertising). B.S., 1980, Northwester;
M.B.A, 1993, Boston University;
Ph.D., 1998, Tennesee, Knoxville.
(1998)
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, associate professor
(electronic media); associate dean.
B.A, 1978, Wisconsin, Madison;
M.A., 1983, Ph.D., 1990, Ohio State.
(1990)
H. Leslie Steeves, associate professor
(public relations). B.S., 1971, Vermont;
M.S., 1974, Ph.D., 1980, Wisconsin,
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
__professor (electronicm~;media
a erations mana er. AB., 1957, M.A,
1963, In iana.
Thomas H. Wheeler, associate profes-
sor (magazine). B.A, 1969, California,
Los Angeles; J.D., 1975, Loyola, Los
Angeles. (1991)
Emeriti
Jack D. Ewan, associate professor
emeritus. B.S.J., 1948, M.S.J., 1964,
Northwestern. (1964)
Kenneth T. Metzler, professor emeri-
tus. B.S., 1956, Oregon; M.S.J., 1967,
Northwestern. (1960)
Roy Paul Nelson, professor emeritus.
B.S., 1947, M.S., 1955, Oregon. (1955)
Karl J. Nestvold, professor emeritus.
B.S., 1954, Wyoming; M.S., 1960,
Oregon; Ph.D., 1972, Texas at Austin.
(1961)
R. Max Wales, professor emeritus.
B.A., 1933, Washburn; M.A., 1956,
Iowa. (1957)
The date in parentheses at the end ofeach
entry is the first year on the University of
Oregon faculty.
266 School of Joumalism and Communication
ABOUT THE SCHOOL
The School ofJournalism and Communication
offers programs leading to bachelor's, master's,
and doctoral degrees. Students major in journal-
ism in one of six specialized areas: advertising,
communication studies, electronic media, maga-
zine, 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 one of the most broadly con-
ceived. The school is accredited by the national
Accrediting Council on Education in Journalism
and Mass Communications. The University 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 of Journalism and
Communication. Of those, 94 credits must be in
courses from the College of Arts and Sciences. A
maximum of 49 credits in the 180-credit under-
graduate program may be in journalism and
communication courses. Students learn about
the techniques of mass communication and its
effects. They study the role of communication
media in society, the history of journalism, the
visual aspects of communication, the ethics of
media practices, media and the new technolo-
gies, the economics of the media, and the legal
and social responsibilities of the media in mod-
ern 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.
The school's faculty members are scholars and
researchers who combine academic background
with professional experience in their teaching
fields. Among them are former advertising-
agency executives, newspaper reporters and
editors, public-relations executives, broadcast
journalists, communication researchers, and
magazine writers. The faculty exerts its influence
beyond the confines of the university campus
through scholarly publication and through nu-
merous textbooks and trade books in such areas
as advertising, language skills, reporting, inter-
viewing, information gathering, media criticism,
political communication, public-relations writ-
ing, graphic arts, and magazine writing.
Many students are active in campus affairs,
working for the campus daily newspaper, the
university's radio stations, the student advertis-
ing agency, or alternative publications. The
school also encourages them to participate in
journalistic organizations such as the Advertising
Club, Journalism Peer Advisers, National Asso-
ciation of Black Journalists, National Broadcast-
ing Society, Public Relations Student Society of
America, and Society of Professional Journalists.
Internships are often available at newspapers,
magazines, broadcast stations, advertising agen-
cies' and public-relations offices.
Preparation. The best preparation for journalism
majors is a broad college-preparatory program
with emphasis on language skills, English litera-
ture, speech, history, and the social sciences.
Depending on their career interests, prospective
students can also benefit from the study of math-
ematics, statistics, computers, and second lan-
guages. Students with specific interests in sci-
ence and technology are encouraged to consider
journalism because of the many career opportu-
nities in communicating about those subjects.
Students should have basic computer skills such
as keyboarding and a familiarity with word-
processing and desktop-publishing programs.
Community college students planning to transfer
to the University of Oregon School of Journalism
and Communication should concentrate on
college-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 ofJournalism 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
the school's first dean. Fully equipped laborato-
ries are prOvided for news writing, editing,
advertising, graphic design, electronic media,
and photography. In 1997 the school opened the
Carolyn S. Chambers Electronic Media Center,
which provides video and audio production
facilities; and the John 1. Hulteng Student
Services Center, consolidating academic advising
services for journalism and communication
students. 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 and Reuters. The Eric W. Allen Seminar
Room, furnished by contributions from friends
and alumni, is a center for group meetings and
receptions. The University of Oregon's Knight
Library houses 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
Center in providing placement services for
journalism 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. Applications are
available in the school's Hulteng center.
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 main
office.
Student Services
Information about admission and degree
requirements; advising materials;ana.sample---
ograIIls is avaitable In the Hulteng center, 101
Allen Hall. The assistant dean for student ser-
vices is in 101C Allen Hall.
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
New 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.
Eac~ premajor is assigned to a journalism faculty
adVlser, who assists in planning the student's
course of study. In the fall term these assignments
are made at a meeting of new undergraduate stu-
dents during Week of Welcome. At other times
students may go to the Hulteng center to request
assignment to an adviser. Students may request
Joumalism and Communication 267
specific faculty members as advisers or change
advisers by applying at the Hulteng center.
Peer advisers and school staff members can 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
undergraduate advising for the school is the
assistant dean for student services.
A university student in another major may
switch to a journalism premajor by submitting a
Request for Addition or Deletion of Major form,
available in the Hulteng center. 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
curriculum. This consists of four courses taken in
the freshman and sophomore years: The Mass
Media and Society (J 201), Information Gathering
(J 202), Writing for the Media (J 203), and Visual
Communication for Mass Media (J 204).
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 (J 101) 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
usage. Students may attempt the LSDT only twice.
The journalism faculty suggests that students
take J 101 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.
Admission as a Major
Courses needed to meet the school's major
requirements-will be-offered within-six aeademic-
yea! tenus to students ,.ho are admitted to the
major by the beginning of their junior year.
Admission to the School of Journalism and
Communication 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
cumulative GPA of at least 2.50 for all work
done at the UO. For the communication stud-
ies 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 (J 201,
202, 203, 204) with an overall GPA of 2.00 in
core courses
5. Develop a plan of study with the help of the
student's adviser. This plan is a required part
of the application for admission; course work
specified in the plan must be completed for
approval to graduate
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 about their potential for
admission.
Applicants are evaluated and judged competitively
by an admissions committee as applications are
received. The admissions committee considers
the four requirements listed above and other
materials that applicants must submit, including
a personal statement. The committee has the
option of waiving any of the five requirements
listed above if other evidence of a candidate'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
Oregon 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 of Journalism 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 comses are taught by members
of the School of Journalism and Communica-
tion faculty or by teachers approved by the
faculty
4. Regardless of the number of credits transferred,
students must take at least 27 credits of jour-
nalism in residence to earn a degree from the
UO
5. Students cannot take more than 49 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 as
many as 55 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 who want to discuss the
transfer policy may consult the assistant dean
for student services.
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 ofJournal-
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
a. At least 94 of those credits from the College
of Arts and Sciences
b. No more than 8 credits in courses whose
subject codes do not belong to an academic
department of the university (e.g., HDEV)
may be applied to the 131 credits
c. A student who graduates with 180 credits
must take no more than 49 credits in jour-
nalism, including transfer credits
3. Upper-division breadth requirement:
a. Satisfactory completion of two courses
chosen from Communication Law (J 385),
Communication Economics (J 386), Com-
munication History (J 387), Communication
Theory and Criticism (J 388), Journalism and
Public Opinion (J 394), International Commu-
nication (J 396)
b. Satisfactory completion of one course
selected from Issues in Media Systems
(J 411), Issues in Media Criticism (J 412),
Telecommunication Policy (J 415), Public
Broadcasting and Culture (J 417), Communi-
cation and Democracy (J 418), Advertising
and Society (J 446), Third World Develop-
ment Communication (J 455), International
Journalism (J 492), Media Management and
Economics (J 497)
Majors who specialize in communication
studies may not use J 411 or 412 to fulfill the
breadth requirement
4. A cumulative UO GPA of 2.50 or better-2.00
or better for journalism: communication stud-
i~s l1lJljQlS___________________ _
5 A cnm'llatiJle GPA of 2 50 or better in
courses taken in the School of Journalism and
Communication
6. Satisfactory completion of at least one of the
following academic-program specialized areas
including course prerequisites:
Advertising. PrinCiples of Advertising (J 340),
Advertising Campaigns (J 448), and two of the
follOwing: Advertising Copy Writing (J 341),
Advertising Layout (J 442), Advertising Media
Planning (J 443), Agency Account
Management (J 444)
Communication Studies. Introduction to
Media Systems (J 312), Communication
Theory and Criticism (J 388), Issues in Media
Systems (J 411), Issues in Media Criticism
(J 412).
Students must take both J 411 and J 412 or
either course twice when topic changes.
Electronic Media. Video-Production Option:
Introduction to Electronic Media (J 330), Tele-
vision Field Production (J 331), Television Stu-
dio Production (J 332). Electronic-Journalism
268 School of Journalism and Communication
Option: Introduction to Electronic Media
a330), Television Field Production a331),
Reporting for Electronic Media a432), either
Advanced Radio News a433) or Advanced
Television News a434)
Magazine. Reporting I a361), Magazine Ar-
ticle Writing I a371), and two of the following:
Specialized Reporting a463), Magazine Article
Writing II a472), Magazine Feature Editing
a473), The Magazine Editor a474), Magazine
Design and Production a476)
News-Editorial. Reporting I a361), News-
paper Editing a364), Reporting II a462)
Public Relations. Principles of Public Relations
a350), Public Relations Writing a351), Public
Relations Problems a453)
General-Studies Courses. Because the School
of Journalism and Communication believes in a
broadly based education for its majors, students
must complete the following College of Arts and
Sciences courses:
1.16 credits in literature (see Definitions, Limita-
tions, and Policies below). A maximum of 8
credits in one of the following categories may
be used to satisfy this requirement
a. Literature courses taught in a second lan-
guage that are taken as part of a student's
program of study in that language
b. Courses treating film as literature, which
must have a significant reading and writing
component
2. 8 credits in history
3.8 credits in economics
4. 8 credits of course work in each of three sub-
ject codes that have not been used to satisfy
requirements 1 through 3 above. Eligible sub-
ject codes are listed in the current Survival
Guide available in the Hulteng center or from a
student's adviser
Courses numbered 196, 198, 199, 399-406, or
408--410 may not be used to fulfill these
requirements.
Foreign-language courses used to fulfill the
university's bachelor of arts requirement may not
be used to fulfill the general-studies courses
requirern~l1t.
Definitions, Limitations,
and Policies
Literature courses include
1. Courses taught by the Department of English
and the Comparative Literature Program
2. Literature courses taught in English translation
by foreign -language departments or the
Department of Classics or courses that are
cross-listed for major credit by these depart-
ments in the schedule of classes
3. Introduction to the Humanities I,Il,III
(HUM 101, 102, 103)
Internship. A major may earn no more than 3
credits in Internship 0404).
Grades. Majors and premajors must take all
school courses for letter grades unless a course is
only offered passino pass (PIN). Grammar for
Journalists a101) may be taken PIN.
All courses for the minor must be passed with
grades of P or C- or better.
Minor in Communication Studies
The School of Journalism and Communication
offers a minor in communication studies, which
gives students an overview of the role of commu-
nication in society. The minor requires 24 credits,
of which 15 must be upper division.
Students who want to minor in communication
studies should declare the minor in the school's
Hulteng center. Students may submit petitions to
apply other courses to the minor.
Required Course (4 credits)
The Mass Media and Society a201)
Elective Courses (20 credits)
Choose from the following courses: Women,
Minorities, and Media a320), Principles of
Advertising a340), Principles of Public Relations
a350), Communication Law a385), Communi-
cation Economics a386), Communication
History a387), Communication Theory and
Criticism a388), Journalism and Public Opinion
a394), Media Research and Theory a395),
International Communication a396), Telecom-
munication Policy a415), Survey of the Docu-
mentary a416), Public Broadcasting and Culture
a417), Communication and Democracy a418),
Advertising and Society a446), Third World
Development Communication a455), Interna-
tionalJournalism a492), Communication Ethics
a495), Media Management and Economics
a497)
Second Bachelor's Degree
Students who already possess a bachelor's degree
and want to earn a second bachelor's degree in
the School of Journalism and Communication
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-
studies requirement and university requirements
for the BA 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 ofJournalism and Communication seek
to expose students to a wide range of ideas
concerning the structure, function, and role of
mass communication in society. The goals are to
educate students to be mass media leaders and
decision-makers who actively contribute to
improving 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. Faculty expertise lies
in three overlapping areas of emphasis: (1) global
media and information issues, (2) the reasons
communication institutions are organized the
way they are and behave the way they do, and
(3) the social and cultural role of communication
in society. The Ph.D. is a research degree, and
the program is intended to develop students with
capability in-and tolerance for-both quantita-
tive and qualitative research techniques. Ph.D.
graduates can pursue careers in teaching,
research, or policy analysis.
Requests for information and graduate applica-
tions' as well as completed application materials,
should be sent to the graduate secretary at the
School of Journalism and Communication.
Financial Assistance
The school provides a number of graduate
scholarships and graduate teaching fellowships.
Scholarships range from $500 to $3,000. Fellow-
ships include a complete tuition waiver and a
stipend for the academic year. Graduate teaching
fellows assist faculty members with teaching,
research, 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 firm mastery of English, including American
mass-communication idiom, is necessary for
success in professional courses at the graduate
level. International students who lack such
mastery are required to attend courses at the
American English Institute on campus before
participating in the graduate program. Though
these courses do not carry graduate credit, they
qualify to meet students' 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-werk-was-com---.--
pI@t@d. Th@ minimum undergraduate GPA fm
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 academic and
professional experience and his or her plans
for the future
4. An up-to-date resume
5. A portfolio, string book, clips, tapes, or other
evidence of relevant professional work or
evidence of scholarly writing and research.
Doctoral applicants may include a copy of a
master's thesis
Journalism and Communication 269
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 on the 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-
1um; 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 Program
Candidates for the M.A. or M.S. degree in jour-
nalism 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-fellow: -
1. Three core courses taken m the first year of
graduate study: Mass Communication and
Society a611), Approaches to Mass Commu-
nication Research a612), Mass Communica-
tion Theories a613)
2. Three additional 600-level courses in the
School of Journalism and Communication.
Except for graduate seminars a607), J 601-
610 do not count toward this requirement
3. At least 6, but no more than 15, graduate
credits outside the School of Journalism and
Communication. The courses chosen must be
part of a consistent, related, educationally
enhancing plan that has been approved by the
student's adviser prior to enrollment
4. A graduate thesis (9 credits in J 503) or profes-
sional project (6 credits in J 609) approved
and supervised by a faculty committee. Each
student chooses a faculty member to supervise
the research and writing of the thesis or project.
The topic must be approved by the adviser
before work is begun. A student should regis-
ter for Thesis a503) or Terminal Project a609)
during the terms in which the research and
writing take place
Professional Master's Degree
Options
This program is designed for students who have
little or no academic or professional background
in communication media and who want to
acquire professional skills with a specific focus.
Participants earn either an M.A. or an M.S.
degree in journalism with a option in advertising
management, magazine journalism, or news-
editorial journalism. The program begins during
summer session and concludes the following
summer session with a professional project or
internship.
The option in advertising management is 'not
offered 1998-99.
Program Requirements
The 46-credit professional program includes
1. Introductory course work taken during the first
summer that provides a foundation for more
advanced study
2. Mass Communication and Society a611)
3. Course work in one of the option areas
described below. Courses are selected by the
student in consultation with an adviser to meet
the student's professional objectives
4. A final professional project
Advertising Management Course Work
1. Four courses selected from Advertising
Research a545), Advertising and Society
a546), Advertising Campaigns a548),
Advertising Strategy a551), Public Relations
Problems a553), Media Management and
Economics a597)
2. Three graduate-level elective courses offered by
the School of Journalism and Communication
3. The following courses offered by the Lundquist
College of Business: one introductory account-
ing course, Market Dynamics and Segmenta-
tion (MKTG 611), Marketing Management
(MKTG 612), Advanced Analysis of Consumer
Behavior (MKTG 661), Marketing Communi-
cations (MKTG 662)
Magazine Course Work -
1. Magazine Article Writing I a371), Communi-
cation Ethics a595)
2. At least four courses selected from Magazine
Article Writing II a572), Magazine Feature
Editing a573), The Magazine Editor a574),
Magazine Design and Production a576), The
Journalistic Interview a583), Creative Non-
fiction I,Il a635, 636), Writing the Nonfiction
Book a638)
3. Five graduate-level elective courses offered by
the School of Journalism and Communication.
Other graduate-level university courses may
be included with adviser's consent
News-Editorial Course Work
1. At least four courses selected from Reporting II
a562), Specialized Reporting a563), News-
paper Design a564), Reporting III a567),
Advanced News Editing a568), The Journalis-
tic Interview a583)
2. Five graduate-level elective courses offered by
the School ofJournalism and Communication.
Other graduate-level university courses may
be included with adviser's consent
Creative Nonfiction Option
Candidates for a master's degree in journalism
may specialize in creative nonfiction. Students
electing this option must earn 46 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 terms to complete the
program. Specific requirements follow.
Core Courses 31 credits
Writing. Creative Nonfiction I,Il a635, 636),
taken during first year of study 12
Journalism. Seminar: Writing a608) 6
Mass Communication and Society a611) 3
Literature of Literary Journalism a631) 3
One 600-level course-e.g., Seminar: Ethics
a607) or Philosophy of Mass Communication
a644)-selected from a short list approved by
adviser or faculty member 3
Capstone. Writing the Nonfiction
Book a638), typically taken during second
year of study 4
Electives minimum of 7 credits
University courses offered outside the School of
Journalism and Communication selected in
consultation with the student's adviser.
Terminal Project minimum of 6 credits
Students register for Terminal Project a609)
during the terms in which research and writing
for the project occur. Culmination of the creative
nonfiction program requires writing that is note-
worthy for its substance and its artistic quality.
The student chooses a faculty member to super-
vise the research and writing of the terminal
project. The topic must be approved by the
adviser before work begins; a faculty committee
oversees the project.
Candidates for the M.A. degree, but not the M.S.
degree, must be proficient in a second language.
Proficiency can be demonstrated either by
completing, within the past seven years, the
second year of the language at the college level
or by passing an examination demonstrating
equivalent competence.
Evaluation-ofProgress.A.lIgraduate students'
programs are exammed by the school's graduate
affairs committee during progress toward the
master's degree:
1. Graduate students in journalism and commu-
nication are automatically considered for
advancement to candidacy during their third
term of graduate study. To be advanced 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 two core
courses a611, 612) should be part of the first
12 credits
2. Students who do not advance to candidacy
after completing 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 completed the core courses
270 School of Journalism and Communication
Students nearing completion of their programs
should consult with their advisers about require-
ments to be met before the awarding of the
degree. 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
dissertation. Specific requirements follow.
Core Sequence. Within the first three terms of
study, the student must complete the core se-
quence of courses: Proseminar I a640), Qualita-
tive Research Methods (J 641), Quantitative
Research Methods a642), Proseminar II a643).
Outside Field. In close consultation with an
academic adviser and the school's graduate stud-
ies director, each student designs an integrated
outside-field component for his or her program.
Because the program stresses the interconnec-
tion of communication with other disciplines, the
18-credit outside field may involve more than
one outside department.
Methodological Tool Requirement. The
student's committee evaluates the student's
specific research aims and typically requires
specific additional methods courses within
andlor outside the school.
University Teaching. Ph.D. candidates must
complete Teaching and the Professional Life
(J 619). Appropriate teaching experiences are
arranged following completion of the course.
Comprehensive Examination. After course
work is complete, the student, the graduate stud-
ies director, and the student's comprehensive
examination committee schedule an examination
that requires a synthesis of what the student has
learned. The student must pass the comprehen-
sive examination before advancing to candidacy
and begir1ning ~orko~ the dissgrtation.
Dissertation. A dissertation (18 credits itt J603)
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 proposed disserta-
tion topic is approved.
JOURNALISM COURSES (J)
101 Grammar for Journalists (3) Intensive
review of grammar, word use, spelling, and
principles 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
various media of mass communication and their
effects on society. Bybee, Merskin, Robinson,
Stavitsky, Upshaw.
202 Information Gathering (4) Survey of meth-
ods and strategies for acquiring information of
use to the various mass media. Examination of
records, databases, sources, and interview
methods. Bybee, Gleason, Kessler, Ponder.
203 Writing for the Media (4) 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. Kessler,
Russial, Wanta, Wheeler.
204 Visual Communication for Mass Media
(4) Theory and application of visual communica-
tion in newspapers, magazines, television news,
advertising, and public relations. Matthews,
Ryan, Wanta.
312 Introduction to Media Systems (3) Critical
overview of the economic, social, and political
implications of the communication systems and
technologies on which the information society is
based. Bassett, 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. Kessler, Merskin,
Steeves.
330 Introduction to Electronic Media (4) Intro-
duction to aesthetic and technical elements, as
well as professional issues, involved in commu-
nication through video, audio, and new applica-
tions of the moving image. Matthews, Sherriffs,
Stavitsky, Upshaw, Willingham. Majors only.
331 Television Field Production (4) Graded
only. Introduction to techniques of single-
camera field video production. Prereq: J 330.
Matthews, Sherriffs, Willingham.
332 Television Studio Production (4) Introduc-
tion to techniques of multiple-camera, studio-
based video production. 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, Maxwell, Merskin, Sheehan.
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, Maxwell,
Merskin. Majors only.
350 Erhtciples of l'ublicRelations (3) Theory
and practice. mass media as publicity channels
the public-relations practitioner, departments
and agencies. Bivins.
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,
Steeves. Majors only.
361 Reporting I (4) Basic training in news
gathering. Extensive writing under time pressure,
including a variety of assignments: straight news,
features, interviews, speeches. Prereq: J 202, 203,
typing ability. 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,
display, makeup, and processing of written and
pictorial news matter under time pressure.
Prereq: J 361. Russial, Wanta. Majors only.
365 Photojournalism (3) Introduction to black-
and-white photographic techniques with
emphasis on the structure, law, and ethics of
photojournalism. Laboratory intensive and portfo-
lio oriented. Gleason, Ryan. Majors 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. Bassett, Kessler,
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. Ryan. Not offered 1998-99.
385 Communication Law (4) Legal aspects of
the mass media: constitutional freedom of
expression, news gathering, access to public
records and proceedings, libel, privacy, copy-
right, advertising, broadcast regulation, and
antitrust. Prereq: J 201. Gleason, Ponder.
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
humanistic theories focuses on the role of
technology-mediated communication in modern
society. Examines administrative and critical per-
spectives. 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-
tutions with emphasis on the mass media of
communication. Prereq: junior standing. 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. Ismach, Lemert, Steeves.
Not offered 1998-99.
396 International-Communication-(4)-National--
and culbJraJ dif£erem:es in ID€dia and inwrma
tion systems, global news and information flows,
implications of rapid technological change, and
communication and information policies. Prereq:
junior standing. Robinson, 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 Alternative Media, Free Press Issues, Media
of Presidential Campaigns.
408/508 Workshop: [Topic] (l-4R)
409 Practicum: [Topic] (1-3R)
410/510 Experimental Course: [Topic] (l-4R)
Current topics are Advertising in Cyberspace,
Audio Production, Cyberjournalism,
Infotainment.
Joumalism and Communication 271
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 312. Bybee, Gleason, Robinson, Sherriffs,
Stavitsky, Upshaw, 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,
processes, and audiences systematically.
Encompasses both social and aesthetic criticism.
Prereq: J 312. Bybee, Lemert, Sherriffs, Stavitsky,
Steeves, Upshaw, Wanta. R once when topic
changes. Majors only.
415/515 Telecommunication Policy (3) The
nature, 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) Histori-
cal 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 public and commercial television. Prereq:
junior standing. Sherriffs, Stavitsky.
418/518 Communication and Democracy (3)
The role of communication in democratic theory.
Special emphasis on the implications of the
changes in communication and communication
technology for contemporary democratic practice.
Prereq: junior standing. Bivins, Bybee.
419/519 Editing Styles (3) Introduction to
moving-image editing styles through intensive
study and analysis of selected film and video
materials. Prereq: J 330. Willingham.
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. Not offered 1998-99.
421/521 Documentary Television Production (4)
Workshop in preparation, shooting, and post-
production of the short television documentary.
Prereq: J 331, 416/516. Matthews, Sherriffs,
WJJllil.gham. }Vfijors onlY. --
432/532 Reporting for Electronic Media (4)
Training in gathering, production, and presenta-
tion of news for the electronic media. Prereq:
J 330. Stavitsky, Upshaw.
433/533 Advanced Radio News (4) Special
problems and opportunities for gathering, writ-
ing, editing, producing, and presenting news for
radio broadcasting. Prereq: J 330. Stavitsky.
Majors only. Not offered 1998-99.
434/534 Advanced Television News (4) Special
problems and opportunities for gathering, writing,
editing, taping, producing, and presenting the news
for television broadcasting. Prereq: J 432/532.
Stavitsky, Upshaw. Majors only.
435/535 Television Direction (4) 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)
Objectives and strategy for determining effective
methods of reaching a designated target audi-
ence. Use of media measurement tools. Prereq:
J 340. Frazer, Merskin, Sheehan. Majors only.
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 advertising agency. Prereq: J 340. Frazer,
Sheehan. Majors only.
445/545 Advertising Research (3) Application
of behavioral-science research techniques to
determine the accomplishment of advertising
objectives. Situation analyses; copy testing;
measuring media efficiency. Prereq: J 340. Frazer,
Maxwell, Merskin, Sheehan. Majors only.
446/546 Advertising and Society (3) Discussion
and reading in the socioeconomics of advertising.
The literature of advertising and the legal, ethical,
and moral considerations incumbent in the
advertising career. Prereq: junior standing.
Frazer, Maxwell, Merskin, Sheehan.
447/547 Advertising Portfolio (4) Graded only.
Capstone experience in conceptualizing and
executing the creative aspects of advertising
campaigns. Prereq: J 341,442 or instructor's
consent. Maxwell.
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 and two from J 341, 442/542,
443/543, 444/544. Frazer, Maxwell, Merskin.
Majors only.
449/549 Advanced Advertising Campaigns (5)
Provides firsthand team experience of creating a
professional-level advertising plan. Prereq:
instructor's consent. Frazer, Maxwell, Merskin,
Sheehan.
450/550 Advanced Copywriting (4) Graded
only. Advanced work in theory and practice of
writing advertising copy. Emphasis on clarifica-
tion and identification of writer's voice. Prereq:
J 341 or instructor's consent. Maxwell.
451/551 Advertising Strategy (4) Graded only.
Advanced study of account planning and problem
solving iriadvertising. Fbcuses on effective
commumcatlon strategIes. Prereq: J340 or
instructor's consent. Maxwell.
453/553 Public Relations Problems (3) Use of
research, decision processes, and program design
in the solution of public relations problems.
Public relations programs for profit and nonprofit
institutions. Ethics of public relations. Prereq:
J 350. Bivins, Steeves. Majors only.
455/555 Third World Development Commu-
nication (3) The role of communication in Third
World development projects. Diffusion, social
marketing, and alternative approaches. Prereq:
junior standing. 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. Bassett, Ismach, Ponder.
Majors only.
463/563 Specialized Reporting: [Topic] (l-4R)
Reporting of special topics, including business
and economics, politics, health and medicine,
science, the arts, and precision journalism.
Prereq: J 361 or 432.
464/564 Newspaper Design (4) Graded only.
Exposure to trends in the packaging of publica-
tions. Emphasis on developing practical skills in
the production of effective newspaper-page
designs. Prereq: J 204. Wanta, Ryan. Majors only.
466/566 Editorial Writing (3) Writing of analysis
and opinion for the media of mass communica-
tion; examination of methods of formulating
editorial policy; operation of editorial pages and
editorial sections. Prereq: J 361. Majors only.
467/567 Reporting III (4R) Contexts and patterns
of reporting that go beyond individual news events.
Prereq: J 462/562. Ismach, Ponder, Russial. R once
with instructor's consent. Majors only. Not offered
1998-99.
468/568 Advanced News Editing (4) Graded
only. Advanced training in news editing under
newsroom conditions. Discussion of issues in
editing, headline writing, and news judgITIent.
Includes work with web-based journalism. Focus
on teamwork. Prereq: J 364 or instructor's consent.
Russial, Wanta.
472/572 Magazine Article Writing II (3) Writ-
ing and marketing magazine articles. Individual
conferences. Bassett, Kessler, Wheeler. Prereq: J
371. Majors only.
473/573 Magazine Feature Editing (3) Principles
and problems of magazine editing. Focuses on
professionally written manuscripts. Copyediting,
caption and head writing, content selection.
Prereq: J 371. Bassett, Kessler, Wheeler. Majors
only.
474/574 The Magazine Editor (4) Comprehen-
sive examination of nonediting aspects of the
magazine editor's role: issue planning, ethics,
marketing, production, circulation, and graphics.
Prereq: J 371. Bassett, Kessler, Wheeler. Majors
only.
476/576 Magazine Design and Production (3)
Role of the magazine editor in working with art
directors. Problems in designing covers, pages,
and spreads for magazines; selecting type faces;
and visualizing art. Prereq: instructor's consent.
Kessler, Ryan. Majors only.
481/581 Newsletter Publication (3) Examines
principles and practices of all aspects of newslet-
ter publication including planning, information
gathering, writing, editing, layout, and printing.
Prereq: J~6-l;Bivins,-Ryan~Wheeler;----- ------
483/583 Ihe Journalistic IntervIew (3) Gather
ing information through asking questions.
Literature and research findings on techniques
of listening, nonverbal communication, and psy-
chological dynamics of the interview relationship
in journalistic situations. Kessler. 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.
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) Issues for media managers and media work-
ers, including leadership, organizational change,
new technology, media convergence, and eco-
272 School of Joumalism and Communication
612 Approaches to Mass Communication Re- 641 Qualitative Research Methods (4) Intro-
search (4) Overview of empirical social-scientific, duces qualitative research methods including
historical, and legal methods of mass communica- traditional historical inquiry, oral history, ethno-
tion research. Particular emphasis on construc- graphy, and participant observation. Prereq:
tion and use of theory. Bybee, Gleason, Ismach, J640. Bybee, Gleason, Kessler, Ponder.
Lemert, Steeves. 642 Quantitative Research Methods (4)
613 Mass Communication Theories (3) The Introduces and analyzes the logic of quantitative
communication process; audiences of the mass research methods in terms of design, measure-
media; media competition; attitudes of commu- ment, inference, and validity. Focuses on
nicators; functions and dysfunctions of media conceptualization in communication research.
activities. Bybee, Ismach, Lemert, Merskin, Prereq: J640. Ismach, Lemert, Sheehan, Wanta.
Stavitsky, Steeves. 643 Proseminar II (4) Seminar participants
614 Communication Research Methods (3) demonstrate competence in broad families of so-
Introduction to graduate research. Selection and cial research by drawing on skills and knowledge
planning of research studies; class research project obtained in J640-642. Prereq: J640, 641, 642.
with instruction in appropriate methodology and Bybee, Gleason, Ismach, Lemert, Wanta, Wasko.
basic statistical analysis. Ismach, Lemert, Wanta. 644 Philosophy of Mass Communication (3)
615 Legal and Historical Communication Explores the philosophical foundations of mass
Research (3) The use of legal and historical communication in the United States-including
methods in mass communication research. the political philosophies that range from Milton
Selection and planning of legal or historical to McLuhan. Bivins, Bybee, Gleason, Stavitsky.
research studies. Class and individual research 645 Communication Research in Media Law
projects. Gleason, Kessler, Ponder, Stavitsky. (3) Doctoral-level introduction to legal research
Not offered 1998-99. and First Amendment theory. Gleason. Primarily
616 Public Opinion and Propaganda (3) for students interested in doing research in mass
Research findings on choices made by mass communication law and policy. Not offered
media decision-makers. Research in attitude- 1998-99.
change processes; source, message, channel, and 646 Political Economy of Communication (3)
receiver variables. Ismach, Lemert. Not offered Introduction to the political economy of commu-
1998-99. nication. Includes such issues as ownership and
617 Bias in the News Room (3) Objectivity control patterns; the role of the state; labor; intel-
norms and other craft traditions; their conse- lectual property rights; and international markets.
quences for audiences and for the adequacy of Prereq: J 640. Wasko.
media performance. Lemert. 647 Historical Research in Mass Communica-
618 Criticizing the Media (3) Traditional, tion (3) Examines historical approaches to mass
humanistic, social-responsibility approach com- communication research, from traditional views
pared with empirical approach to analysis and of media industries to recent analysis of historical
criticism of media performance and professional connections between mass communication and
norms. Bybee, Lemert, Russia!. society. Prereq: J387 or eqUivalent. Gleason,
619 Teaching and the Professional Life (4) Kessler, Ponder, Stavitsky.
nomic strategy. Emphasis is management and Graded only. Explores teaching strategies, 648 Cultural Approaches to Communication
social responsibility. Russia!. curriculum development, and other aspects of (3) Examination of communication and mediated
academic professional life in journalism and communication as cultural processes in the503 Thesis (1-9R) PIN only communication. Frazer. Majors only. production and reproduction of social systems.
601 Research: [Topic] (l-6R) PIN only. R for 620 Public Relations Planning Theory (3) Public Prereq: J640, 641, 642, 643 or instructor's consent.
maximum of 16 credits. B b S W krelations management including systems theory y ee, teeves, as o.
602 Supervised College Teaching (1-5R) R for and various formulas for program planning and 649 International Communication (3) Examines
maximum of 5 credits. evaluation. Prereq: J453/553. Bivins. global communication structures and processes
603 Dissertation (1=16R) PIN only. R for maxi- 631 Literahire ofLiterary Journalism (3) Explore;u andlheifcOr\sequences.TOj5ICs1ncl~-------
!----tlffi't1(U;lilffllttio}/f~ltt8Hc:rleeddlit·tss:.-------=------------,p::;he:;il~o:::s:::o=p:,:hTic::::aTI,:,h::ii':-;st~o=rii':c:::aIi=-, tli1::te=r=:'ary=',~an":dT:':m~o"'r'-'al~is~su-.e~s:O-~oIogJes, news and mformation orga~\lza-
604 Internship: [Topic] (1-3R) PIN only. R for related to the geme of literary journalism, or ~lOns, cross-cult~raluses of Western media, and
maximum of3 credits. creative nonfiction. Prereq: acceptance in the mformatlOn pohcles. Robmson, Steeves, Wasko.
605 Reading and Conference: [Topic] (l-6R) creative nonfiction program or instructor's 650 Advertising as a Social Institution (3)
PIN only. R for maximum of 16 credits. consent. Explores how advertising works at the general
606 Special Problems: [Topic] (l-6R) PIN 635,636,637 Creative Nonfiction I,II,III (6,6,6) socialleve!. Examines how consumers use
only. R for maximum of 16 credits. Concentrates on student writing of nonfiction in advertising and products or services to make
607 S . [T ] ( a workshop setting. Prereq: instructor's consent. meanings for themselves. Prereq: J640. Frazer,
emmar: opic 1-5R) Current topics are Merskin, Sheehan.
Gender and Media, Issues in Radio and Society. Approved journalism and creative writing gradu-
ate students only. Kessler. 651 Comparative Communication Policies (3)
608 Workshop: [Topic] (l-6R) PIN only. R for Examines the evolution of national communica-
maximum of 16 credits. 638 Writing the Nonfiction Book (4) Graded tion policies and infrastructures within their
609 Terminal Project (l-6R) PIN only. R for only. Explores the book-publishing industry. national political-economic and cultural contexts
maximum of 6 credits. Focuses on conceptualizing a book-length work and the global economic environment. Gleason,
of literary nonfiction. Prereq: J631. Kessler.610 Experimental Course: [Topic] (1-5R) Robinson, Sherriffs, Stavitsky.
A t t . . P 1" 1L d 640 Proseminar I (4) Overview of theories usedcurren 0PIC IS 01tlCa anguage an 652 Communication and Politics: [Topic] (3R)
Communication. to study mediated communication, mass com- Examines communication and mediated commu-
M munication, and communication technologies; f611 ass Communication and Society (3) nication in ormal political settings as well as the
f theory application to media processes; discussionReview 0 the literature of mass communication. general exercise of political power throughout
of enduring issues in the field. Prereq: doctoralIntroduction to graduate study in journalism and society. Bybee. R twice when topic changes for
standing. Bybee, Kessler, Lemert, Steeves,
mass communication. Ismach, Kessler, Lemert, maximum of 9 credits.Wanta, Wasko.Ponder, Stavitsky.
273
School of LAW
Rennard Strickland
Dean
275 Grayson Hall
(541) 346-3852
(541) 346-3846 admissions
(541) 346-1564 fax
School of Law, 1221 University of
Oregon, Eugene OR 97403-1221
admissions@law.uoregon.edu
http://www.law.uoregon.edu
FACULTY
Keith Aoki, associate professor (prop-
erty, arts and the law, corporations).
B.A., 1978, Wayne State; M.A., 1986,
City University of New York Hunter;
J.D., 1990, Harvard; LL.M., 1993,
Wisconsin. On leave 1998-99. (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. (1982)
Steven W. Bender, associate professor
(consumer law, commercial law,
corporations). B.S., 1982, J.D., 1985,
Oregon (Coif); Arizona bar, 1985.
(1990)
Carl S. Bjerre, assistant professor
(commercial law, securities regula-
tion, corporations and contracts).
B.iL198:U::Elifomia,Beri<~IDLJ.D.,
1988, Cornell (Coif); New York bar,
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
(remedies, intellectual property, art
law). B.A., 1976, Colorado College;
J.D., 1980 Arizona State (Coif);
Arizona bar, 1980. On leave spring
1999. (1993)
Garrett Epps, Kenneth J. O'Connell
Senior Fellow in Appellate Judging
and associate professor (civil proce-
dure, immigration law, constitutional
law). B.A., 1972, Harvard; M.A., 1975,
Hollins; J.D., 1991, Duke. On leave
1998-99. (1992)
Caroline Forell, professor (women and
the law, torts, trusts and estates).
B.A., 1973, J.D, 1978, Iowa (Coif);
Oregon bar, 1978. (1978)
Dave Frohnmayer, professor (consti-
tutionallaw, legislation, legislative
and administrative processes);
university president. B.A., 1962,
Harvard; B.A., 1964, M.A., 1969,
Oxford; J.D., 1967, California,
Berkeley (Coif); California bar, 1967;
Oregon bar, 1971. (1970)
Susan N. Gary, assistant professor
(trusts and estates, nonprofit organi-
zations). B.A., 1977, Yale; J.D., 1981,
Columbia; Illinois bar, 1981; Oregon
bar, 1989. (1992)
Ibrahim J. Gassama, associate profes-
sor (international business transac-
tions, international law, torts). B.A.,
1980, Virginia Polytechnic; J.D., 1984,
Harvard; New York bar, 1985. (1991)
Dennis Greene, assistant professor
(contracts, business planning, enter-
tainment law). B.A, 1972, Columbia;
M.Ed., 1984, Harvard; J.D., 1987,
Yale. (1994)
Leslie J. Harris, Dorothy Kliks Fones
Professor of Law (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., 1965A-D.,1968,-
.. .. .
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, Bernard B. Kliks
Professor of Law (contracts, interna-
tionallaw, 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, associate pro-
fessor (civil procedure, legal profes-
sion, federal courts). B.A, 1984, J.D.,
1987 (Coif), Southern California;
California bar, 1987; District of
Columbia bar, 1990. On leave spring
1999. (1992)
Kimberly D. Krawiec, assistant profes-
sor (partnerships and corporations,
corporate finance, securities regula-
tion). B.A., 1987, North Carolina
State; J.D., 1992, Georgetown; New
York bar, 1993. (1998)
Mary S. Lawrence, associate professor-
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.
On leave fall 1998. (1972)
James M. O'Fallon, Frank Nash
Professor in Law (constitutional law,
jurisprudence); associate dean for
academics. B.A, 1966, Kansas; M.A,
J.D., 1972, Stanford (Coif); California
bar, 1973. (1981)
Margaret L. Paris, Kenneth J. O'Connell
Senior Fellow in Appellate Judging
and associate professor (criminal
procedure, administration of criminal
justice). B.A., 1981, J.D., 1985 (Coif),
Northwestern; Illinois bar, 1985.
(1992)
George M. Platt, professor (secured
land transactions). B.S., 1948, LL.B.,
1956, Illinois; Illinois 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,
Oregon (Coif); Oregon bar, 1984. On
_.leill'e.19...2B=2.'L(12BZl.-- _
gift tax, estate planning, federal
income tax). B.A, 1970, Cincinnati;
J.D., 1972, Ohio State; LL.M., 1977,
Georgetown; Ohio bar, 1973; Tennes-
see bar, 1973; District of Columbia
bar, 1977. (1982)
Rennard Strickland, Philip H. Knight
Professor of Law (American Indian
law, legal history, legal anthropol-
ogy). B.A, 1962, Northeastern State;
M.A., 1966, Arkansas; J.D., 1965,
S.J.D., 1970, Virginia (Coif); Creek
Nation bar, 1965. (1997)
Peter N. Swan, professor (admiralty,
antitrust law). B.S., 1958, LL.B., 1961,
Stanford; California bar, 1962; United
States Supreme Court bar, 1967;
Oregon bar, 1979. (1970)
Dominick R. Vetri, B. A Kliks Profes-
sor of Law (copyrights, federal courts,
torts). B.S., M.E., 1960, New Jersey
Institute ofTechnology; J.D., 1964,
Pennsylvania (Coif); New Jersey bar,
1965; Oregon bar, 1977. (1967)
Merle H. Weiner, assistant professor
(civil procedure, family law). B.A,
1985, Dartmouth; LL.M., 1988, Cam
274 School of Law
During the second and third years, each student
must complete both a basic writing requirement
and a comprehensive writing requirement. The
basic requirement is designed to improve legal
writing skills and the ability to analyze legal
problems. The comprehensive requirement is a
more intensive writing experience involving thor-
ough research, creative thinking, and interaction
with a faculty member in developing and editing
a paper. One requirement must be satisfied each
of the last two years in the law school, and both
must be completed before a student can be
granted a professional law degree.
CLINICAL-EXPERIENCE AND
PRACTICE-SKILLS PROGRAM
The Kenneth Lucas Fenton Memorial Law
Library has more than 350,000 volumes and vol-
ume equivalents in microform. 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, complete
state reports from colonial times to the establish-
ment of the reporter system, a substantial collec-
tion of English and Canadian case law, codes and
compilations of state and federal statutory law,
and standard legal digests and encyclopedias.
The periodicals collection includes 1,050 legal
journals. An excellent collection of publications
related to Oregon territorial and state law includes
an extensive file of Oregon Supreme 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-assisted legal research systems.
Grayson Hall allows the law school to maintain its
own identity at the University of Oregon by pro-
viding a Student Bar Association office, lounge,
computer research center, locker room, and offices
for the editorial boards of the Oregon Law Review
and the Journal ofEnvironmental Law and Litigation.
The building's close proximity to other graduate
and undergraduate academic resources on campus
allows students to take full advantage of the
research university setting.
Additional information and complete descrip-
tions of courses offered appear in the UO School
ofLaw Bulletin. Free copies are available from the
law school's Office of Admissions.
ABOUT THE SCHOOL
an intensive exercise of analytical skills.
Because the curriculum presents fundamental
subjects oflaw during the first year, the first-year
program is prescribed. All second- and third-year
courses are elective except Constitutional Law I
(LAW 643) and Legal Profession (LAW 649),
which are required.
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 discussion,
every effort is made to assure first-year students
of at least one class with an enrollment limit of
twenty-five students.
Counseling and information are available to
assist students in selecting courses most closely
related to their professional 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.
bridge; J.D., 1990, Harvard; District of Columbia bar,
1991; Maryland bar, 1991; California bar, 1993.
(1998)
Wayne T. Westling, Elmer B. Sahlstrom Senior Fel-
low in Trial Law and professor (administration of
criminal justice, criminal procedure, trial practice).
AB., 1965, Occidental; J.D., 1968, New York; Cali-
fornia bar, 1969; United States Supreme Court bar,
1972; Oregon bar, 1981. On leave spring 1999.
(1979)
Mary C. Wood, associate professor (Indian law, pub-
lic lands). B.A., 1984, Washington (Seattle); J.D.,
1987, Stanford; Washington bar, 1989; Oregon bar,
1990. On leave 1998-99. (1992)
Emeriti
Lois I. Baker, law librarian emerita; professor
emerita, library administration. B.A, 1927, M.A,
1932, Oregon; cert., 1935, California, Berkeley.
(1935)
Chapin D. Clark, professor emeritus. AB., 1952,
LL.B., 1954, Kansas; LL.M., 1959, Columbia; Kansas
bar, 1954; Oregon bar, 1965. (1962)
Orlando John Hollis, distinguished professor emeri-
tus. B.S., 1926, J.D., 1928, Oregon (Coif); Oregon
bar, 1928. (1931)
Frank R. Lacy, professor emeritus. AB., 1946,
Harvard; J.D., 1948, Iowa (Coif); LL.M., 1958, J.S.D.,
1971, New York; Iowa bar, 1948; Oregon bar, 1949.
(1949)
William D. Randolph, professor emeritus. B.S., 1948,
J.D., 1950, Illinois (Coif); Illinois bar, 1950; Califor-
nia bar, 1962. (1976)
Milton L. Ray, professor emeritus. B.A., 1947, Roch-
ester; J.D., 1950, Chicago (Coif); Illinois bar, 1950;
California bar, 1964. (1971)
Eugene F. Scoles, distinguished professor emeritus.
A.B., 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.
The School of Law offers five clinical-experience
and practice-skills programs as part of its curricu-
1um. In addition, a legislative workshop is offered
during the regular sessions of the Oregon Legis-
lative 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. It 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
DEGREE REQUIREMENTS of an attorney, law students handle cases of clients
Students who have been admitted to the School eligible for legal representation through Public
Defender Services of Lane County, Inc. Students
of Law, who have satisfactorily completed 85 se-
mester credits in law courses, and who have oth_ develop advocacy skills in the context of criminal
defense representation.
erwise satisfied the requirements of the university
The School of Law offers a professional curriculum E' tal L Cl" Stud t 1 b tand the School of Law are granted the J.D. degree nVIronmen aw lmc. en s earn a ou
leading to the doctor of jurisprudence a.D.) provided that they agency proceedings, submission of petitions
degree. requesting government action, techniques of
1. Obtain, at least two years before completingThe curriculum provides a thorough preparation legal access to government files, interviewing of
f h . fl Th S h 1 fL work for the J.D. degree, aB.A orB.S. or t d l' t' t t' d tor t e practice 0 aw. e c 00 0 aw wants exper san c len s, mterpre a IOn an presen a-
equivalent degree from an accredited college or
the student to acquire knowledge not only of tion of environmental data in legal proceedings,
universitylegal doctrine but also of the judicial process and and litigation on behalf of clients. Substantial
. of the-social, economic, and political problems 2. Have been full-time law students at the carefullywrittel1 w5fKunaerclosesupervlsioifis-
1-_--J~ffigc±a'wyefSr.-+fte.ffil~efr~i.mttTttetim'l-reqttire,--_S:-;,ccJb~o}(o~l~oltf-lI..aailllA'-dt<:,,)J:r:.<alttj,lee<a~Sitt.11nillin;:ue~lJ¥'~"l'lreil€@lJ<k;ss-,olfrcttflh~e-~r1'!eqquutrir-icted.
equivalent Prosecution Clinic. Students are exposed to the
3. Fulfill other requirements as may be imposed criminal justice system as prosecuting attorneys
4. Successfully complete Constitutional Law I in the trial of criminal cases, under the supervi-
(LAW 643) and Legal Profession (LAW 649). sion of an attorney, through the Lane County
The School of Law reserves the right to modify its district attorney's office. Students develop advo-
curriculum and graduation requirements at any cacy skills in the context of criminal prosecutions.
time. Students in the School of Law may accrue Enrollment is limited to third-year students.
up to 5 of the required 85 semester credits by Legislative Issues Workshop. Students are
successfully completing graduate-level courses or placed as interns with a legislator or legislative
seminars at the University of Oregon. These committee dUring most regular sessions of the
courses must be relevant to their program of legal Oregon Legislative Assembly. They are involved
studies and approved in advance by the associate in legal research and in the preparation of reports
dean for student affairs. pertaining to issues before the legislature.
A total of three years of full-time resident Trial Practice Laboratory. Students examine and
professional study in the University of Oregon develop courtroom skills in civil and criminal
School of Law or another law school of recognized cases. Primary emphases are on the opening
standing is required for the J.D. degree. Except in statement, direct examination, cross-examination,
unusual circumstances, the last two years must be objections, closing argument, and voir dire of
in residence at the University of Oregon School juries. Each student participates in weekly
of Law. classroom exercises and in a full trial at the end of
the semester.
Law 275
Law and Entrepreneurship Center
The center provides an innovative forum to
advance understanding of how lawyers create
value for entrepreneurial clients. By bringing
together lawyers, entrepreneurs, and academicians
in a variety of settings, the center integrates law
students and legal scholars with an increasingly
entrepreneurial economy. The center sponsors
symposia and seminars each year to encourage
interaction between the legal and business
communities. Externships provide unique oppor-
tunities for law students to earn academic credit
while they are exposed to attorney-client interac-
tions. The Law and Entrepreneurship Student
Association actively participates in directing the
center and hosts guest lectures, field trips, and
brown-bag lunches with members of the local
business and legal communities.
Statements of Completion
Second- and third-year students may develop a
specialty in business law, criminal practice,
environmental and natural resources law, estate
planning, intellectual property law, international
law, or ocean and coastal law. A student who
satisfactorily completes one of these programs
receives 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 of law work and who are in good
standing at a law school accredited by the Ameri-
can 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 School of Law Administration Office.
CONCURRENT DEGREE
PROGRAMS
J.D.lM.B.A.
The School of Law and the Lundquist College of
Business Graduate School of Management offer a
doctor of jurisprudence and master of business
administration (f.D.lM.B.A.) concurrent degree
program. The program prepares students to-use
t elr ega SIS m est at requIre un erstan -
ing of business principles, finance, 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 who are accepted into the
two programs and who complete approved envi-
ronmentallaw courses for the J.D. may reduce
the number of credits required for the interdisci-
plinary master's degree in environmental studies.
In addition to law courses, students must empha-
size three areas of concentration in the environ-
mental studies program, take at least one course
from each of five core areas, complete a thesis,
and participate in an internship.
More information about the J.D.lM.B.A. and
J.D.lM.S. concurrent degree programs may be
obtained by writing to the School of Law's direc-
tor of admissions.
ACADEMIC SUPPORT
The Academic Support Program is a voluntary
program designed to meet the needs of nontradi-
tionallaw students.
The program includes summer orientation and
academic tutoring designed to teach the principles
that underlie first-year course work, to develop
research and writing skills, and to clarify the law
school examination process. Students also receive
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 Asian-Pacific
American Law Student Association; Business
Law Student Forum; Christian Legal Society;
Journal ofEnvironmental Law and Litigation; Land,
Air and Water Student Research Group; Law and
Entrepreneurship Students Association; Lesbian
and Gay Law Students Association; Minority Law
Students Association; National Lawyers Guild;
National Moot Court Competitions; Native
American Law Student Association; Nontradi-
tional Law Student Support Group; Oregon Law
Review; Oregon Law Students Public Interest
Fund; Oregon Women Lawyers; Partners in Law,
Lovers, and Relatives Support; Peer Advising;
People's Law School; Sports Club; Student Bar
Association; The Weekly Dissent; Women's Law
Forum; and chapters of the Black American Law
StudentsAssociation, Eederalist Society,
aw 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
maturity and breadth of educational background
are considered more important than prescribed
subject matter.
Details about prelegal study and law school admis-
sion criteria appear under Law, Preparatory, in the
Academic Affairs and 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 supporting documents should be forwarded
to the School of Law's director of admissions.
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
average (GPA) and the Law School Admission
Test (LSAT) score, other factors considered in
admission decisions include quality of under-
graduate education, work experience, maturity,
graduate work, extracurricular activities, personal
statements, and letters of recommendation. For
students in the first-year class entering the School
of Law in fall 1997, the median undergraduate
GPA was 3.35; the median LSATscore was 155.
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 Oregon
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. Applications must be accompa-
nied by a check for $50 payable to the University
of Oregon. An applicant who was 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 application. 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).
LSAT/LSDAS registration packets are available
in the School of Law Office of Admissions. The
admissions committee does not act on an appli-
cation until the official report of the test scores
has been received.
-Appltcants~h<mld-plan:·t1Jtak"th"tS-ATIn-June;--
October, December, or February of the year
preceding the fall semester for which they are
applying. LSAT scores are considered current for
a period of five years.
LSDAS-Transcripts. The School of Law partici-
pates in the Law School Data Assembly Service.
The LSDAS Transcript Request Form must accom-
pany a request to have a transcript from each
undergraduate college or university sent to the
LSDAS. These matching forms are included in
each LSAT/LSDAS registration packet. Applicants
should not mail their transcripts directly to the law
school. The admissions committee 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
admission to the law school must pay nonrefund-
able fees of $400-$100 to reserve a space in the
276 School of Law
entering class and a $300 deposit to be credited
toward tuition. The deadline for the $100 reserva-
tion fee is April 15. 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
students. Visiting students are not eligible for
degrees from the School of Law. Direct applica-
tion inquiries to the law school's director of
admissions.
Photographs. University of Oregon student
identification cards include a photograph taken
when a student initially registers for classes.
Duplicates 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- l.7
D+ l.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 Vl'ork, which
convinces the instructor that the student can be
recommended to the public as being reason-
ably 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 of B+, 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 decision to readmit or to deny the peti-
1. A student must complete 85 credits with grades tion is made by the faculty
of mid-D or better to graduate. Students who (2) The evaluation of the petition by the
take a full-semester externship (10 credits) committee and, where appropriate, the
must complete 67 credits of graded course faculty, shall be under the standard set in
work. Students who complete the J.D.lM.B.A. Rule 5.a.(I)
degree program must have 67 credits to gradu- c. A student who is once denied readmission
ate by the faculty or who is disqualified a third
2. At the end of any semester in which a student's time has no further recourse either before
cumulative GPA falls below 2.00, the student the committee or the faculty
shall be placed on probation and shall remain 6. a. A student disqualified pursuant to Rule 4.b.
on probation until (a) achieving a cumulative may submit a petition to the faculty for
GPA of 2.00 or better or (b) being disqualified readmission regardless of any limitation
3. A student is disqualified if while on probation whatsoever contained elsewhere in these
that student records a GPA below 2.00 for any rules. The committee shall first review the
semester, including summer session petition and submit its recommendations to
4. a. A student who has completed four the faculty, which may impose such condi-
semesters of residence under American Bar tions to readmission as it deems appropriate
Association standards and who has not b. The committee or the faculty may impose
achieved a cumulative GPA of 2.00 or better such conditions on readmission as it deems
is disqualified appropriate. Conditions may include but are
b. A student must achieve a cumulative GPA not limited to academic counseling. retaking
of 2.00 or better in order to qualify for of first-year courses in which D or F grades
graduation. A student who has not achieved were received, limitation of employment or
a cumulative GPA of 2.00 or better after other extracurricular activities, course limi-
accruing 85 or more credits is disqualified tations, course requirements, and remaining
out of school for a period of time. Failure to
5. a. A student who is disqualified a first time abide by conditions of readmission may be
may submit a petition to the Academic cause for revocation of readmission or other
Standing Committee for readmission unless
appropriate remedy
the case is governed by Rule 6.a.
c. Appearances are permitted only before the(1) If the committee believes that a student committee
disqualified after two or three semesters
of residence is likely to achieve a cumula_ 7. a. The existing legislation on "Grading Policies
tive GPA of 2.00 or better by the time the and Academic Standards" (effective fall
student has completed four semesters of 1983 and last revised in April 1988) applies
residence, it may readmit the student to students enrolled and earning credit prior
If the committee believes that a student to fall semester 1991. The legislation as
amended on January 30, 1991, applies to
disqualified after four or more semesters students first enrolled fall semester 1991
of residence (but not accruing 85 or and thereafter
more credits) is likely to achieve a
cumulative GPA of 2.00 or better by the b. The grade of D+ is available for use in all
time the student is eligible to graduate, first-year courses, including Legal Research
it may readmit the student and Writing UI (LAW 622,623), commenc-
ing with the 1991-92 school year. The grade
(2) A student denied readmission by the of D+ is available for use in all law school
committee may appeal that decision to gr d d acad . wo k co . 'tha e emlC r mmencmg WI
the faculty, provided the student's the 1992-93 schoDLy:ear.FoLpurposes_of
cumulativ~ GPA is 1.70 or higher at the d 1fi
-,,...-- ---.JaJ,l;C;ga.Qe.emIDlicc....adllisillQ!lJJ1Laallin·c;ca:utlliQJlDl..OonDlJly{.,...Ss!lhll1dlle:rDut£s --1
end of the second semester~O or
enrolled and earning credit prior to fallhigher thereafter
semester 1991 who receive any D+ grades
(3) An appeal from an adverse committee are deemed for such credits to have received
decision must be filed within thirty days grades of C
from the mailing of the committee's
decision to the student 8. No student may graduate without obtaining
grades of D- or better in all courses of the first-
(4) A student who is denied readmission by year required curriculum. Any student receiv-
the committee and whose cumulative ing an F in such a course must, at the first
GPA falls below the averages set in Rule scheduled opportunity, retake the course for
5.a.(2) shall have no further recourse ei- credit and obtain a D- or better. Only one
ther before the committee or the faculty attempt to satisfy the requirement is permitted.
(5) Faculty review of a petition pursuant to The requirement cannot be satisfied by taking
Rule 5.a.(2) shall be under the standard the course or courses at another law school.
set in Rule 5.a.(I) Any student who receives an F in a required
b. A student who is disqualified a second time first-year course and then retakes the course
may file a petition for readmission only if for credit has his or her GPA computed based
the student's cumulative GPA is 1.90 or on the grade received in retaking the course,
higher unless the case is governed by 6.a. and the original F grade is ignored even though
(1) The petition must first be evaluated by the F grade remains on the transcript
the committee. If the committee denies 9. Grades of N (no pass) in passino pass (PIN)
the petition, the student has no further courses are counted in the student's GPA as
recourse. If the committee recommends 0.00 points for the number of credits attempted
that the faculty readmit the student, the in such courses where N grades were received
Law 277
COSTS AND STUDENT
FINANCIAL AID
Law students are classified as graduate students.
Regular fees are payable in full at the time of
registration. Payment of the stipulated fees
entitles students enrolled for academic credit to
all services maintained by the university for the
benefit of students.
Tuition and Fees
For the 1997-98 academic year, tuition was
$10,074 for resident students and $13,712 for
nonresidents. See the law school bulletin for
more information. Tuition and fee schedules are
subject to revision by the Oregon State Board of
Higher Education.
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 1997-98 costs for a
single resident student at the School of Law
averaged approximately $16,000 (tuition, fees,
room and board, books, and personal expenses).
For a nonresident, costs averaged $19,240. Up to
$2,750 was added for first-year students who
purchased computers. For a married resident
student, costs averaged around $21,500; they
were higher for students with children. The
dependent childcare 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. Costs for semester
or for full twelve-month coverage are available in
the office of the Associated Students of the
University of Oregon.
Financial Assistance
See the Student Financial Aid section of tltis
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 of or in memory
of alumni, students, friends, and loved ones.
Lois I. Baker Scholarship. An endowed fund to
assist a second-year student-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
academic 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-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 Robert Branch,
cousins of Dennis Chandler, who was the son of
George Washington University law professor
James Chandler. Awarded annually, based on
financial need and community involvement and
service. Applicants are evaluated on a 400- to
600-word essay.
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
exhibit scholastic achievement, high quality of
leadership, good character, citizenship, and
motivation. Available to first-, second-, and
third-year law students.
Henry E. Collier Law Scholarships. A trust
fund established by the late Henry E. Collier for
scholarships awarded annually on the bases of
financial need and good character to students
who intend to make the practice of law their life
work. Recipients cannot receive more than $500
in anyone year.
Caroline Forell Scholarship. A scholarship
established in 1992 by anonymous donors to
honor Caroline Forell, a member of the law faculty
since 1978.
Lorienne Conlee Fowler Scholarship. A trust
fund established by the late Dr. Frank E. Fowler
in memory of his wife, Lorienne Conlee Fowler.
Awarded on the bases of need and scholastic
record.
Otto J. Frohnmayer Scholarship. Established in
1993 by friends of Otto J. Frohnmayer, a member
of the Class of 1933, a Medford practitioner, and a
leader and innovator in his profession. Awarded
annually to a member of each law school class
who is an Oregonian.
William F. Frye Scholarship. Established in
1990 by the late William F. Frye, a 1956 graduate
of the school, former Lane County district attor-
ney, and former Oregon state senator. 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
assists a law professor in writing a publishable
article 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 of the school who
was an expert on the United Nations and played
an instrumental role in its formation. Awarded on
the bases of demonstrated interest and commit-
ment to the pursuit of a career in international
law with primary emphasis on the study of world
order in international relations and human rights.
Leslie Harris Scholarship. Established by an
anonymous donor in 1994 in honor of Leslie Har-
ris, a member of the law faculty since 1982, to
provide support for students 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 cumulative grade
point averages and who make a commitment to
take the Oregon State Bar Examination and prac-
tice 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. Based on exigent financial need and admin-
istered by Phi Alpha Delta legal fraternity.
Michael A. Johnston Award. An endowed fund
established by family and friends in memory of
law student Michael A. Johnston. Given to a
graduating student who has a disabling disease or
disability and has displayed qualities of indepen-
dence, perseverance, gentleness of spirit, and
love for all manner of people and things.
La-ml.-Use andtocal-CovernmenCA:wara.:-A----
book award fur a student who excels m the land
use and local government areas of study.
James T. Landye Scholarships. An endowed
fund established by family and friends in memory
of the late James T. Landye, a 1934 graduate of
the school. Awarded to scholastically superior
students who need financial assistance.
Lane Powell Spears Lubersky Scholarship.
Established in 1990 by the Portland firm of that
name. 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
bequest ofJeanne Latourette Linklater, whose
husband Kenneth A. Linklater was a 1935 gradu-
ate of the school. Her father, Earl C. Latourette,
was chief justice of the Oregon Supreme Court
from 1953 to 1955.
Ann Louise Litin Memorial 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
278 School of Law
exemplifies the courage, integrity, fairness, and
concern for other people demonstrated by Litin.
Fredric R. Merrill Writing Award. An award
established by friends, family, and colleagues to
honor the late Fredric R. Merrill, member of the
law faculty from 1970 to 1992. Given annually to
a student who has demonstrated excellence in
writing for the Oregon Law Review.
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 of the 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. Funds provided by
the Oregon Law Foundation for the past several
years for scholarships to deserving minority
students at the law school.
Oregon Law School Alumni Association
Scholarships. 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 achievement and financial need.
Oregon State Bar Minority Scholarships.
Various 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
minorities are encouraged to apply through the
Oregon State Bar Office. For applications,
telephone the Oregon State Bar, (800) 452-8260,
extension 337.
Oregon State Bar Securities Regulation Schol-
arship. An annual scholarship awarded to a
second-year student who has stated an intent to
practice law in Oregon. The award is intended to
encourage scholarship in the securities regulation
field and to introduce outstanding students to
securities law practitioners.
Kathryn Fenning Owens Scholarship. An
endowed 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.
Awarded on the bases of financial need and scho-
lastica15ilftyilriaWitKapreferencefarwomen. --
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, PaulL.
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. Awarded by the dean on
the bases of financial need and demonstrated
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
students with financial need.
D. Benson Tesdahl Legal Writing Award.
Funded by Ben Tesdahl, a Washington, D.C.,
attorney and 1984 graduate of the school.
Presented annually by the Legal Research and
Writing Program to a first-year student demon-
strating sustained excellence in legal research
and writing.
Donald Walker-Norman Wiener Endowment.
Established in 1993 by two members of the law
school Class of 1947, Donald Walker and Norman
Wiener, both prominent Portland practitioners.
Provides research assistantships for law students
who are graduates of either Roosevelt or Jefferson
High School in Portland.
Williams and Troutwine Civil Justice Writing
Award. Established by Gayle Troutwine and
Michael Williams, Portland attorneys. Given
annually to a second- or third-year student who
demonstrates excellence in writing on any aspect
of tort law, personal injury law, civil practice and
procedure that enhances justice for injured
individuals.
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 semester
examinations are given before the winter vaca-
tion, 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 DO School of Law Bulletin. For afree copy,
write to the School ofLaw.
410/510 Experimental Course: [Topic] (1-5R)
Not offered 1998-99.
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 CriminalTaw (3)
622, 623 Legal Research and Writing I,I1 (2,2)
Second- and Third-Year Courses
Second- and third-year courses are elective except
LAW 643 and 649, which are required. Most of
the courses listed below are offered each academic
year. Every effort is made to offer all ofthe follow-
ing 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 (2-3)
631 Real Estate Planning (3)
632 Corporate Finance (3)
633 Business Planning (2-3)
634 Corporate Mergers and Acquisitions (2)
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)
642 International Business Transactions (3)
643,644 Constitutional 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 Profession (3)
651 Evidence (4)
652 Survey of Evidence (3)
653 Mediation and Negotiation (3)
654 Insurance (3)
655 Family Law (3)
656 Elder Law (3)
657 Legal Issues of Lesbians and Gay Men (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 (2-3)
670 Public Land Law (3)
671 International Law (2-3)
672 European Community Law (2)
673 Patent Law and Policy (2)
674 Trademark and Unfair Competition Law (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 (2-3)
680, 681 Federal Income Tax I,ll (3,3)
682 Estate and Gift Taxes (2)
683 Estate Planning (3)
684 Criminal Investigation (3)
685 C~iminal i\dj~ciication QL _
686 Environment and Pollution 3
687 Wildlife Law (2)
688 Hazardous Waste Law (2)
689 Sustainability (3)
Professional Writing, Research, and
Seminars
601 Research: [Topic] (1-16R)
605 Reading and Conference: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Recent topics
include Advanced Contract Law, Complex Litiga-
tion, Cultural Property Law, Perspectives on Tort
Law, Women and the Law.
Clinical Experience and Practice Skills
Programs
704 Internship: [Topic] (1-12R)
707 Seminar: [Topic] (1-5R) Recent topics are
Advanced Appellate Advocacy; Interviewing,
Counseling and Negotiation; Environmental Law
Moot Court; Intellectual Property Moot Court;
International Law Moot Court Team Workshop;
Journal ofEnvironmental Law and Litigation; Legis-
lative Issues Workshop; Moot Court Board; Moot
Court National Team Workshop.
279
School of MUSIC
ABOUT THE
DEPARTMENT
The primary aim of the Department
of Dance is to enrich the lives of
majors, nonmajors, and the Oregon
community with 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
integrates inquiry and theory to
develop skills in observation, critical
thinking, problem solving, and
evaluation. In addition to the aca-
demic components, dance students
experience the rigorous professional
disciplinelnat isinnerent in studio
classes. Ihe department emphasizes
modern dance with a strong sup-
porting area in ballet. Students may
also choose to study such idioms as
jazz, tap, ethnic, improvisation, and
ballroom.
Regardless of a student's career
goals, education in dance at the
University of Oregon provides the
opportunity to develop motivation
and self-discipline, intellectual
curiosity, and creative imagination.
These attributes are essential not
only for a successful career but also
for experiencing a fulfilling life.
Infonnation about performances,
placement classes, performance
auditions, master classes, special
events, and scheduling updates is
available in the department office.
DANCE
FACULTY
Sherrie Barr, associate professor (mod-
em and jazz technique, composition,
movement analysis and pedagogy).
B.A., 1971, Adelphi; M.F.A., 1973,
Wisconsin, Madison; C.M.A., 1987,
Laban-Bartenieff Institute of Move-
ment Studies (Seattle and New York
City). (1989)
Steven Chatfield, associate professor
(modem dance, dance sciences,
research); director, graduate studies;
coordinator, dance science program.
B.A., 1975, M.A., 1984, Ph.D., 1989,
Colorado 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 composltwn;--
.. es). B.A.,
1963, M.A., 1965, Ohio State. (1971)
Jeffrey Stolet, associate professor (music
for dancers, fundamentals of 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 p~rentheses at the end of each
entry IS the first year on the University of
Oregon faculty.
Jenifer P. Craig, Department
Head
161 Gerlinger Annex
(541) 346-3386
Department of Dance, 1214
University of Oregon, Eugene OR
97403-1214
eac an Inspire t err stu ents to
do the same
community 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
encounters with other cultural
communities and their art forms.
At the same time, students are
shown the respect and knowledge
necessary 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 scholarship
in the history, theory, pedagogy,
and cultural context of music and
dance. Faculty members seekTo
Anne Dhu McLucas
Dean
• To involve students and mem-
bers of the university and the
150 Music Building
(541) 346-3761
(541) 346-0723 fax
School of Music, 1225 University of
Oregon, Eugene OR 97403-1225
ABOUT THE SCHOOL
The School of Music began as the
Department of Music in 1886. It
became the School of Music in 1900
and was admitted to the National
Association of Schools of Music in
1928. The standards of the school
are in accordance with those of the
association.
The School of Music, which includes
the Department of Dance, is a
professional school in a university
setting. The school is dedicated to
furthering creativity, knowledge,
pedagogy, and performance in
music and dance and to preparing
students 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
skillsf\ec~ssar.. to .re;~nt it
280 School of Music
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 Week
of Welcome. Students who want to enter profes-
sional-level (DAN) technique courses winter or
spring terms should request a placement deci-
sion. More information is available from faculty
members. Write or call the department office for
dates of placement classes.
Dance Program for Nonmajors
A variety of dance experiences is provided for
enjoyment and enrichment through the dance
program. Lower-division DANC courses gener-
ally offer beginning or elementary instruction and
may be repeated twice for credit. Upper-division
DANC courses provide low-intermediate instruc-
tion 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-
intermediate instruction; upper-division DAN
courses provide advanced instruction. See DAN
course listing for credit repeatability.
DANC and DAN studio courses are also available
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 modest
instructional fee is assessed by the Department of
Dance.
Facilities
The Department of Dance has three dance studios
and one gymnasium for classes and special
activities in dance. Each studio has a piano; each
teaching facility has a complete sound system. In
addition to serving as classrooms and rehearsal
spaces, the studios in Gerlinger Annex convert
into the M. Frances Dougherty Dance Theatre,
whichhas _lighting and_stage equipment.for
concert roduction
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 interested in dance. Its general function is
to enhance and enrich the dance opportunities
offered through the departmental curriculum. To
this end, Dance Oregon provides a variety of
activities each year that are promoted on and off
campus. Examples include cosponsoring student
choreographed concerts; showing films and videos
of diverse dance forms and cultures; and sponsor-
ing 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. Participants are usually
selected 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, production design, and
management. Workshop credit for performance
and production work is also possible.
Repertory groups tour throughout Oregon and
the Northwest presenting concert performances
as well as lecture-demonstrations and master
classes for public schools, colleges, universities,
civic organizations, and community concert
series.
Additional Dance Opportunities. Theatrical col-
laborations with the School of Music or Department
of Theater Arts provide performance opportunities
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
category 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.
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 activi-
ties, such as class accompaniment and unusually
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 leading
to bachelor of arts (B.A.) or bachelor of science
(B.S.) degree. The goal of the department is to
rovide comprehensive dance training within the
liberal-arts framework of the university. The seri-
ous study of dance involves intellectual, artistic,
and physical development. The Department 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, histori -
cal, 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 modem dance and ballet technique.
Careers. Career opportunities include perform-
ing in regional dance companies' and teaching in
universities, colleges, community colleges,
community centers, fitness centers, and private
studios. 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. Enter-
ing freshmen should have a basic knowledge of
dance and music as art forms and technical train-
ing in dance. Students transferring from two-year
colleges must have at least a 2.75 cumulative
!¥ade point ave!age (GPA);~na_d~tion, they__
should have met the university's writing require
ment and completed a majority of the university's
group requirements. The 2.75 GPA includes all
graded credits. 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, beginning and transfer students must
pass Looking at Dance (DAN 251) and Funda-
mentals 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
ballet and modern technique courses (DAN or
DANC) in which the student was placed upon
entry into the program
Students are placed in levels of modern and ballet
technique according to skill. Each term students
are reviewed to ensure that they are in the most
advantageous level for their abilities. Students are
Dance 281
placed on department probation if they do not
achieve grades of mid-B or better in work at the
level in which they are placed or if they do not
enroll in at least one technique class in any idiom
each term.
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 of W (withdraw) or I (incom-
plete) in courses required for the major are placed
on departmental probation and must repeat the
courses for passing grades. Students placed on
departmental probation, for any reason, have one
term to achieve the goals they agreed upon with
their academic advisers. While students are on
probation, they receive guidance to help them
achieve satisfactory progress toward the degree.
A student who fails to fulfill the probation
contract is dropped from the major.
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 about prerequisites and progress toward
the degree. Appointment schedules for advising
are posted by each adviser. Students must have a
signed advising contract in their departmental
academic file before they may register each term
using DUCK CALL. Students without signed
advising contracts in their files are dropped from
the dance major.
Major Program
Candidates for the bachelor's degree with a
major in dance must satisfy general university
requirements, elect appropriate courses in related
areas, and complete the professional course
requirements of the Department of Dance.
Department Requirements
LO'IQeLlli1JisiQtl 34 credits
Ta or azz DANC 175 or hi her 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 I (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
Modem 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 40 credits
Dance and Folk Culture (DAN 301) or
Dance in Asia (DAN 302) 4
Movement Notation (DAN 341) 3
Intermediate Movement Notation (DAN 342) 3
Dance Composition I,II (DAN 351, 352) 6
Dance Production II (DAN 355) 1
Dance Kinesiology (DAN 360) 3
Internship (DAN 404) 2
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) 1
Teaching Dance (DAN 491) 3
Electives 24 credits
University requirements and
electives to complete 180 credits 82 credits
The breadth requirement in dance technique is
fulfilled by completing ethnic, ballroom, tap or
jazz, and character ballet or historical dance.
Lower-division breadth courses should be
completed by the end of the sophomore year.
Students 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 two terms of ballet (DAN 296) and
three terms of modem (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
results in a grade of F or 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 BA and B.S.
degrees are explained in t e Registration an
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-BartenieffInstitute of Movement
Studies in New York City and the Integrated
Movement Studies Program at the University of
Utah. These approved courses are Body Funda-
mentals (DAN 256), Intermediate 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, ethnology,
notation, or technical production leading to the
senior honors thesis and (2) either a choreogra-
phy (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 major 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
flexibility in constructing a program of courses
that enhances the major.
Minor Requirements 31 credits
Core 13 credits
Looking at Dance (DAN 251) 3
Fundamentals of Rhythm (DAN 252) 3
Dance Production I (DAN 255) 3
Body Fundamentals (DAN 256) 3
Dance Production II (DAN 355) 1
Dance technique 9 credits
Dance courses in the humanities-
science and studio-theory areas 9 credits
Students must take a placement class before
enrolling in a technique course at the DAN level.
See Placement of Majors and Minors in this
section of the bulletin.
The dance minor requires at least 31 credits
including 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-
division 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
(PIN), 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.
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
minor program, ensuring completion of the
necessaryrequiremlmts-in-the-most-beneficial----
. . es (401, 404, 405, 406,
407,409,410) is available with the instructor's
approval of a student-initiated written proposal.
GRADUATE STUDIES
Master of science (M.S.) and master of arts (M.A.)
degrees in dance are offered. Full-time students
with adequate undergraduate preparation can
complete a master's degree program in two years
if their area of specialization is designated during
the first year. Graduate students who enter with
background deficiencies or who lack 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 transcript 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
282 School of Music
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.
cumulative undergraduate GPA. In addition, Students must take a minimum of 2 credits in Specific Courses and Seminars
applicants must submit three letters of recom- Supervised College Teaching (DAN 602). The Experimental Courses: Notation Reconstruction,
mendation, an up-to-date vita, and a statement department recommends that these credits be Neuromuscular Concerns of Dance (DAN 510)
of purpose explaining why they intend to pursue earned in at least two teaching experiences, Tribal Dance Cultures (DAN 552)
graduate studies in dance at the UO. which provide opportunities to develop mentor Ballet from the Courts to Balanchine (DAN 553)
International students whose native language is relationships with faculty members.
Evolution of Modern Dance (DAN 554)not English must earn scores of at least 550 on A final oral thesis defense or terminal project
the Test of English as a Foreign Language presentation is administered by the student's Group Choreography (DAN 555)
(TOEFL). faculty committee following completion of the Music for Dancers (DAN 558)
A student with a GPA below 3.00 may be admitted thesis or project. Dance Accompaniment (DAN 590)
upon review of credentials. Students admitted to General Master's Degree with Thesis Teaching Dance (DAN 591)the graduate program must audition for placement (54 credits)
in technique classes. Placement classes are held In addition to the requirements described above, Administration of Dance in Education (DAN 593)
each spring term and during Week of Welcome candidates for the general master's degree with Seminars: Choreographic Analysis and Criticism,
before fall term. Dates of these auditions are avail- thesis must have completed the following course Movement Patterning, Movement Analysis
able in the department office. work: (DAN 607)
Adequate undergraduate preparation in dance 29 credits Generic Courses
theory and technique is required for admission to Improvisation 1 A maximum of 6 credits from each of the follow-
graduate programs in dance. Applicants with Dance composition 6 ing courses may be applied to the degree.
undergraduate deficiencies may be admitted as Music for dancers 3 Workshop: Performance (DAN 508)
postbaccalaureate students until the necessary Dance history 6
courses are completed. Movement analysis 3 Research (DAN 601)
Deficiencies may be made up by (1) passing Dance pedagogy 4 Supervised College Teaching (DAN 602)
proficiency examinations provided by the depart- Dance kinesiology 3 Reading and Conference (DAN 605)
ment, (2) presenting evidence of acceptable prac- Dance production 3 Special Problems: Solo Composition, Formal
tical professional experience, or (3) demonstrat- Dance as a discipline at the graduate level requires Composition Structure (DAN 606)
ing ability on videotape or in person for faculty an understanding of research methodology,
review. All deficiencies should be corrected at the theoretical issues, and their practical applications. Practica: Choreography, Production
first opportunity after entering the program. Required core courses provide this understanding Management, Design (DAN 609)
Graduate Awards. Some graduate teaching fel- for the student seeking the general master's General Master's Degree without Thesis
lowships (GTFs) are available. Applications are in degree with or without thesis. (54 credits)
the department office. Applicants must submit a Upon consultation with the director of graduate This option includes the general requirements,
half-inch VHS videotape demonstrating their studies, students may use graduate-level work examinations, and limitations on credits stated
performance and teaching skills in at least two that counts toward the master's degree to correct earlier. Core courses listed above and correction
dance idioms (Le., African, ballet, ballroom, deficiencies. of any undergraduate-level deficiencies are also
contact improvisation, ethnic, jazz, and tap). Core Courses required.
Applications are reviewed beginning February 1 Scientific Aspects of Dance (DAN 560) The nonthesis option requires 19 credits selected
for the following fall term, and positions are filled Research Methods in Dance (DAN 611) from the list of courses set forth in the thesis
quickly. option above, a minimum of 9 credits in an area
Aesthetic Bases for Dance in Art and Education related to dance, and another 9 credits appropri-
Master's Degrees (DAN 693) ate to the program elected from within or outside
Three master's degree programs are available: Thesis the Department of Dance. All course selections
(1) the general master's degree with thesis or Students in this program must take a minimum of and field choices must have the approval of the
choreographic thesis, (2) the general master's 9 credits in Thesis (DAN 503). At least 9 credits student's adviser.
degree without thesis, and (3) the master's must be earned in graduate courses outside the For the student electing the nonthesis option, a
degree with emphasis in dance science. department. These courses, approved by the project is required in the area of c9.flcentratio~ _
A minimum of~4graduate('redits-mustbe major adviser, are selected from fields related to The project might takei:he form of a reconstruc-
f----G(;lmpl€~U.Jl'-<l-Il1liiS1lel"'-s-€legifei:!_H·Hi-af\<=e;--aHeast--~€Hlrch At least-G-GoffettlhH,e~9Merl'€e~dlilitEss---Ct~io~n~fr~0~m:?:a:-:n?:0~t~ati;e:-::dj=s~c;:;;o~re;;-:;;o::r~a~r:;-ec;;;o~n~s~tru~c~ti~o~n~'-------
30 of these credits must be earned in residence must be earned before starting the thesis. from a historical dance treatise (e.g., from original
after admission to the graduate program. A stu- Students may choose a choreographic thesis with language or notation to article or performance).
dent seeking a master of arts (M.A.) degree must written supporting documentation. Early in their The proposal must be approved by a project
demonstrate proficiency in one second language programs, these students should enroll in committee representing the area of dance
by submitting evidence of two years of college- graduate-level choreography courses. concentration.
level. study withi~ th.e previous se:en ~ears or by The thesis proposal must be approved by a Master's Degree with Emphasis in Dance
pa~smg an ex;unma.tlOn at. the University Coun- committee of at least three faculty members Science (54 credits)
seling Center s testmg office, 238 Student Health representing the fields of study related to the This option integrates a degree in dance with a
Center. program and thesis topic. Graduate School second area of specialization in a related science.
Work for the master's degree must be completed requirements are to be followed in the prepara- A bachelor's degree in dance or its equivalent is
within a period of seven years. This includes tion and defense of the thesis. Refer to "Thesis the preferred background. Graduate students
credits transferred from another institution and Guidelines and Procedures for Producing the must have completed the following course work.
the thesis or final project. Thesis Concert," available in the department of-
32 creditsfice, and the University ofOregon Style and Policy
Manual for Theses and Dissertations, available from Improvisation 1
the Graduate School. Dance composition 6
Music for dancers 3
Of the 19 elective credits, 6 credits may be taken Dance history 6
in Research (601) in another department if it re- Movement analysis 3
lates to the student's thesis. DAN electives may Dance pedagogy 4
be selected from the following: Human anatomy 3
Dance kinesiology 3
Physiology of exercise 3
Dance 283
A thesis is required for this master's degree
program. Requirements parallel the general
master's degree with thesis with two exceptions:
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
methodology
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
consultation with the coordinator of the dance
science program to meet the interests of the
student. 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 of the 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
student has
a. Corrected undergraduate deficiencies
b. Completed 12 graduate dance credits with
grades of mid-B or better
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-Bor better
Graduate SIDaentsmust achieveUncbhcliti6hal-
master's cIassiI1cahon 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
fulfill university and department requirements
3. Graduate teaching fellows (GTFs) must satis-
factorily complete 9 graduate credits each
term as specified in the signed course advising
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 a
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 may be taken passIno pass. 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. Introduc-
tory Dance Courses I do not have prerequisites or
placement criteria.
Not all courses can be offered every year. A list of
courses offered each term 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:
Ballet 1, 175: Jazz 1, 176: Tap 1, 178: International
Folk 1,179: Balkans and Eastern European, 180:
Near and Middle East, 181: North American Folk
Heritage, 184: Ballroom 1, 185: African. R twice
for maximum of 3 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: Renaissance
and Baroque, 275: Jazz II, 276: Tap II, 278: Inter-
national Folk II, 284: Ballroom II, 285: African II.
R twice for maximum of 3 credits each.
301-398 Introductory Dance Courses III (lR)
370: Modern III, 371: Advanced Contact Improvi-
sation, 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
prerequisites and meet placement CI ittl ia. Gentr if
courses are limited by faculty workload and avail-
ability. A list ofcourses offered each term is in the
current UO Schedule of Classes.
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) Fundamentals
of music with emphasis on musical style and
rhythmic structure. Stolet.
255 Dance Production I (3) Introduction to
production planning, management, lighting,
design, costuming, and publicity for the dance
concert. Practical experience in Dougherty Dance
Theatre. Craig.
256 Body Fundamentals (3) Exploration of pat-
terning in movement. Various body therapies-
Bartenieff Fundamentals, ideokinesis, and body-
mind centering-provide a framework for experi-
ential investigations. Barr.
292 Dance Laboratory: [Topic] (2R) Dance
technique in jazz, tap, character ballet, and other
idioms 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: placement
audition. R for maximum of 24 credits.
296 Ballet 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. Not offered 1998-99.
302 Dance in Asia (4) History, aesthetics,
structure, and content of selected dance forms
of India, Cambodia, Thailand, Bali, China, and
Japan. Investigates expressiveness and movement
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 alter-
nate years; not offered 1998-99.
342 Intermediate Movement Notation (3)
Theory and application of movement analysis,
including Labanotation and Labananalysis.
Investigates qualitative and spatial aspects of
movement. Prereq: DAN 341. Barr, Descutner.
Offered alternate years; not offered 1998-99.
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 in dance. Crafting of movements into
studies. Prereq: DAN 351.
355 Dance Production II (1-2R) PIN only.
Extended application of skills and procedures used
in producing a concert. Practical backstage work;
pre- and_~S::Q!1Certsessions. Prereg:DAli~-2,­
R eleven times for maximum of 24 credits.
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. Open to nonmajors.
360 Dance Kinesiology (3) Applications of
anatomical, muscular, and motor control infor-
mation to dance training and injury prevention.
Chatfield. Offered alternate years; not offered
1998-99.
392 Dance Laboratory: [Topic] (2R) Intermedi-
ate dance technique in jazz, tap, character ballet,
and other idioms when available. Prereq: audition
prior to registration. R eleven times for maximum
of 24 credits in anyone idiom.
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 with adviser's
consent.
284 School of Music
MUSIC
Anne Dhu McLucas, Dean
159 Music Building
(541) 346-3761
(541) 346-0723 fax
School of Music, 1225 University of Oregon,
Eugene OR 97403-1225
FACULTY
Barbara Myers Baird, adjunct instructor (organ,
harpsichord). B.Mus., 1971, Texas Christian;
M.Mus., Southern Methodist, 1976; D.M.A., 1988,
Oregon. (1986)
Wayne Bennett, professor (orchestra, graduate-level
instrumental conducting, clarinet); director, orches-
tral activities; conductor, University Symphony
Orchestra. B.M.E., 1968, Oklahoma State; M.M.,
1969, PhD., 1974, North Texas. (1978)
Mark Beudert, associate professor (diction, peda-
gogy, voice). B.A., 1982, Columbia; M.M., 1991,
AMus.Doc., 1994, Michigan. (1995)
Jack Boss, assistant professor (theory, composition);
summer session coordinator. B.Mus, 1979, M.Mus.,
1981, Ohio State; Ph.D., 1991, Yale. (1995)
Susan Boynton, assistant professor (music history).
B.A., 1988, M.A., 1991, Yale; Diplome, 1992,
Universite Catholique de Louvain-Ia-Neuve
(Belgium); Ph.D., 1996, Brandeis. On leave 1998-
99. (1996)
Ellen Campbell, assistant professor (horn). B.A,
1975, Luther; M.M., 1978, Michigan State. (1994)
David Captein, adjunct instructor (jazz string bass).
B.M., 1980, Western Washington. (1995)
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)
Robert Cloutier, instructor; piano technician. B.A,
West Virginia, 1988. (1997)
David Crumb, assistant professor (comrOSitiOn,
theory). B.Mus., 1985, Eastman Schoo of Music;
M.A., 1991, Ph.D., 1992, Pennsylvania. On leave
1998-99. (1997)
Michael P. Denny, adjunct instructor (guitar). B.A,
1992, City College of New York; M.A., 1995,
Oregon. (1995)
Paul F. Doerksen, assistant professor (music educa-
tion). B.M., 1983, Western Washington; M.M., 1985,
Northwestern; Ph.D., 1994, Ohio State. (1997)
CharlesDowd;-professor(fimpani,percussion, jatz----
---------smdics), COILdtlcrOI, Otegoll PercussiOl1 Eliselllble..
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 assistant professor (African
American gospel, history and voice). B.A, 1980,
Arizona State. (1983)
Francis Graffeo, adjunct instructor (opera ensemble).
B.M., 1984, Texas Tech; M.M., 1986, New England
Conservatory. (1993)
Fritz Gearhart, assistant professor (violin). B.M.,
1986, M.M. 1988, Eastman School of Music. (1998)
D. Sidney Haton, assistant professor (vocal jazz,
marching band, symphonic band); associate direc-
tor of bands; director of athletic bands. B.M.E.,
1984, M.M., 1988, South Carolina. (1995)
Robert L 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. On
leave 1998-99. (1983)
physiologic analyses. Prereq: DAN 360. Chatfield.
Offered alternate years; not offered 1998-99.
490/590 Dance Accompaniment (1-3R)
Examines technique of communication between
the dance teacher and the dance accompanist.
Prereq: DAN 252, junior standing, and two
consecutive terms of DAN 294 or instructor's
consent; coreq: DAN 491/591. Stolet. R once for
maximum of 6 credits.
491/591 Teaching Dance (1-3R) Application of
teaching theories, course planning methods,
teaching resources and techniques. Emphasis on
teaching in university situation. Prereq: junior
standing, DAN 294, DANC 271; coreq: DAN
490/590. Barr, Craig, Descutner.
492 Dance Laboratory: [Topic] (2R) Advanced
dance techniques in jazz, tap, character ballet,
and other idioms when available. Prereq: audi-
tion. R eleven times for maximum of 24 credits in
anyone idiom.
493/593 Administration of Dance in Education
(3) Organization and administration of dance
programs in colleges and universities. Prereq:
DAN 491/591 orinstructor's consent. Chatfield,
Craig. Offered 1998-99 and alternate years.
494/594 Modern Dance Laboratory (2R) Dance
technique in the modern idiom. Prereq: placement
audition. 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.
Limited by faculty workload and availability.
607 Seminar: [Topic] (1-5R) Curreht topics
inclade Choreographic Analysis and Cntlclsm,
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, experimen-
tal, and creative research in dance and allied
fields. Culminating project is a written proposal
for original research in dance.
693 Aesthetic Bases for Dance in Art and
Education (3) Theories of dance as an art form;
function of the dance in the changing social
milieu; elements of dance criticism. Prereq for
nonmajors: instructor's consent. Craig.
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 when topic
changes.
496/596 Ballet Laboratory (2R) Dance technique
in the ballet idiom. Prereq: placement audition.
R for maximum of 24 credits.
403 Thesis (1-21R)
404 Internship: [Topic] (1-4R) PIN only.
Apprenticeship under the guidance of a super-
vising teacher in areas such as teaching, arts
management, administration, and dance produc-
tion. Prereq: junior standing, instructor's consent.
R twice when topic changes for maximum of 12
credits.
405 Reading and Conference: [Topic] (1-21R)
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
include rehearsal, and performance of ballet,
ethnic, jazz, modem, and tap dance in repertory
companies, musicals, and student choreographies.
Prereq: audition for performance experiences.
409 Practicum: [Topic] (1-21R) Current topics
are Choreography, Production Design, and
Management.
410/510 Experimental Course: [Topic] (1-5R)
Current topics include Neuromuscular Concerns
of Dance, Notation Reconstruction.
411 Senior Project (3) Prereq: instructor's
consent.
452/552 Tribal Dance Cultures (3) How function,
form, movement, performers, and expressive
content of dance communicate world views of
selected tribal dance cultures. Prereq: DAN 301
or 302 or instructor's consent. Descutner. Open
to nonmajors. Not offered 1998-99.
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. Open to nonmajors. Offered
1998-99 and alternate years.
454/554 Evolution of Modern Dance (3)
Influences of leading dance artists; directions in
concert and theater forms in the 20th century;
emphasis on dance in the United States. Prereq:
DAN 251. Craig. Open to nonmajors. Offered
1998-99 and alternate years.
455/555 Group Choreography (1-3R) Problems
and special considerations of group choreography;
introduction to the communication of personally
created-movementto oUier danciis-:-I'rereq:
DAN 352 or Instructor's consent. Barr, Craig,
Descutner. R for a maximum of 6 credits.
456/556 Ballet Staging (2R) Laboratory to
include elements of solo, pas de deux, and corps
techniques. Short movement segments drawn
from standard ballet repertory. R once.
457/557 Renaissance and Baroque Dance (2R)
Advanced studio-theory course in dance styles of
the 15th through 18th centuries. Prereq: DANC
274, a 300-level DANC course, or instructor's
consent. R once. Open to nonmajors; of interest
to musicians, actors, and historians. Not offered
1998-99.
458/558 Music for Dancers (3) Survey of musical
form, style, and expressive content. The relation-
ship of instrumentation, melodic development,
tonality, and rhythmic structure to choreographic
form and style. Prereq: DAN 252 or instructor's
consent. Stolet.
460/560 Scientific Aspects of Dance (3)
Nutrition, biochemistry, anatomy, and physiology
explored from the perspective of the dancer and
dance training. Personal nutritional and
Music 285
Shelley Rich, adjunct instructor (string pedagogy,
Community Music Institute). B.M., 1991, Eastman
School of Music; M.M., 1997, Northern Arizona.
(1997)
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)
Sylvie Spengler, assistant professor; director,
Community Music Institute. B.M., 1975, M.M.,
1978, Oregon. (1993)
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)
Ann Tedards, associate professor (voice, diction,
pedagogy). AB., 1970, Sweet Briar; M.M., 1972,
North Carolina at Chapel Hill; D.M.A, 1997,
Peabody Conservatory of Music, Johns Hopkins.
(1987)
Robert Kyr, associate professor (composition, Richard Trombley, associate professor (music
theory); director, Pacific Rim Gamelan, Vanguard history, flute). B.S., 1961, Juilliard School; M.Mus.,
Concert Series, Music Today Festival. B.A, 1974, 1962, Manhattan School; D.M.A, 1977, Stanford.
Yale; postgraduate certificate, 1976, Royal College (1963)
of Music (London); M.A., 1980, Pennsylvania; Mary Lou Van Rysselberghe, senior instructor
Ph.D., 1989, Harvard. (1990) (general music-elementary and middle school,
Steven Larson, associate professor (theory, aural early childhood); coordinator, Children's Concert
skills). B.A., 1979, M.A., 1981, Oregon; Ph.D., 1987, Series. B.Mus., 1956, M.Mus., 1976, Oregon. (1977)
Michigan. (1994) Marc Vanscheeuwijck, assistant professor (music
Donald R. Latarski, adjunct instructor Gazz guitar). history, collegium). B.A., 1982, M.A., 1984, Ph.D.,
B.S., 1979, Oregon. (1984) 1995, University of Ghent. (1995)
Mark Levy, adjunct assistant professor (ethno- Milagro Vargas, associate professor (diction, peda-
musicology). B.A., 1969, Chicago; M.A., 1978, gogy, voice). B.M., 1977, Oberlin Conservatory;
Ph.D., 1985, California, Los Angeles. (1986) M.M., 1981, Eastman School of Music. (1992)
Kathryn Lucktenberg, associate professor (violin, GaryT. Versace, assistant professor Gazz piano, jazz
chamber music). B.A., 1980, Curtis Institute. (1993) studies). B.S., B.Mus., 1991, Connecticut; M.Mus.,
Gary M. Martin, professor (music education); associ- 1993, Eastman School of Music. (1993)
ate dean; director, graduate studies. B.A, 1961, Claire L. Wachter, assistant professor (piano peda-
M.A., 1963, Adams State; Ph.D., 1965, Oregon. gogy, piano). B.M., 1975, Peabody Conservatory;
(1966) M.M., 1977, D.M.A., 1993, Texas at Austin. (1991)
Gregory Mason, visiting assistant professor (piano Jeffrey Williams, associate professor (trombone,
accompaniment, chamber music, piano); faculty brass chamber music); director, Brass Choir.
accompanist; director, accompaniment and cham- B.Mus., 1965, North Texas; M.S., 1966, Illinois;
ber music. B.M., 1979, Michigan; M.M., 1983, D.M.A., 1974, North Texas. (1980)
D.M.A., 1995, Illinois at Urbana-Champaign. (1996) Carl Woideck, adjunct instructor Gazz history, rock
Sarah E. Maxwell, adjunct assistant professor (harp). music history, blues history). B.M., 1981, M.S.,
B.A., 1957, Oregon. (1980) 1989, Oregon. (1996)
Anne Dhu McLucas, professor (musicology, ethno- Ralph E. Wolfgang, instructor (music education).
musicology). B.A., 1965, Colorado; M.A., 1968, M.A., 1971, Temple; D.M.A., 1990, Oregon. (1990)
Ph.D., 1975, Harvard. (1992) Emeriti
Christine W. Mirabella, adjunct instructor (piano
pedagogy). B.A., 1965, M.M., 1968, Indiana. (1997) Doris Renshaw Allen, associate professor emerita.
J. Robert Moore, professor (oboe, saxophone, wood- B.A, 1950, Westminster; M.A, 1976, Goddard.
wind techniques). B.Mus.Ed., 1961, M.Mus., 1962, (1978)
Tulsa; D.M.A, 1980, Eastman School of Music. Exine Anderson Bailey, professor emerita. B.S., 1944,
(1975) Minnesota; M.A., 1945, professional diploma, 1951,
Randall S. Moore, professor (music education); Columbia. (1951)
director, Oregon Children's Choir. B.A, 1963, M.A, Peter Bergquist, professor emeritus. B.S., 1958,
1965, Oregon; Ph.D., 1974, Florida State. (1974) Mannes College; M.A, 1960, Ph.D., 1964, Columbia.
Julia Neufeld, adjunct instructor (gospel choir). B.M., (1964)
1979, Alabama; M.M., 1983, Juilliard School. (1995) Leslie T. Breidenthal, professor emeritus. B.S., 1948,
Stephen W. Owen, associate professor Gazz studies, M.A, 1949, Columbia; AMus.Doc., 1965, Michigan.
music theory); director, jazz studies. B.Mus.Ed., (1967)
1980, North Texas State; M.Mus., 1985, Northern David P. Doerksen, associate professor emeritus.
Colorado. (1988) B.M.E., 1956, Willamette; M.M., 1969, Southern
Steven Pologe, associate professor (cello, chamber California; D.M.A., 1972, Oregon. (1983)
music). B.Mus., 1974, Eastman School; M.Mus., John M. Gustafson, associate professor emeritus.
1978, Juilliard School. (1993) AB., 1947, Augustana; M.Mus., 1951, Michigan;
Robert D. Ponto, associate professor; director of Ph.D., 1956, Florida State. (1956)
bands. B.M.E., 1979, Wisconsin, Eau Claire; M.M., John Hamilton, professor emeritus. A.B., 1946,
1985, Michigan, Ann Arbor. (1992) California, Berkeley; M.Mus., 1956, D.M.A., 1966,
George W. Recker, associate professor (trumpet). Southern California. (1959)
Former principal trumpet, Kennedy Center Opera J. Robert Hladky, professor emeritus. B.Mus., 1950,
HotiseOtcliestm; Florida State-UniVersity, George Oklahoma State; M:Mus., performers certificate,
L------J:>ecrbodv€c,fleI?:e":-T9Moffl>:-f1I:98ffi-------------'l~~'d.Mr.bI. ec., 1959, Eastman School of Music.
(1961)
Homer T. Keller, professor emeritus. B.Mus., 1937,
M.Mus., 1938, Eastman School of Music. (1958)
Lawrence C. Maves Jr., associate professor emeritus.
B.Mus., 1954, M.Mus., 1959, Oregon; diploma,
1958, Juilliard School. (1958)
John C. McManus, professor emeritus. B.Mus.Ed.,
1943, Northwestern; M.A., 1950, Columbia. (1967)
James A Miller, professor emeritus. B.A, 1952,
Goshen; M.Mus., 1956, AMus.Doc., 1963, Michigan.
(1965)
Robert E. Nye, professor emeritus. B.Ed., 1932,
Milwaukee State Teachers; M.A, 1942, Ph.D., 1949,
Wisconsin. (1950)
Harold Owen, professor emeritus. B.Mus., 1955,
M.Mus., 1957, D.M.A., 1972, Southern California.
(1966)
Morrette L. 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 ofeach entry is the
first year on the University ofOregon faculty.
Partidpating
Leslie K. Bennett, library
ABOUT THE SCHOOL
Facilities
The School of Music is housed in a building
complex of five units that includes the 550-seat
Beall Concert Hall; separate band, choir, and
orchestra rehearsal 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). Facilities incllude 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, women composers, and
contemporary 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.
Reference service to the collection is provided in
the Music Services Department.
School of Music houses seven pipe organs, includ-
ing a nationally recognized organ by Jurgen
Ahrend of East Friesland, Germany-a concert
instrument unique in America, and other tracker
organs by Flentrop, Schlicker, and Olympic. Two
of the four harpsichords available for student use
-are French doubles-by-William-80wd~-----
Ihree computer-musIc StudlOS, maIntaIned for
qualified students, contain the most recent music
technology including programs for an array of
synthesis techniques, algorithmic composition,
MIDI sequencing and composition, and digital
recording and editing in a fully automated mixing
environment.
The university owns an extensive collection of
orchestral and band instruments and a distinctive
collection of ethnic instruments and reproductions
of early musical instruments.
The Pacific Rim Gamelan performs on the
beautiful instruments of Gamelan Suranadi Sari
Indra Putra, donated to the school in 1986 by
John and Claudia Lynn of Eugene. The ensemble
is a multicultural composing and performing
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 nation to include an
ensemble of this kind as an integral part of its
curriculum.
286 School of Music
The Edward W. Kammerer Microcomputer
Laboratory offers students the opportunity to
become familiar with a variety of music notation
and sequencing software programs. Users have
access to the Internet; E-mail; computer-assisted
instructional materials; and word-processing,
desktop-publishing, and graphics programs for
academic use, exploration, and development of
computer skills.
Concerts and Recitals
More than 200 concerts and recitals are presented
on campus throughout the year by visiting artists,
members of the School of Music faculty (Faculty
Artist Series), and advanced music students. Other
regularly scheduled concerts include performances
by internationally famous artists sponsored by the
Chamber Music Series and the World Music
Series.
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, rehearse,
and record music composed for them by mem-
bers 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 biennial 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 features jazz concerts and
workshops by nationally prominent artists and
offers opportunities for university students to
perform at these events. The Jazz Studies Program
hosts the Oregon Jazz Celebration, an annual
weekend festival that includes workshops for
middle school, high school, and college jazz
ensembles.
Since 1969 the School of Music has conducted
the annual Oregon Bach Festival during a two-
week period in late June and early July. The festi-
val, under the artistic director Helmuth Rilling,
combines an educational program in choral
music foracademic credit ",ith tl1t;off~ril1goL
some thlitypubllc concerts. While the focus is
Bach, major choral and instrumental works by
other composers are programmed regularly.
Distinguished soloists from around the world are
featured with the festival chorus and orchestra.
Honorary Societies
The honorary music fraternity, Pi Kappa Lambda,
and the professional music fraternities, Mu Phi
Epsilon and Phi Beta, maintain chapters at the
University of Oregon. There is also an active
student chapter of the Music Educators National
Conference.
Ensembles
The University Singers, University Men's Chorus,
University Women's Chorus, Chamber Choir,
Oregon Wind Ensemble, Oregon Percussion
Ensemble, Oregon Marching Band, Symphonic
Band, Oregon Basketball Band, Campus Band,
Green Garter Band, University Symphony
Orchestra, Brass Choir, Trombone Ensemble,
Jazz Guitar Ensemble, Oregon Jazz Ensemble,
Jazz Laboratory Bands, Small Jazz Ensembles,
Vocal Jazz Ensembles, University Gospel Ensemble,
University Gospel Choir, Opera Ensemble, Pacific
Rim Gamelan, East European Folk Ensemble, and
many other small chamber ensembles offer
membership and performance opportunities to
qualified students. The Collegium Musicum, a
vocal-instrumental group, provides opportunities
for the study of medieval, Renaissance, and
baroque music, using the school's collection of
reproductions of Renaissance and baroque
instruments. The repertory and activities of these
ensembles complement school courses in analy-
sis, history, and criticism.
Financial Aid
The following scholarships are available to music
students. For additional details on financial aid,
write to the dean of the music school.
Ruth Lorraine Close Musical Fellowship (about
$75,000 awarded annually to approximately fifty
students for advanced study in music, with some
awards reserved for students in harp and
composition)
Carol Nelson Corbett Scholarship
Elizabeth Waddell Newman Memorial
Scholarship
Eugene Kiwanis Foundation George P. Hopkins
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
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
Certificatioit'
Teacher certification at the University of Oregon
requires a bachelor's degree and completion of a
fifth -year teacher education program. This
intense 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
increasing amounts of time in public school set-
tings; in the third term they are full-time student
teachers. The fourth term is spent on course work
that builds on the activities and experiences of a
year's contact with public school students.
Students may obtain more information from
music-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 80
Guitar at MUP 180 and higher levels for
nonmusic majors 80
Guitar at MUP 180 and higher levels for
music majors 60
All other performance studies 60
Students must register for at least 2 credits of
performance study. The number of lessons a term
is determined in consultation with the instructor.
Typically, it is one less than the number of weeks
of instruction in the term.
Fee Exemptions
Music majors, provided the instruction is a
degree requirement as primary performance
study above the 170 level
Music majors, provided the instruction is a
degree requirement as secondary performance
study at the 170 level or above, and provided
faculty teaching loads permit
Music majors in class piano instruction, provided
it is to develop the proficiency required by the
student's degree program
Guitar students are not exempt from performance
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 50
Short-term instrument rental (per week) 5
Percussion-studies instrument fee 10
Use of electronic studio 50
Use of organs and harpsichords 10
Music-education course fee 10
A student who needs an accompanist is typically
charged a fee by the accompanist.
Performance Studies
Courses in performance studies 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
170-191,271-291,341-361,371-391,471-491,
611-631,641-661,670-691,741-761,771-791)
Fee.required unIess.waived..See£eeExemptions.
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
performance 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 instructor. Prerecital auditions are required to
evaluate the student's readiness for public perfor-
mance. After the recital a faculty evaluation is re-
quired. If approval is given, the recital is formally
acknowledged as a fulfilled degree requirement.
Enrollment in performance studies is sometimes
limited because of faculty teaching loads. Under
such circumstances, priority is given to continuing
music majors. Students who cannot be assigned a
faculty teacher can arrange performance studies
for credit at extra cost with other teachers.
Music 287
Details concerning levels, repertory, and other
matters are available upon request.
General Procedures and Policies
Students are responsible for knowing about
degree 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 bulletin. See also the Registration and
Academic Policies and Graduate School
sections.
UNDERGRADUATE STUDIES
Nonmajors
Courses
The School of Music offers a variety of opportuni-
ties for nonmajors to be involved in music
courses and performance ensembles. See course
listings for details. The following courses are
open to students who haven't had musical
instruction.
Basic Music (MUS 125)
Introduction to Music and Its Literature
(MUS 207, 208)
History of Rock Music I,Il (MUS 264, 265)
History of the Blues (MUS 270)
History of Jazz (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)
Film: Drama, Photography, Music (MUS 380)
History of Gospel Music (MUS 450)
Introduction to Ethnomusicology (MUS 451)
Musical Instruments of the World (MUS 452)
Folk Music of the Balkans (MUS 453)
Music of India (MUS 454)
Music and Gender (MUS 460)
Courses_are_occi!Sionally offeredullcler Special
Studies (MUS 199), Seminar (MUS 407), Experi-
mental Course (MUS 410).
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, Trombone
Ensemble, Tuba Euphonium Ensemble, 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
Ensemble (MUS 195,395, 695)
Orchestra (MUS 196, 396, 696)
Chorus-Chamber Choir, University Gospel
Ensemble, University Gospel Choir, University
Men's Chorus, University Women's Chorus,
University Singers (MUS 197, 397,697)
Jazz Laboratory Band III (MUJ 190, 390, 690)
Jazz Laboratory Band II (MUJ 191, 391, 691)
Oregon Jazz Ensemble (MUJ 192, 392, 692)
Small Jazz Ensemble (MUJ 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: a minor
in music and a minor in music education:
elementary education
Minor in Music
This minor in general music requires a minimum
27 credits, 15 of which must be upper division. A
minimum of 15 credits, including performance-
study and ensemble requirements, must be taken
in residence. Courses applied to the minor must
be graded C-or better.
Students choose either Option A, which does not
require a placement examination, or Option B,
which requires a placement examination. 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 Skills I (MUS 134, 135, 136) 12
Option B students 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.
Additional Requirements 16 credits
Choose from the following: History of Jazz
(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), other upper-division
courses in the areas of history, literature, or
ethnomusicology 10
Performance Studies for Music Minors
(MUP 365) (at least one term) 2--4
Performance ensembles 2--4
lffusic Electives 3 Cl edits
Minor in Music Education: Elementary
Education
The minor in music education: elementary educa-
tion requires 26 credits, 9 of which must be upper
division, in addition to the prerequisites. As a
component of this minor, students must com-
plete 23 credits of prerequisites or pass waiver
examinations. Nine credits may be transferred
from another college or university at the discre-
tion 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 (passino 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 9-10 credits
Basic Performance Studies: Voice (MUP 101) 2
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); Children's Choir (MUE
424), Music Classroom Ecology and Management
(MUE 430); technique courses or performance
studies in piano, recorder, guitar, or another
instrument; summer workshops in music educa-
tion with the consent of the minor coordinator
Music Major Programs
A detailed checklist of requirements for each
degree is available in the undergraduate office,
158 Music Building.
Bachelor's Degrees
Bachelor of Arts (B.A.) in Music
Bachelor of Science (B.S.) in Music
Bachelor of Music (B.Mus.)
Jazz Studies
Music Composition
Music Education
Music Performance
Music Theory
The bachelor of arts in music is primarily for
students 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 who are eligible for admission to the
university may apply to the School of Music for
admission as music majors. Applicants to most
music degree programs must audition or submit
an audition tape as part of the admission process.
Placement examinations are required of all first-
year music majors and transfer students. The
freshman placement-exilmination-determines-the-
appropriate plaeement for students beginning
college-level study in music theory, aural skills,
and keyboard skills. Students are placed either in
preparatory courses or in undergraduate core
courses. The transfer placement examination
determines the appropriate core courses for
students who have some college-level study in
music. Descriptions of these examinations 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
288 School of Music
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 perfor-
mance studies must enroll concurrently in a
band, chorus, or orchestra and must audition for
ensemble placement before each fall term. Stu-
dents 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, 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 audition-
ing committee (choral or instrumental)
2. Complete the Ensemble Requirement Petition
3. Return the petition to the School of Music front
desk
The petition is given to the chair of the ensemble
performance studies committee, and the student
is notified of the action taken.
Jazz studies majors may, with the approval of the
director of jazz studies, enroll in Small Jazz
Ensemble (MUJ 195, 395) or Chamber Ensemble
(MUS 194, 394) instead of large conducted
ensembles.
Keyboard students may enroll in Chamber
Ensemble (MUS 194,394) or the Collaborative
Pianist (MUS 421, 422, 423) instead of large
conducted 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.
G-enera:I·R~quire1tlents
In addItion to the general umversIty reqUIrements
for bachelor's degrees (see the Registration and
Academic Policies section of this bulletin), 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
Student Forum (MUS 170 or 370) (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 bulletin
for the academic year of their admission to the
School of Music. If there are subsequent changes
in requirements, students may choose between
the initial and the most recent set of requirements
but not a combination of the two.
Sample First-Year Program
Fall Tenn 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
Student Forum (MUS 170 or 370)
Winter Term 18 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) 4
Group-satisfying course 4
Student Forum (MUS 170 or 370)
Spring Tenn 18 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) 4
Group-satisfying course 4
Student Forum (MUS 170 or 370)
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.
Bachelor of Arts
B.AinMusic
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 (ARH 204, 205, 206)
or World Literature (ENG 107,108,109) ......... 12
Senior project: a scholarly work, extensive paper,
recital, presentation, lecture or lecture-recital, or
composition. If a recital is chosen, three terms of
performance study at the MUP 300 level are
required. Enroll in Senior Project (MUS 499);
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 (ARH 204, 205, 206)
or World Literature (ENG 107, 108,109) 12
Upper-division music literature courses or
seminars 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, extensive paper,
recital, presentation, lecture or lecture-recital, or
composition. If a recital is chosen, three terms of
performance study at the MUP 300 level are
required. Enroll in Senior Project (MUS 499);
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 three terms 3-6
Concepts of Computing: Information
Processing (CIS 120) 4
Concepts of Computing: Computers and
Computation (CIS 121) 4
Concepts of Computing: Algorithms and
Programming (CIS 122) ~ 4
Physics of Sound and Music (PHYS 152) 3
Electronic Music Techniques I,ll (MUS 443,444) 6
Advanced Electronic Composition (MUS 445) 9
Computer Music Applications (MUS 446) 3
Reading and Conference: History of Electro-
acoustic Music (MUS 405) 3
Senior project completed under faculty guidance.
Enroll in Senior Project (MUS 499); 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 ......... 15
Three terms of chamber ensemble, band, orches-
tra, orchorus(l\IDS1~4;-I95~96,197,394, .-
395, 396, 39'7) 3 6
Small Jazz Ensemble Laboratory (MUJ 180,181,
182; 280, 281, 282) 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
Jazz Theory (MUJ 270) 2
Functional Jazz Piano 01 (MUJ 271, 272) 4
Jazz Improvisation I,II (MUJ 273,274) 4
Jazz History (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 Repertoire I,II,III (MUJ 474,475,476) 6
Jazz Arranging I,Il,III (MUJ 480,481, 482) 9
Advanced Jazz Repertoire I,II,III (MUJ 477, 478,
479) or Advanced Jazz Arranging OI,III
(MUJ 483, 484, 485) 9
Electives 20
Suggested electives include studio instruction:
jazz performance studies
Senior recital: consult director of jazz studies for
details
Music 289
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
degree program in music education. Students
who want to complete the master's degree as well
as certification mustapply 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 (MUE 520),
Teaching Singing in the Classroom (MUE 542),
Jazz and Marching Methods (MUE 555) 3
Advanced methods II, choose one according to
area of emphasis: Music for Early Childhood
(MUE 528), Choral Materials for Schools
(MUE 544), String Methods (MUE 556) 3
Music in Special Education (MUE 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 (EDUC 507) 3
Seminar: Bilingual Education (ES 507) or
Bilingual and Multicultural Education
(EDUC 607) 3
Practicum: Music Education (EDUC 609),
fall term 2
Practicum: Music Education (EDUC 609),
winter term 3
Practicum: Music Education (EDUC 609),
spring term 15
Supervised Field Experience (MUE 777),
three terms, 1 credit each term 3
Electives 3
credits
Admission to the music education program
requires faculty approval at the end of the
sophomore year
B.Mus. in Music Performance
A total of at least 125 music credits (MUS, MUP,
MUE, MUJ subject codes) including electives and
required courses
B.Mus. in Music Composition
credits
Composition I,Il,II1 (MUS 240, 241, 242; 340, Performance studies: at least 36 credits
341, 342; 440, 441, 442) 27 including three terms at the MUP 400 level 36
Ensemble: at least nine terms Upper-division MUS elective credits 5
Schenkerian Analysis (MUS 430, 431, 432) 9 Ensemble: at least twelve terms
Counterpoint (MUS 433, 434, 435) 12 A total of at least 121 music credits including
Scoring for Voices and Instruments (MUS 439) .. 3 required and elective courses
One course in electronic or computer music
applications chosen from Electronic Music Junior and senior recitals: credit may be earned in
Techniques I,ll (MUS 443, 444), Advanced Reading and Conference: Recital (MUS 405);
Electronic Composition (MUS 445), Computer consult studio teacher for details
Music Applications (MUS 446) 3 Areas of specialization are bassoon, cello, clarinet,
One course in ethnomusicology chosen from classical guitar, euphonium, flute, harp, harpsi-
Music in World Cultures (MUS 358), Music of chord, horn, oboe, organ, percussion, piano,
the Americas (MUS 359), Introduction to saxophone, string bass, studio guitar, trombone,
Ethnomusicology (MUS 451), Musical Instru- trumpet, tuba, viola, violin, voice. Students may
ments of the World (MUS 452), Folk Music of also specialize in more than one wind instrument.
the Balkans (MUS 453), Music of India Consult studio teacher for details. Additional
(MUS 454), Gamelan (MUS 490) 2-4 requirements for each option follow
Proficiency in piano at the MUP 271 level or Voice Option. Proficiency in French, German,
proficiency in piano at the MUP 171 level and at Italian equivalent to completion of one year of
the 100 level in another instrument or in voice college study in each of two languages or two
Proficiency in conducting determined by the years of study in one language
composition faculty Two terms of Introduction to Lyric Diction
A total of at least 121 music credits (MUS, MUP, (MUS 155, 156). Consult adviser for details
MUE, MUJ subject codes) including electives and Keyboard Option. Six of the twelve terms of
required courses ensemble must be in Chamber Ensemble
Senior recital: a public performance of composi- (MUS 194, 394)
tions written by the student under the guidance Piano Pedagogy I,Il,III (MUE 471,472,473)
of the composition faculty Practicum (MUE 409)
Final approval of the student's recital and general Prerecital auditions must be approved at least six
qualifications by the composition faculty weeks before the proposed recital date
B.Mus. in Music Education Strings, Woodwinds, and Brass Option. In ad-
credits dition to the twelve terms of ensemble, at least
Foundations of Music Education (MUE 326) 3 three terms of Chamber Ensemble (MUS 194,
Teaching Laboratory I (MUE 386, 387, 388) 3 394) are required
Instrumental Techniques (MUE 392), Percussion Option. In addition to twelve terms
eight terms 8 of ensemble, three terms of Percussion Master
Practicum: Early Field Experience (MUE 409), Class (MUS 411) are required
three terms ; 3 B.Mus. in Music Theory
Band Methods (MUE 411) or Teaching Methods: credits
Secondary Choral and General (MUE 413) ...... 3 Performance studies: at least 18 credits including
Teaching Methods: Elementary Choral and at least three terms at the MUP 200 level or
General (MUE 412) 3 above 18
Scoring-fm Voices and Instruments_(MUS 439) .. 3_ -Advanced Keyboard Harmony (MUS 425) 2
.<I..d",anced Choral Conducting (MI1SA85) ~3'--~SrecftlteeJl1f1J.l~(e~ri-aiaffint-il~L-Fn'aHl)Y1'5*iss-{l(}I4.41,6.J~S'-'4h'i3ll;01,-,443~1~,-44~322)J.-....~~9:L-~S:iltt1JJ1Lddleenntl:Esl1mna;ay~enrur[l:0!lJJli...(c;Q0IJJn~cu!.!:rrrJ:gen[1ltt!;ly~inLttth~e:.!fi!!·fttth!::-y.y~ea'!!r~__
Advanced Instrumental Conducting (MUS 486) 3 Counterpoint (MUS 433, 434, 435) 12 certification program and the M.Mus. in music
Teaching Laboratory II (MUE 486,487,488) 3 Scoring for Voices and Instruments (MUS 439) . 3 education program. Music Classroom Ecology
Approved course in adolescent development Choose 10 credits from Composition I (MUS 240, and Management (MUE 530), Technology of
and behavior; Development (PSY 375) 241, 242), Music in World Cultures (MUS 358), Teaching Music (MUE 637), and advanced
recommended 3 Music of the Americas (MUS 359), Score Read- h d b d fulfill h
E bl I I met 0 s requirements may e use to t ensem e, at east twe ve terms 24 ing (MUS 426), Electronic Music Techniques I,ll d f h f h M .
P f d· 18 egree area 0 emp asis or t e M. us. in mUSIcer ormance stu les (MUS 443, 444), Computer Music Applications
education. Seminar: Developmental Psychology
Choral and General Option. Students whose (MUS 446), music literature courses (MUS 464- for Educators (EDUC 507) and Seminar: Bilingual
primary performance medium is piano must pass 476), Jazz Theory (MUJ 470) 10 Education (ES 507) or Seminar: Bilingual and
at least three terms at the MUP 200 level or above Demonstrated proficiency in piano at the MUP Multicultural Education (EDUC 607) may be used
and pass three terms of Intermediate Performance 271 level or three terms of piano performance at
h M P 17 I I h d f C b to complete the professional educationStudies: Voice (MUP 140). Students whose t e U 1 eve wit gra es 0 - or etter
requirements.primary performance medium is voice must pass Ensemble: at least twelve terms
at least three terms at the MUP 200 level or above Master's Degree Programs
and pass three terms of Functional Piano A total of at least 121 music credits (MUS, MUE,
(MUP 163) MUJ, MUP subject codes), including electives and Master's Degrees Offered
required courses Master of Arts (M.A.)
Instrumental Option. Students whose primary
performance medium is a band or orchestra College Composition I and III (WR 121 and 123) Music History
instrument must pass at least three terms at the strongly recommended Music Theory
MUP 300 level or above (piano, organ, recorder, Senior lecture-recital: optional Reading and Con-
harp, and guitar may not be used to meet instru- ference (MUS 405); consult adviser for details Master of Music (M.Mus.)
mental option requirements.) Final approval of the student's lecture-recital and Jazz Studies
Minimum cumulative grade point average (GPA) general qualifications Music: Conducting
of 2.50; grades of C- or better in courses listed
above; at least two terms in residence Music: Piano Pedagogy
290 School of Music
Music Composition
Music Education
Music Performance
Admission
Applicants must satisfy general university,
Graduate School, and School of Music require-
ments governing admission. See the Graduate
School section of this bulletin for information
about credits, residence, and transfer of graduate
work taken elsewhere.
Send to the Office of Admissions, 1217 University
of Oregon, Eugene OR 97403-1217, the original
copy of a Graduate Admission Application, 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
Admission 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
copies of programs from performances of
applicant's works; music education majors:
copies of programs conducted; jazz studies: a
tape demonstrating improvisation over
standard jazz repertoire, musical scores with
accompanying tape; other music majors: copies
of recent programs in which the applicant has
participated
Following are additional admission requirements
for each major or area of emphasis:
Jazz Studies
Instrumental Performance Emphasis. University
of Oregon lY.Mus. in jazz studies or equivalent;
----athallced improvisational skills wltn substantIal
study of jazz repertoire.
Composition-Arranging Emphasis. University
of Oregon B.Mus. in jazz studies or equivalent
skills; substantial portfolio of arrangements or
compositions for large and small jazz ensemble.
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): (MUP
641 level or above). Students must also have two
years' experience as a conductor and pass an
audition of conducting skills.
Wind Ensemble Conducting. Proficiency to
enter Performance Studies (Studio Instruction):
(MUP 641 level or above). Students must also
have two years' experience as a conductor and
pass an audition of conducting skills.
Music: Piano Pedagogy
Proficiency to enter Performance Studies (Studio
Instruction): Piano (MUP 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 evidence
of a senior recital or other performance of the
candidate's works. The candidate should arrange
an interview with a member of the composition
faculty, if possible, prior to the first term of
graduate study.
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
admitted 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) (MUP 681-690) in primary instru-
ment. Proficiency to enter Performance Studies
(Studio Instruction) (MUP 621-630) in two
secondary instruments.
Entrance Examinations
Students who are admitted into a master's
degree program, either conditionally or uncondi-
tionally, must take entrance examinations in
music theory and music history before their first
term of enrollment. These examinations 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) must complete
prescribed courses by the end of their second
term of enrollment. Entering students in music
education must pass a teaching-skills examination
or complete courses prescribed by the music
education committee.
Program Requirements
Detailed information about School of Music
graduate programsis-inthe Graduate Procedures
and Policies booklet, available in. thll 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 performance
instructors give priority to the University Sym-
phony 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 audition-
ing committee (choral or instrumental)
2. Complete the Ensemble Requirement Petition
3. Return the petition to the School of Music front
desk
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 Collab-
orative Pianist (MUS 521, 522, 523) instead of the
large conducted ensembles. Other students who
are enrolled in a chamber ensemble must enroll
concurrently in an assigned conducted ensemble.
Degree Requirements. A minimum of 50 percent
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 Music Services Department's
archives in Knight Library. 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
Performance studies, at least three terms
Research Methods in Music (MUS 611) 3
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 appropriate
area outside music; recommended courses are
MUS 564-576, 643, 644, 689, or additional
seminars (MUS 507, 607)
Thesis (MUS 503) 9
A total of at least 48 graduate credits
Language requirement: reading proficie~cyin a _
.- seconCllanguageTusually German), demonstrated
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
Performance studies, at least three terms
Ensemble, at least three terms
Research Methods in Music (MUS 611) 3
Schenkerian Analysis (MUS 530, 531, 532) 9
Counterpoint (MUS 533, 534, 535) 12
Advanced Aural Skills (MUS 635) 3
Group Option I. Choose one course from
History of Theory (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), Post-Tonal Theory
(MUS 529), Seminar: Music Theory (MUS 607),
Analysis of Rhythm (MUS 636), TimbralAnalysis
and Orchestral Composition I,ll (MUS 638, 639),
or a second course from Group Option I ........ 2-3
Music 291
Choose 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
Thesis (MUS 503) 9
Electives, chosen in consultation with an adviser,
to total at least 52 graduate credits
Language requirement: reading proficiency in a
second language (usually German), demonstrated
by two years of successful undergraduate study
within the seven-year limit of the program 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 Jazz Studies
Composition-Arranging Emphasis credits
Seminar: Survey of Jazz Composition (MUJ 507) .. 3
Workshop: Recording Techniques (MUS 508) 3
Computer Music Applications (MUS 546) 3
Advanced Jazz Arranging I,ItIII (MUJ 583,
584,585) 9
Reading and Conference: Jazz Composition-
Arranging Styles and Analysis (MUJ 605) 3
Research Methods in Music (MUS 611) 3
Pedagogy and Practicum: Jazz Studies
(MUE 639) 3
Jazz Program Planning and Development
(MUJ 661) 3
Music in the 20th Century (MUS 665) 3
Large Jazz Ensemble (MUJ 690 or 691 or 692),
two terms 2
Small Jazz Ensemble (MUJ 695), two terms 4
Choose at least 6 credits from Seminar: Topics in
Ethnomusicology (MUS 507), Workshop: Instru-
mental Conducting (MUS 508), Schenkerian
Analysis (MUS 530, 531, 532), Electronic Music
Techniques (MUS 543), Introduction to
Ethnomusicology (MUS 551), Folk Music of the
Balkans (MUS 553), Music of India (MUS 554),
Gamelan (MUS 590), Advanced Aural Skills
(MUS 635) 6
Electives at the 500 level or above chosen in
consultation with the adviser 6
A-totalof 54 credits including-18-in-the area of
emphasis and 18 in other music courses
Completion requirements: compositions or
arrangements of substantial dimension, com-
posed under the guidance of a member of the
jazz faculty. Public recital and recording of works
composed under the guidance of a member of
the jazz faculty and approved by the jazz studies
committee. Final oral examination with emphasis
on jazz history, literature, and pedagogy
Instrumental Performance Emphasis credits
Seminar: Survey of Jazz Improvisation
(MUJ 507) 3
Workshop: Recording Techniques (MUS 508) 3
Computer Music Applications (MUS 546) 3
Advanced Jazz Repertoire I,II,III (MUJ 577,
578,579) 9
Reading and Conference: Jazz Performance
Styles and Analysis (MUJ 605) 3
Research Methods in Music (MUS 611) 3
Pedagogy and Practicum: Jazz Studies
(MUE 639) 3
Jazz Program Planning and Development
(MUJ 661) 3
Music in the 20th Century (MUS 665) 3
Large Jazz Ensemble (MUJ 690 or 691 or 692),
three terms 3
Small Jazz Ensemble (MUJ 695), three terms 6
Choose at least 6 credits from Topics in
Ethnomusicology (MUS 507), Schenkerian
Analysis (MUS 530, 531, 532), Introduction to
Ethnomusicology (MUS 551), Folk Music of the
Balkans (MUS 553), Music of India (MUS 554),
Gamelan (MUS 590), Advanced Aural Skills
(MUS 635), Technology ofTeaching Music
(MUE 637) 6
Electives at the 500 level or above chosen in
consultation with the adviser 6
A total of 54 credits including 18 in the area of
emphasis and 18 in other music courses
Completion requirements: two full-length public
recitals, one of which demonstrates mastery of
improvisation in historically significant styles.
Each recital must have prior approval from the
jazz studies committee. Final oral examination
with emphasis on jazz history, literature, and
pedagogy
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
Two summer workshops held during the Oregon
Bach Festival. Participation at least one summer
as a conductor during the festival (special fee
assessed)
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, to complete 54 graduate credits
Completion requirements: academic year in
residence, final oral examination that includes
coverage of degree course work, juried rehearsal,
juried conducting performance, and a research
paper dealing 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, to complete 54 graduate credits
Completion requirements: academic year in
residence, final oral examination that includes
coverage of degree course work, juried rehearsal,
juried conducting performance, and research
paper 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) 3
Piano Pedagogy II: Teaching Groups (MUE 572) 2
Piano Pedagogy III: Teaching Intermediate
Levels (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: MUP 641 level
or above at least 12 credits
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-cClurseworJ(- ---------- -------
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
applications chosen from Electronic Music
Techniques I,ll (MUS 543, 544), Advanced
Electronic Composition (MUS 545), Computer
Music 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
Instruments of the World (MUS 552), Folk
Music of the Balkans (MUS 553), Music of India
(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
292 School of Music
Thesis (MUS 503): a composition of substantial
dimension, composed under the guidance of a
member of the music composition faculty,
performed and recorded on campus 9
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
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 courses related 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 to complete 51 graduate
credits
Courses as needed in expository writing
CompletiQnrequirements.Chooseone of the fol-
lowin 0 tions:
1. 9 credits in Thesis (MUS 503) and oral exami-
nation, or
2. Major project consisting of 2-4 credits in
Research (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, approved by an adviser, to total at least
48 graduate credits
Public recital: consult adviser for procedures
Completion requirements: final oral examination
with emphasis on history, literature, and peda-
gogy 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
instruments 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
Courses in music history (MUS 660---{j65) 6
Advanced Pedagogy: Voice (MUE 591) 3
Electives, approved by an adviser, to total at least
48 graduate credits
Public recital: consult adviser for procedures
Proficiency in Italian, French, German: equivalent
to completion of one year of college study in each
language or two years of study in one language
and one year of study in another
Piano Accompanying credits
Performance Studies (Studio Instruction):
Piano Accompanying (MUP 670) 9
Performance Studies (Studio Instruction): Piano
(MUP 671) 3
ChamberEnseIJ1ble (MUS 694), four terms 4
ReaCITn 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, 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
history, music performance, and music theory.
Supporting 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. Details are
available upon request from the School of Music
office.
Admission
Conditional Admission
Send to the Office of Admissions, 1217 University
of Oregon, Eugene OR 97403-1217, the original
copy of a Graduate Admission Application, 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
Admission 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
copies 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 programs
as evidence of performances of the applicant's
work
6. Graduate Record Examinations (GRE) scores
from the general test (verbal, quantitative,
analytical)
7. Supporting material related to the areas of
interest:
------
a.Prlma area in music education: two letters
of recommendation indicating three years of
successful full-time music teaching.
Supporting area in music education: two
letters of recommendation indicating two
years of successful full-time music teaching.
These letters are in addition to the recom-
mendations 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 that qualifies for
admission to 700-level performance courses;
a list of repertoire and copies of recent
programs
8. Any other materials the applicant believes are
of interest to the School of Music graduate
admissions committee
Music 293
Entrance Examinations
Students who are admitted into a doctoral or
predoctoral program must take entrance exami-
nations in musicianship and music history before
or early in the first term of enrollment. These
examinations are given before or during the first
week of classes each term. Students who do not
pass the examinations (or portions thereof) must
complete prescribed courses by the end of their
second term of enrollment.
Unconditional Admission
Unconditional admission is accomplished by
appearing 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 and
courses required for primary and supporting
areas , 9
Ph.D. candidates must demonstrate proficiency
in two second languages, usually chosen from
French, German, and Italian
D.M.A. candidates must demonstrate proficiency
in a second language, usuallyFrencn, Gennan, or
Itahan. Students Wlth a pnmary or supportmg
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
Ensemble Requirement. After conditional
admission, students with a primary or supporting
area in piano performance must enroll in three
terms of The Collaborative Pianist (MUS 521,
522,523). Students with a primary or supporting
area in voice, wind, string, or percussion perfor-
mance must enroll in three consecutive terms of
band, chorus, or orchestra, and they must audi-
tion for ensemble placement before each fall term.
In making assignments a faculty auditioning
committee and the performance instructors give
priority to the University Symphony Orchestra,
University Singers, and 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 audition-
ing committee (choral or instrumental)
2. Complete the Ensemble Requirement Petition
3. Return the petition to the School of Music front
desk
The petition is given to the chair of the ensemble
performance studies committee, and the student
is notified of the action taken.
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
requirement and the choice of supporting area.
Ph.D. candidates choose ethnomusicology, music
education research, music history, or music
theory for the supporting area. D.M.A. candidates
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,II (MUS 543, 544), Advanced
Electronic Composition (MUS 545), Computer
Music Applications (MUS 546) 3
One course in ethnomusicology chosen from
Music in World Cultures (MUS 358), Music of
the Americas (MUS 359), Introduction to Ethno-
musicology (MUS 551), Musical Instruments of
the World (MUS 552), Folk Music of the Balkans
(MUS 553), Music ofIn.dia\Mm'~54), 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
Performance and recording of the dissertation
Supporting Area credits
Composers' Forum (MUS 538), three terms ....... 9
Courses in composition, in analySiS, or in
pedagogy of theory or composition, chosen in
consultation 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 requirements are the same for the
D.M.A and the Ph.D. degrees.
Primary Area 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 for D.M.A. credits
Statistical methods, one term 3
Research Methods in Music (MUS 613) 3
Additional graduate MUE courses 9
Performance studies, three terms
Supporting Area for Ph.D
At least 21 credits, chosen in consultation with
adviser, in research methodology and in courses
that provide a theoretical foundation for the
dissertation research
Music History
Primary Area credits
Dissertation (MUS 603) 18
Notation of Medieval and Renaissance Music
(MUS 643, 644) 6
Perfonnance Practices before 1800 (MUS 689) 3
Collegium Musicum (MUS 691), three terms 3
In addition to specifically required courses,
students choose six graduate-level courses in
music 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
University 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)
MtlsicPe-rformance ----------
Prtmary Area credIts
Public lecture with accompanying document, typi-
cally related to some aspect of the student's degree
recitals, or Dissertation (MUS 603) 6 or 18
Seminar: Thesis Organization (MUE 607) 1-2
Performance Studies (Studio Instruction)
(MUP 771-791), 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
D.M.A. students may write a dissertation or com-
plete a lecture-document
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
recital
Music Theory
Primary Area credits
Choose at least three of the following:
Advanced Keyboard Harmony (MUS 525),
294 School of Music
One public choral conducting performance
(faculty approval required)
Diction proficiency in French, German, Italian,
and Latin: may be demonstrated by successful
completion of Lyric Diction (MUS 555, 556) or by
examination
Comprehensive examination in choral conduct-
ing
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
adviser
A juried rehearsal and a juried conducting perfor-
mance 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 ConductingLaboratory
(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 perfor-
mance in addition to those required at master's
level
Ethnomusicology
Supporting Area credits
Music in World Cultures (MUS 358) or
equivalent 4
Introduction to Ethnomusicology (MUS 551) 4
Pedagogy and Practicum: Ethnomusicology
(MUE 639) 3
Courses chosen from the following: Music of the
Americas (MUS 359), Seminar (MUS 507) in
ethnomusicology, Musical Instruments of the
World (MUS 552), Folk Music of the Balkans
(MUS 553), Music of Inclia (MUS 554), Music
and Gender (MUS 560), Gamelan (MUS 590),
Reading and Conference (MUS 605), East Euro-
pean Folk Ensemble (MUS 690), courses outside
the School of Music, e.g., anthropology, folklore,
dance, chosen in consultation with adviser .... 16
A total of 27 credits, 23 of which must be in music
courses
Jazz Studies
Supporting Area
Jazz Performance Emphasis credits
Survey ofJazz Improvisation (MUJ 551) 3
Jazz Pedagogy (MUJ 560) 3
Jazz Repertoire UI,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 (MDJ 550) 3
Jazz Pedagogy (MUJ 560) 3
Jazz hranging UI,III (MDJ 588, 581, 582) 9
Jazz Program Planning and Development
(MUJ 661) 3
Juried recital of compositions and arrangements
Computer Music
Supporting Area credits
Electronic Music Techniques I,Il (MUS 543,544) ... 6
Advanced Electronic Composition (MUS 545),
three terms 9
Computer Music Applications (MUS 546) 3
Reading and Conference: History of Electro-
acoustic Music, Lecture Recital of Original
Computer Music (MUS 605) 6
Exit examination that covers knowledge of syn-
thesis techniques, digital audio, music software,
electroacoustic music literature and history, and
MIDI
Program Requirements
Comprehensive Examinations
Written and oral comprehensive examinations
in the primary and supporting areas are taken
before advancement to candidacy but after
meeting the following conditions:
1. Classification as a graduate doctoral student
2. Completion of all course work in the examina-
tion area
3. Approval of dissertation proposal by disserta-
tion advisory committee
4. Approval from adviser
5. 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 dur-
ing doctoral study and performed and recorded
on the university campus. For candidates whose
primary area is performance, the dissertation
consists of three required public performances
and a written dissertation focusing on some
aspect of the performance medium.
Time Limit
Doctoral students have seven years from the
beginning of their first year in residence to
complete the degree. All course work, the compre-
hensive examinations, any required recitals, and
the clissertation 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
primary area. Members of the clissertation
advisory committee typically conduct the final
- examination;--their-appointment-i~subject-to-----­
approval by the dean of the Graduate School.
COURSES OFFERED
The School of Music curriculum is clivided into
four general categories, each designated by a
different subject code:
MUS: music courses and ensembles
MUJ: jazz stuclies
MUE: music education
MUP: performance stuclies
MUSIC COURSES (MUS)
125 Basic Music (3) Elementary study of terms
and notational symbols; designed for students
with no background in musical notation. Frazier.
Nonmajors or premajors only.
126 Rudiments of Music Theory (3) Rudimentary
study of terms and notational symbols; designed
to develop elementary competence in performing
from notation and in notating musical ideas.
Prereq: instructor's consent or placement exami-
nation. Campbell. For music majors and minors
who need preparation to enter MUS 131.
Music 295
127 Rudiments of Aural Skills (3) Rudimentary
study of sight singing, dictation, and related
skills. Prereq: placement examination. 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
acquisition of descriptive, notational, composi-
tional, and analytical capacity. Sequence. Prereq:
placement examination; coreq for 131: MUS 134,
137, and laboratory. Hurwitz. Primarily for
majors 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 for 134: MUS 131, 137, and
laboratory. Larson. 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 for 137: MUS 131, 134.
Hurwitz. Primarily for majors and minors.
155,156 Introduction to Lyric Diction (2,2)
Introduction to pronunciation of standard lan-
guages for students pursuing careers related to
singing. The International Phonetic Alphabet is
applied to the texts of simple repertoire. 155:
English, Italian, Spanish. 156: German, French.
Sequence. Coreq: Performance Studies: Voice at
the level of MUP 174 or above, or instructor's
consent. Tedards.
167 On the Nature of Music (2) Introduction
to styles, concepts, and frameworks for music
creation 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.
170 Student Forum (0.5R) PIN only. Concerts,
lectures, and other music-related events in the
Student Forum Series at the School of Music.
R five times for maximum of 3 credits.
190 East European Folk Ensemble (2R)
Performanc€-ensembl€-in-whichparticipants
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
baroque periods through rehearsals and
extensive sight-reading; vocal and instrumental
repertoire. Ensemble fee. Prereq: audition,
instructor's consent. Vanscheeuwijck.
194 Chamber Ensemble: [Topic] (lR) Study of
music through small-group rehearsal. For string
and wind instrument players, percussionists, key-
board players, and singers. Prereq: audition,
instructor's consent. Mason.
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. Haton, Ponto.
196 Orchestra (2R) University Symphony
Orchestra. Ensemble fee. Prereq: audition,
instructor's consent. W. Bennett.
197 Chorus: [Topic] (2R) University Singers,
Chamber Choir, University Men's Chorus,
University Women's Chorus, University Gospel
Ensemble, University Gospel Choir. Ensemble
fee. Prereq: audition, instructor's consent for all
except University Men's Chorus. Beudert, Clark,
Gainer, Neufeld.
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
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.
Boynton, Vanscheeuwijck. 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. Larson.
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. Hurwitz.
Primarily for majors and minors.
237,238,239 Keyboard Skills II (1,1,1) Continu-
ation of MUS 137, 138, 139. Sequence. Prereq:
MUS 139 or equivalent proficiency. Primarily for
majors and minors.
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.
Crumb.
264,265 History of Rock Music I,ll (4,4) Evolu-
tion of rock emphasizing musical style and social
context. 264: roots of rock through the British
Invasion. 265: psychedelic rock to early rap
music. Sequence. Woideck.
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; prereq for nonmajors:
instructor's consent. Boynton, Vanscheeuwijck.
Primarily for majors.
270 H1storyoftheBlues (4) Traces blues music
from its African and rican American roots
through its 20th-century history and its influence
on the values of jazz, rhythm and blues, and
country music. Woideck.
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
analyzing melody, harmony, rhythm, and form
in music from various periods and cultures.
Sequence. Prereq: MUS 233, 236, 269 or equiva-
lent proficiency. Boss, 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 consent.
Boss.
351 The Music of Bach and Handel (3) Compo-
sitions by Bach and Handel such as organ
chorales, cantatas, oratorios, operas, and masses;
cultural context in Germany, France, Italy, and
England for the development of their styles.
Primarily 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) Introduces several
operatic masterpieces including works by
Mozart, Wagner, and Verdi. Smith. 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 Bartok, Copland, Schoenberg,
Stravinsky, 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.
370 Student Forum (O.5R) P IN only. See
MUS 170.
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~onsent,_audilio~Gr~ _
399 Special StudillS: [Topic] (1 5R)
401 Research: [Topic] (1-21R) Prereq: instruc-
tor's consent.
403 Thesis (1-21R) Prereq: instructor's consent.
405 Reading and Conference: [Topic] (l-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] (1-2lR) Various
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.
409 Supervised Tutoring (1-2lR)
410/510 Experimental Course: [Topic] (1-5R)
296 School of Music
411/511 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. R once with
instructor's consent for maximum of 6 credits.
421/521, 422/522,423/523 The Collaborative'
Pianist (2,2,2R) Comprehensive study of
techniques and literature for artistic ensemble
performance by pianists. Includes chamber music,
art song, opera arias, accompaniment, sight-
reading, and orchestral reduction skills. Sequence.
Prereq: MUP 271 or above, or instructor's
consent. Mason. R once each, with instructor's
consent, for maximum of 4 credits per course.
425/525 Advanced Keyboard Harmony (2)
Realization of figured bass reflecting baroque
performance practice; development of modula-
tion techniques and related skills, C clef reading,
vocal 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
ensembles 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 instruc-
tor's consent. Boss.
430/530,431/531,432/532 Schenkerian Analysis
(3,3,3) Analytical techniques, developed by
Heinrich-SchenkllI', studied through applieation-
. .
Prereq: MUS 326. Boss, Larson. Offered alternate
years; not offered 1998-99.
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;435/535:1750-1950.
Sequence. Prereq: MUS 233,236 or instructor's
consent. H. Owen.
438/538 Composers' Forum (3R) Composition
and discussion of works for performance by
professional and student performers, study of
20th-century compositional techniques. Prereq:
instructor's consent. Crumb, Kyr. R twenty-four
times for maximum of 75 credits.
439/539 Scoring for Voices and Instruments (3)
Techniques of arranging and scoring for various
types of choral and instrumental groups. Prereq:
MUS 233, 236.
440/540,441/541,442/542 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 electroacoustic 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 electroacoustic music
including digital and direct-to-disk recording,
digital signal processing, FM synthesis, and
compositional techniques. Laboratory fee. Prereq:
instructor's consent. Stolet.
445/545 Advanced Electronic Composition
(3R) Advanced topics of sound synthesis, digital
signal processing, and electroacoustic composi-
tional techniques. Laboratory fee. Prereq: instruc-
tor's consent. Stolet. R twenty-four times for
maximum of 75 credits.
446/546 Computer Music Applications: [fopic]
(3R) Use of computers for music notation, educa-
tion' analysis, performance, research, and other
applications. Prereq: instructor's consent. R three
times when topic changes for maximum of 12
credits.
450/550 History of Gospel Music (4) Graded
only. Study of black-American sacred music from
early spirituals to today's contemporary gospel
sound. Emphasis on origins, development, and
style of gospel music. Gainer.
451/551 Introduction to Ethnomusicology (4)
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 (4)
Examines instruments of the world in their cul-
tural contexts. Covers cross-cultural issues and
focuses on particular geographic areas. Includes
films, recordings, live demonstrations. Levy.
453/553 Folk Music of the Balkans (4) 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 (4) Introduction to the
classical music traditions of North and South
India. Discussion of dance, rural folk music, and
popular film music. Levy.
455/555, 456/556 Lyric Diction (3,3) Analysis
an ranscnptIon 0 song and opera texts with
emphasis on the singer's approach to perfor-
mance. Prereq: MUS 156 or instructor's consent.
Tedards. Offered 1998-99 and alternate years.
460/560 Music and Gender (4) Examines the
role of gender in shaping the music that is
created, performed, taught, and listened to in
representative cultures of the world, including
the West. Boynton.
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; emphasis on
style as it affects performance. Prereq: MUS 269
or equivalent. Kramer, Steinhardt.
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 Germany
and France; 20th-century British, American, and
Continental song literature; development of
bases for artistic performance and sound critical
judgment through study of text, voice, and
accompaniment. Prereq: MUS 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, symphony,
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
operas forming the standard international
repertoire. 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
century to the present. Baird.
485/585 Advanced Choral Conducting (3)
Refinement of choral conducting techniques;
study of musical scores from contemporary and
earlier periods with emphasis on analysis, inter-
pretation, and rehearsal procedures. Administra-
tive 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
ensemble. Performance of original compositions
and traditional music for gamelan. Three public
performances a year. Kyr. R with instructor's
consent. Limited to twelve performers.
499 Senior Project (3R) PIN only. Projects in
music history, analysis, theory, composition, or
related disciplines designed by the student in
consultation with the instructor. Prereq: instruc-
tor's consent. R twice for maximum of 9 credits.
Thesis, Research, Dissertation, and Reading and
Conference are available during summer sessions
with adviser's consent.
503 Thesis (1-16R) PIN only. Prereq: instructor'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)·F/N only.Frereq:--------
instrnctor's cons@nt.
605 Reading and Conference: [fopicl (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: [fopic] (1-5R) Studies of various
topics at an advanced level offered periodically
according to student and faculty interest and
availability.
608 Workshop: [fopic] (1-16R)
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. 1. Bennett, Hurwitz, R. Moore.
Music 297
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 maximum
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 alternate years; not
offered 1998-99.
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 1998-99 and
alternate years.
637 History of Theory (3) Examination and
evaluation of theories of harmony and musical
structure from the baroque era to the present
including the works of Zarlino, Rameau, Tartini,
Riemann, Hindemith. Hurwitz. Offered alternate
years; not offered 1998-99.
638, 639 Timbral Analysis and Orchestral
Composition I,ll (3,3) Methods of timbral
(sound-color) analysis pertaining to orchestration
and composition from the baroque era to the
present. Sequence. Prereq: instructor's consent.
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.
643, 644 Notation of Medieval and Renais-
sance Music (3,3) Representative examples of
notational systems and practices in Western
European polyphony from 900 to 1600. Bergquist.
Offered 1998-99 and alternate years.
660 Music in the Middle Ages (3) Sources of
Western European music in classical antiquity
and the Near East; sacred monophony, secular
monophony;developmentofpolyphony.
1998-99.
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.
Vanscheeuwijck. Offered 1998-99 and alternate
years.
662 Music in the Baroque Era (3) From the
Florentine Camerata through the rococo; the
monody, opera, oratorio, cantata, sonata,
concerto, suite, and fugue; national styles;
performance practices; representative works with
emphasis on J. S. Bach. Trombley. Offered 1998-
99 and alternate years.
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
alternate years; not offered 1998-99.
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 1998-
99 and alternate years.
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 alternate years; not offered 1998-99.
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-centuryperfor-
mance practices; investigation of primary sources;
comparative study of recorded examples; prepara-
tion of a performing edition, class demonstrations.
Trombley. Offered alternate years; not offered
1998-99.
690 East European Folk Ensemble (2R)
See MUS 190. R twice for maximum of 6 credits.
691 Collegium Musicum (lR) See MUS 191.
694 Chamber Ensemble: [fopic] (lR) See MUS 194.
695 Band: [Topic] (1-2R) 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)
180,181,182 Small Jazz Ensemble Laboratory
(l,l,lR) Drills and practical application of scales,
chords, harmonic progressions, rhythmic patterns,
and approach-note groups for development of
skills in small jazz ensembles. Coreq: MUJ 195,
instructor's consent. R twice for maximum of
3 credits each.
190 Jazz Laboratory Band III (lR) Large
ensembles 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
ensembles performing repertoire associated with
the jazz idiom. Performances on campus, in the
community, and at jazz festivals. S. Owen.
1920fegonJazzE~semble(~":'2R)La;ge
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
section. Explores a wide variety of styles in the
jazz idiom. Prereq: audition. Haton.
270 Jazz Theory (2) Introduction to jazz harmony:
chord symbols, chord voicing practices, analysis,
reharmonization practices, scale choices for
improvisation, creation of bass lines. Prereq: MUS
133,136,139; or instructor's consent. S. Owen.
271, 272 Functional Jazz Piano I,ll (2,2) Perfor-
mance of one- and two-handed comping style
including common voice-leading practices,
scales, and harmonic formulas. Reading from
chord symbols and lead sheets. Sequence.
Prereq: MUJ 270 or instructor's consent. Versace.
273, 274 Jazz Improvisation I,ll (2,2) Task-
oriented performance of selected standard jazz
repertoire. 273: chord and scale study, solo tran-
scription, analysis, pattern practice, simple com-
positional forms. 274: chord alteration, chord
substitution, reharmonization and chromaticism.
Prereq: MU] 270, pre- or coreq: MUJ 271 S. Owen.
280,281,282 Small Jazz Ensemble Laboratory
(l,l,lR) Drills and practical application of scales,
chords, harmonic progressions, rhythmic patterns,
and approach-note groups for development of
skills in small jazz ensembles. Sequence. Coreq:
MUJ 195, instructor's consent. R twice for maxi-
mum of 3 credits each.
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
fusion; major jazz performers; sociological back-
grounds of jazz. Prereq: sophomore standing or
higher. Woideck.
390 Jazz Laboratory Band III (lR) See MUJ 190.
391 Jazz Laboratory Band II (lR) See MUJ 191.
392 Oregon Jazz Ensemble (1-2R) See MUJ 192.
395 Small Jazz Ensemble: [Topic] (1-2R) See
MUJ 195.
397 Oregon Vocal Jazz (2R) See MUJ 197.
405 Reading and Conference: [Topic] (l-4R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-21R)
450/550 Survey of Jazz Composition (3) Jazz
composition from 1900 to the present. The evolu-
tion of jazz composition and arranging through
the study of major jazz stylistic periods. S. Owen.
Offered 1998-99 and alternate years.
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
1998-99 and alternate years.
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
performing literature, and educational materials.
Prereq: MU] 470/570,471/571. S. Owen.
474/574,475/575,476/576 Jazz Repertoire 1,I1,1II
(2;2;2)StudyoftraditionaI-jazzliteratureo through---
. . .
developing the ability to categorize songs by ear
through the recognition of common chord pro-
gressions and modulations. Sequence. Prereq:
MUJ 274 or instructor's consent. S. Owen.
477/577,478/578,479/579 Advanced Jazz
Repertoire 1,I1,1II (3,3,3) Development of
professional performance skills in improvisation
through study of traditional and contemporary
jazz repertoire. Sequence. Prereq: MUJ 476/576 or
instructor's consent. Versace.
480/580,481/581,482/582 Jazz Arranging 1,I1,1II
(3,3,3) Study of use of common arranging skills:
reharmonization, instrumentation, block harmo-
nization, tutti scoring techniques, five-part den-
sity. Sequence. Prereq: MUJ 272 or instructor's
consent. Versace.
483/583,484/584,485/585 Advanced Jazz
Arranging 1,I1,1II (3,3,3) Composition, arranging,
and performance of works for large and chamber
jazz ensembles. Preparation of works for senior
and graduate degree recitals. Sequence. Prereq:
MUJ 482/582 or instructor's consent. S. Owen.
298 School of Music
503 Thesis (1-16R) PIN only. Prereq: instructor's
consent.
605 Reading and Conference: [fopic] (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 (lR) See MUJ 190.
691 Jazz Laboratory Band II (lR) See MUJ 191.
692 Oregon Jazz Ensemble (1-2R) See MUJ 192.
695 Small Jazz Ensemble: [Topic] (1-2R) See
MUJ195.
697 Oregon Vocal Jazz (2R) See MUJ 197.
MUSIC EDUCATION COURSES
(MUE)
199 Special Studies: [Topicl (1-5R)
326 Foundations of Music Education (3) Social,
philosophical, historical, and curricular founda-
tions of music education; justification for includ-
ing music in the public school curriculum; profes-
sional, ethical, and social aspects of teaching.
Extra fee.
386,387,388 Teaching Laboratory I (1,1,1)
Graded only. Practical experiences in teaching
using microteaching techniques and music
education methods in a laboratory setting. Clark,
Van Rysselberghe.
391 Voice Pedagogy (lR) Vocal techniques for
chorus, studio, and class instruction. Methods
and materials for adolescent and mature soloists.
Vargas.
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, trom-
bone, horn, violin and viola, cello, recorder,
guitar, and classroom instruments. Instrument
rental fee. Prereq: instructor's consent. Primarily
for music education majors.
401 Research: [Topic] (1-21R) Prereq:
instructor's consent.
403 Thesis (1-21R) Prereq: instructor's consent.
405 Reading and-Conference: [Topic]-(-l-4R)-
Individual shld)' 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] (1-2lR)
407/507 Seminar: [fopic] (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: [fopic] (1-21R) Various
topics at a level above that available in the stan-
dard curriculum. Prereq: instructor's consent.
409 Practicum: [Topic] (l-4R) Practical experi-
ence in guiding learning activities. Prereq:
instructor's consent.
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
materials; planning and teaching lessons for
analysis and criticism. Instrumental technique
classes recommended. P. 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
lessons 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.
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
approaches in teaching general music that were
developed by composers Orff and Kodaly.
Readings and laboratory experimentation on
performance skills. R. Moore.
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,
rehearsals. R. Moore.
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: Secondary
(3) Objectives, procedures, instructional materi-
als, and evaluation of music programs for the
general student in both junior and senior high
schools.
428/528 Music for Early Childhood (3R) Musical
characteristics and abilities of preschool children.
Suitable materials and musical experiences;
techniques involving parents and children in a
laboratory setting. Laboratory fee. 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, physically,-
an d emotionally disabled as well as gifted !earn
ers. R. Moore.
430/530 Music Classroom Ecology and Manage-
ment (3) Exploration of the sociolinguistic factors
of race, gender, and cultural diversity of teacher-
student interaction; techniques for maintaining
an ecological environment conducive to learning
music in the classroom. Van Rysselberghe.
442/542 Teaching Singing in the Classroom (3)
Methods for teaching singing in the classroom
with emphasis on addressing the special needs of
the adolescent voice and the changing voice.
444/544 Choral Materials for Schools (3)
Repertoire for choral groups in secondary
schools; choral music from early historical
periods to the avant-garde; criteria for selection
of choral music; instructional program and
concert planning. Clark.
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) Teach-
ing methods for jazz ensembles and marching
bands in secondary schools. Haton, S. Owen.
456/556 String Methods (3) Teaching methods
for the beginning string class in elementary and
middle schools. Development of technique
sequences for string groups in secondary schools.
471/571 Piano Pedagogy I: Teaching Beginners
(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
Intermediate Levels (2) Study of repertoire,
technique, and teaching methods appropriate for
intermediate-level piano students. Individual and
master-class teaching experience. Prereq:
MOE 472/572; coreq: MUE 409 or 609. Wachter.
486,487,488 Teaching Laboratory II (1,1,1)
Graded only. See MOE 386, 387, 388.
P. Doerksen.
491/591 Advanced Pedagogy: [Topic] (3R)
Sections in piano and other topics. R twice in
different sections for maximum of 9 credits.
492/592 Advanced Instrumental Techniques:
[Topic] (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: [fopic] (1-16R) PIN only. Prereq:
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, instructor's consent.
-00'6 FreTa Studies: [Topic] (1-16R)
607 Seminar: [fopicl (1-5R) Recent topics are
Field Experience, Thesis Organization.
608 Workshop: [Topic] (1-16R)
609 Practicum: [fopic] (l-4R) Professionally
related experience, on campus or elsewhere,
supervised 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 planning, instructor's consent.
610 Experimental Course: [Topic] (1-5R)
614 Resources in Music Education (3) Develop-
ment of bibliographic and writing skills necessary
for scholarly research-problem specification,
locating and reviewing research literature, and
preparation of reports for presentation and
publication. P. Doerksen.
632 Music in School and Society (3) Musical
experiences and responses in contemporary
society; standards for musical quality. Elementary
and secondary school music programs, past and
present, and their relationships to the communi-
ties they serve. R. Moore, Van Rysselberghe.
Music 299
636 Administration of School Music (3) Not
offered 1998-99.
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.
P. Doerksen.
638 Curricular Strategies in Music Education
(3) Procedures for developing music courses for
today's schools; determination of goals, content,
instructional materials, and evaluative criteria;
exploration of significant curriculum development
projects in music education.
639 Pedagogy and Practicum: [Topic] (3R)
Teaching strategies and practical application.
Topics include composition, conducting, ethno-
musicology, 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. P. Doerksen, Van
Rysselberghe. R twice for maximum of 3 credits.
PERFORMANCE STUDIES
COURSES (MUP)
There is an extra fee for nonmajors enrolled in
MUP 171-791. Unless it is a degree requirement,
majors taking more than one performance studies
course pay an extra fee.
MUP 140-791 coreq for majors: enroll in major
ensemble
Percussion studies (MUP 161, 191,291, 361, 391,
491, 631, 661, 691, 761, 791) coreq: MUS
4111511, enroll in major ensemble
100-105 Basic Performance Studies: [Topic] (2R)
PIN only. Classroom instrumental instruction.
100:Piano, 101:Voice, 102: Strings, 103: Woodc
I : / : ere s .
Prereq: instructor's consent, audition for MUP
102-105. R twice for maximum of 6 credits.
108 Basic Performance Studies: Jazz Guitar
(Studio Instruction) (2R) PIN only. Beginning-
level group instruction in music reading, chord-
ing techniques, improvisation, scales, and simple
theory. Listening is an important part of the
course. Extra fee. Latarski. 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
Guitar (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.
Requires 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 tram-
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: Bassoon, 156: Trumpet, 157: French Hom,
158: Trombone, 159: Euphonium, 160: Tuba,
161: Percussion. 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: Saxo-
phone, 185: Bassoon, 186: Trumpet, 187: French
Horn, 188: Trombone, 189: Euphonium,
190: Tuba, 191: Percussion. Prereq: audition,
instructor's consent.
199 Special Studies: [Topic] (1-5R) Recent topics
include Blues Guitar, Keyboard Sight-Reading,
Jazz Drumset, Saxophone, Songwriting, Tabla.
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 demon-
strateproficieIlg equivalent to completion of
Hfdlevel.
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. Not offered 1998-99.
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: Eupho-
nium, 390: Tuba, 391: Percussion. Prereq: jury
audition, instructor's consent, proficiency equiva-
lent 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 demon-
strate proficiency equivalent to completion of
MUP 371-391.
611--631 Performance Studies (Studio
Instruction): [Topic] (2R) 611: Piano, 612: Harp-
sichord, 613: Organ, 614: Voice, 615: Violin,
616: Viola, 617: Cello, 618: Bass, 619: Harp,
621: Flute, 622: Oboe, 623: Clarinet, 624: Saxo-
phone, 625: Bassoon, 626: Trumpet, 627: French
Horn, 628: Trombone, 629: Euphonium,
630: Tuba, 631: Percussion. Prereq: instructor's
consent, jury audition in primary performance
medium to demonstrate 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: Eupho-
nium, 660: Tuba, 661: Percussion. Prereq:
instructor's consent, jury audition to demonstrate
proficiency at completion of MUP 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: Eupho-
nium, 690: Tuba, 691: Percussion. Prereq:
instructor's consent, jury audition to demonstrate
proficiency at completion ofMUP 471-491.
741=761-Performance-Studies(Studio----
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: Eupho-
nium, 760: Tuba, 761: Percussion. Prereq:
instructor's consent, jury audition to demonstrate
proficiency at completion of MUP ?71-:-691,
sufficient talent and experience to JUStify under-
taking 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: Eupho-
nium, 790: Tuba, 791: Percussion. Prereq:
instructor's consent, jury audition to demonstrate
proficiency at completion of MUP 671-691,
sufficient talent and experience to justify under-
taking performance as a primary area.
300
COMPUTING
CAPITAL CENTER
of statistical packages, programming software to troubleshooting and
languages, utilities, and other soft- diagnosing network problems
Joanne R. Hugi, Director ware, including • detection of data and network
University Computing
• text editors for UNIX and VMS security breaches and deployment
250 Computing Center (pico, vi, emacs, EVE) of appropriate protection systems
(541) 346-4403 • XWindow software (ileaf, • user's guides, handouts, reference(541) 346-4397 fax Netscape, knews, and CorelDraw) cards, and other documentation,University Computing,
1212 University of Oregon, • electronic mail (pine, MAIL) and including a biquarterly newsletter
Eugene OR 97403-1212 other network software (ftp, teinet) • a documents library of vendor
http://cc.uoregon.edu • graphical and text-oriented web manuals, local documentation,
U · . C h browsers (Netscape, lynx) for all and computing-related periodicalsmverslty omputing supports t e
f computing platforms and textbookscomputing needs 0 the university
through the creation and mainte- • USENET News readers (trn, tin, • microcomputer and electronics
nance of state-of-the-art computing NEWSRDR) maintenance and upgrade services
and networking environments. Staff • popular programming languages • a Computing Center web site
members administer computing and libraries (FORTRAN, Pascal, • data entry and test scoring
hardware and software, provide a C h h
++, C, t e IMSL mat ematics • limited contract programmingvariety of user services, and conduct and statistics subroutine library)
research in advanced technologies, Advanced Technologies. Staff
all in support of instruction, re- • statistics packages for UNIX and members of the Advanced Network
search, and administration. VMS systems (sas, spss, bmpd, Technology Center, who engage in
H d C h d Minitab, rats, Splus, eqs, SCA) research, enoineering, and develop-ar ware. omputing ar ware O'
includes central hosts, computer • other special-purpose applications ment of next-generation Internet
(503) 725-2213 laboratories, the campus network, programs and packages, including technologies, work with
18640 NWWalker Road, Suite remote access modems, and outside LISREL (linear structural equation • asynchronous transfer mode
1007, Beaverton OR 97006-8927 networks. Central hosts include modeling), maple (symbolic math- (ATM) technology
ematics), rasmol (three-dimensional
The CAPITAL Center, developed by • DARKWING, a Sun/UNIX com- molecular modeling), and radiance • global Internet routing systems
the Oregon University System, puter, and Alpha, a cluster of (ray shading) • integrated services (Internet)
houses a variety of technical and DEc/UNIX computers, all targeted
business pr~~aJ11s_thatsetye the J~oJnpute-intensiveacademic Service~University Computing's • lTIUlticasLhackhondMBDNE) ---
Portland community. These include _----'a"lP2jp21lliic:lla.titi.ao1ln.s.s ---'!'su~pljp~o"_'r"'_tE.se<::!I'Vl~·c~e~s1!inC!'c,Jlu!!d"'e"---- t1Se;J,clJhlJnll.lo"'104gy~------------
the Applied Information Manage- • GLADSTONE, a SunlUNIX • the Help Desk, which provides • IPv6 (advanced Internet protocol)
ment (AIM) Program, the Oregon system that provides university computing accounts and general • Internet 2 (higher education's new
Executive M.B.A. Program, and the students with access to electronic guidance to drop-in users network application initiatives)
Oregon Joint Professional Schools mail and Internet resources • consulting assistance for large-
of Business Master of International • vBNS (the National Science
• The VMSciuster, three large-scale system users in statistics, VMS Foundation's very high-speed
Management Program. The Oregon and UNIX operating systems.C t f Ad d T h I DECIVMS computers that support . backbone network service)
en er or vance ec no ogy academic research and adminis- electronic mail, USENET, and
Education has an office and class- the web The Network Startup Resource
rooms at the CAPITAL Center. trative applications Center, a subgroup of the Advanced
Staff members oversee the operation • microcomputer consulting, Network Technology Center, pro-
University of Oregon activities at including assistance with public
th t' I d ff d b of several instructional and public- vides support for the deployment ofe cen er me u e courses 0 ere y domain software, disk and file
several Continuation Center pro- access computer laboratories on networks in developing countries.
campus and some 350 high-speed recovery, file transfers, network
grams including the AIM Program access, maintenance of software University Computing is a service
and the Electronic Publishing Pro- modems, which facilitate remote libraries, and site-licensing and unit independent of the Department
Th C t· t' C t 1 dial-in access to campus computers f C t d1ft'gram. e on mua lOn en er a so distribution of software 0 ompu er an norma lOn
conducts computer application and networks. Science, the academic department
training courses in the CAPITAL Network staff members provide • elementary and advanced work- that offers for-credit courses toward
Center's computer laboratory. For support for UOnet, the campus shops, videotapes, and demon- bachelor's and advanced degrees.
more information about these pro- networks, and OWEN, Oregon's strations For information about that depart-
grams, see Continuation Center in statewide network of networks. • network support ranging from ment, see the Computer and Infor-
this section of the bulletin. Software. Academic services staff installing network hardware and mation Science section of this
members support a wide selection bulletin.
Janet Cormack, UO Site
Coordinator
Campusand
Community Resources
Continuation Center 301
CONTINUATION CENTER
Curtis D. Lind and Ronald E. Trebon,
Codirectors
333 Oregon Hall
(541) 346-4231
(800) 524-2404 in Oregon
1277 University of Oregon, Eugene OR 97403-
1277
ctrinfo@oregon.uoregon.edu
COMMUNITY EDUCATION
1234 University of Oregon, Eugene OR
97403-1234
(541) 346-5614.
An important dimension of the University of
Oregon's continuing education responsibility is
the Community Education Program, which offers
university courses to individuals who are not
formally admitted to the UO.
Community education students may register for a
maximum of 8 credits a term at reduced fees.
Credits earned through the Community Educa-
tion Program are listed on a student's permanent
UO academic record and are evaluated as transfer
credits when applied to a graduate or undergrad-
uate degree.
For more information write or call the Commu-
nity Education Program.
CONTINUING EDUCATION
Curtis D. Lind, Director
Continuing Education is the program through
which the Continuation Center offers educational
activities in the Eugene area and throughout
Oregon. Activities include credit and noncredit
lectures, conferences, seminars, workshops, and
formal courses. Topics cover such diverse subjects
as microcomputer applications, international
affairs, business computing, children's art, arts
management, substance abuse, recreation and
tourism management, teacher education, and
educational administration. Subdivisions of
Continuing Education are Off-Campus Programs,
Conferences and Special Programs, and the
Microcomputer Program.
Off-Eampus-Programs
The Continuation Center offers computer classes,
nondegree certificates of completion, and graduate
degree programs in the Portland area. Other off-
campus programs are the Teacher and Adminis-
trator Education Program, which, serves teachers
and administrators throughout Oregon, and the
Applied Information Management Program. Both
are described below.
Applied Information Management
Program
Linda F. Ettinger, Director
CAPITAL Center, 18640 NWWalker Road,
Suite 1007, Beaverton OR 97006
(503) 725-2289
Academic Advisory Board
Janet Cormack, arts and administration
Linda F. Ettinger, arts and administration
Warren B. Brown, management
Curtis D. Lind, Continuation Center
Philip K. Piele, educational leadership, technology,
and administration
The interdisciplinary master's degree program in
applied information management (AIM) was
designed in response to rapid developments in
information technologies and the resulting
impact on organizations. Developed in associa-
tion with other institutions and area industries,
the course of study leads to a master of science
(M.S.) degree from the Interdisciplinary Studies:
Individualized Program offered by the Graduate
School. Most courses are scheduled during the
evening once a week at the CAPITAL Center in
Beaverton.
The degree was initially designed to serve mid-
career 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 technologies. To
meet the challenges of the future, they must
combine knowledge in management, business,
and visual communications with an awareness of
high technology and a global context. 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 computer science or
data processing.
Curriculum. To obtain a master of science
degree in interdisciplinary studies: individualized
program: applied information management,
students must complete a 55-credit program
consisting of four components: information
management (15 credits), business management
(15 credits), information design (15 credits), and
research (10 credits). A list ofrequired courses is
available from the AIM program coordinator.
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 Analogies
Test (MAT).
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 professional self-improvement and
licensure requirements. Participants 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,
supervision skills, and public school administra-
tion are offered in many communities. Teachers
and administrators may take courses in arts and
administration, education, educational policy and
management, counseling psychology, school
psychology, and special education. All courses
and instructors are approved by the appropriate
UO academic unit.
Registration 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 program. Univer-
sity of Oregon credit may also be arranged for
community-based educational events. For
additional information, details about courses, or
placement on a mailing list, write or call the
program coordinator for teacher and administra-
tor education at the Continuation Center.
Conferences and Special Programs
This division offers substantive conferences and
noncredit workshops and supports academic
departments and individual faculty members in
developing activities for UO students and
community members. It sponsors annual events
including the Techgraphics and Design-to-Print
Conference, National Educational Computing
Conference, and Northwest Council for Computer
Education Conference. 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 society and association
regional meetings, nonacademic 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
networks, client-server networks, cross-platform
networks, and basic network administration.
Corporate Training Program
Individualized programs provide educational
support and staff development for local, regional,
and national organizations in business, industry,
public utilities, and education. Courses are
specifically designed for applications in the
participating organization.
Electronic Publishing Program
Information from a rapidly changing publishing
- environment-is-combinedwith-a-foundation-of-
inquiry to create an effective training program in
desktop and electronic publishing. Areas of study
include communication 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 and electronic publishing skills. After
completing the program, students can approach
publication challenges with confidence and con-
tinue broadening areas of interest while keeping
abreast of the industry. More information and
application materials are available. Address
written inquiries to Continuation Center.
See also Microcomputer Program.
Learning in Retirement
(541) 346-0697
This self-supporting member-run program was
established to meet the educational interests of
302 Campus and Community Resources
the community's retired and semiretired 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
administered by Continuing Education.
For more information write or call Learning
in Retirement at the Continuation Center.
Microcomputer Program
The Microcomputer Program offers classes in
Eugene, Portland, and other Oregon cities. The
intensive, interdisciplinary program offers practi-
cal experience on Macintosh and IBM-compatible
computers. Subjects include DOS and Windows,
graphic arts, databases, spreadsheets, word
processing, and projects and presentations. The
program has Authorized Training Center status
from the following software companies: 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 computer skills for
senior citizens, and courses for university faculty
members, staff members, and the community.
SUMMER SESSION
Ronald E. Trebon, Director
(541) 346-3475
(800) 524-2404 in Oregon
Summer Session, 1279 University of Oregon,
Eugene OR 97403-1279
http://darkwing.uoregon.edu/-uosummer/
Enrollment during summer session does not
require formal admission to the university.
Summer courses carry university credit and begin
throughout the summer. Most academic depart-
ments, schools, and colleges at the university
offer courses in summer. Enrollment in summer
is about 40 percent of academic year enrollment,
which results in smaller classes. The free summer
session bulletin is available in late March and
lists summer courses, fees, and registration
information.
TheJia~esJoUhe eighJ~\\,es1<_1999 summ~L
session are une 21 Au st 13. Telephone
registration begins May 3. Selected eleven-week
courses begin June 21 and end September 3.
Students may also register the first day of class.
Detailed information about summer session
courses and registration procedures may be
obtained from the summer session bulletin or by
writing to Summer Session.
Financial Aid. The university can assist students
with loans, grants, and part-time work 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 student must be in good academic
standing to receive financial aid. To apply for
financial aid for the 1999 summer session, a stu-
dent must have submitted a completed financial
aid application for the 1998-99 academic year
and any other necessary documents to the Office
of Student Financial Aid on or before May 1, 1999.
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
Thomas Mills, Director
330 Oregon Hall
(541) 346-3206
The university enrolls about 1,650 international
students from ninety countries and sponsors a
variety of overseas study programs in Africa, Asia,
Europe, and Latin America. Through the Office of
International Education and Exchange, the univer-
sity 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 ofInterna-
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
international 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, Exchange, and
Internship Opportunities
Students and faculty members can study, teach,
conduct research, or hold an internship abroad by
participating in an exchange, internship, or study-
abroad program. Overseas study courses that are
offered for UO credit are listed in the Academic
Affairs section of this bulletin. More complete
information about each of the following programs
is published in the pamphlets, Take Flight: Experi-
ence the World and GlobaLGrEtlUcates-The Oregon
International Internship Program, available in the
Office ofInternational Education and Exchange.
ClEE is the Council on International Educational
Exchange. NCSA is the Northwest Council on
Study Abroad.
Australia, Melbourne, and Perth. La Trobe
University and Curtin University offer a broad
curriculum for students participating in these
semester or yearlong exchange programs. Stu-
dents attend regular university classes and follow
the Australian academic year, which begins in
February and ends in November.
China, Beijing. The fall-semester program at the
Central University for Nationalities offers inten-
sive study of Chinese and a chance to learn about
China's minority peoples. The program includes
a two-week study tour of one of China's minority
regions. The spring semester program offers
intensive Chinese and the opportunity for students
to participate in an internship through Global
Graduates. Students may also choose a full aca-
demic-year program
China, Xiamen. Faculty members may study or
conduct research in one of China's national
universities located in southeast China.
The Czech Republic, Prague. Participants in
this ClEE-sponsored program, offered fall or
spring semester, may take courses in Czech
language, history, literature, culture, politics,
economics, theater, film, religion, and music.
Students live in university dormitories.
Denmark, Aalborg. This program, taught in
English, is designed for undergraduate students
who want to study comparative, contemporary,
or regional European issues. Course and project
work is offered by the University of Aalborg's
European Cultural Studies Program. Graduate
students may study at Aalborg with the approval
of their department and the UO Graduate
School.
Denmark, Copenhagen. Denmark's Interna-
tional Study Program offers semester and full-
year programs in architecture and design, inter-
national business, marine biology and ecology,
arctic biology, geology of Iceland, environmental
studies, medical practice and policy, humanities,
and social sciences. Field trips are integrated with
academic course work. Architecture and design
are also offered in summer semester programs.
Courses are taught in English by Danish
professors.
Ecuador, Quito. Students with at least two years
of college-level Spanish can spend a semester or
a full year at the Catholic University of Ecuador or
at the Universidad San Francisco de Quito. Lan-
guage and culture courses are offered, and stu-
dents with sufficient competence in the language
may enroll in regular university courses in most
fields of study. Students live with host families.
England, Bristol. This yearlong exchange
progam at the University of Bristol is open to UO
students who concentrate their course work in
mathematics or sciences. Students attend regular
university courses and are assisted by a Study
Abroad Programme academic adviser. Housing is
in the university residence halls.
England, London. Historic London is the setting
for this program, which emphasizes the humani-
ties and social-seienees~Field-tFipsare-integret~d-­
with academic work to provide a balaneed educa:
tional experience. Students live with British fami-
lies. The program is offered fall, winter, and
spring terms.
England, London. Every other spring, graduate
and undergraduate students may study the
performing arts in London. Accompanied by a
UO professor, participants attend more than forty
performances. Course credits apply to UO gradu-
ation requirements.
England, Norwich. This academic exchange
program between the University of East Anglia
and the University of Oregon is based in the
School of English and American Studies. Students
may take courses across disciplinary lines, but at
least half of the courses taken during the year
must be in the School of English and American
Studies.
Finland, Tampere. UO students without Finnish
may enroll in a variety of business, social science,
and humanities courses offered in English at the
University of Tampere. Students with sufficient
Finnish enroll in regular university courses.
International Education and Exchange 303
Instruction is available in beginning to advanced
Finnish language courses.
France, Angers. Students in this program study
the French language and culture in a language
institute at the Universite Catholique de I'Ouest,
which has a variety oflanguage levels. Students
may choose to spend one to three summer
months, a fall term, or a spring semester in
Angers. One term of French is required. Excur-
sions are part of the program, and students live
with host families.
France, Lyon. Students with intermediate or
advanced training in French language may
choose the yearlong 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. Students who have two years of
French enroll in a language institute at Lyon II.
Housing is arranged for students.
France, Poitiers. This one-year academic program
is for students who have studied at least two
years of college-level French. Most students are
enrolled in the Institute for Foreigners at the
University of Poitiers, where they study French
language and literature. Students with sufficient
academic preparation may enroll in regular
University of Poitiers courses. Housing is arranged
for students.
Germany, Baden-Wiirttemberg. Students in this
yearlong program may study at anyone of the par-
ticipating universities at Freiburg, Heidelberg,
Hohenheim, Karlsruhe, Konstanz, Mannheim,
Stuttgart, Tiibingen, or Ulm. Instruction is in
German; students with sufficient competence in
German may enroll in regular university courses
in most fields of study. At least two years of
college-level German is required.
Germany, Tiibingen. Students with two terms
of first-year German language are eligible for this
intensive language program offered each year
from April to July. By the end of the program,
participants will have completed the entire second-
year German sequence.
Greece, Athens. Organized by the Athens
Center, this fall- and spring-term program show-
cases-Athens'-rich historical and-cultural-resources.
courses are taught in English. Excursions and
field trips are important parts of the progam.
Hungary, Budapest. Participants in this CIEE-
sponsored program may take courses in Hungar-
ian language, culture, history, politics, and
economics. Students live in apartments or with
host families. This semster-Iong program is
offered fall and spring.
Indonesia, Malang. Participants in this CIEE-
sponsored program take courses in Indonesian
language, history, culture, development studies,
and indigenous arts. The semester-long program
is offered fall and spring.
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, reli-
gious' and Middle East studies. Students live in
campus dormitories. There is no foreign-language
prerequisite.
Italy, Macerata. Students at American universi-
ties who have one term of Italian-language study
may participate in this term-long program during
fall, winter, or spring. Course offerings include
Italian language, social sciences, and humanities.
Italian language is taught at beginning, interme-
diate, and advanced intermediate levels. Excur-
sions are an integral part of the program.
Italy, Pavia. One student is accepted into this
yearlong 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
Italian University for Foreigners in Perugia.
Italian is offered at all levels.
Italy, Rome. Each summer the UO School o~ .
Architecture and Allied Arts sponsors a studIO In
Rome. A faculty member from the Department of
Architecture accompanies the Oregon group.
Italy, Siena. Italian language, humanities, and
the social sciences are emphasized in this
program. Intensive Italian language is taught at
Siena's University for Foreigners. All other
courses are taught in English. Field trips comple-
ment classroom work. One term of college-level
Italian is required. The program is offered fall,
winter, and spring terms.
Japan, Nagoya. The Daido Institute of Technol-
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-Aoyama Gakuin. Aoyama
Gakuin University's School of International
Politics, Economics, and Business is the center of
this program, which integrates American and
Japanese students. This yearlong program follows
the Japanese academic calendar, beginning in
April and ending in February. Instruction is in
English, but participants must have at least one
year of university-level Japanese.
Japan, Tokyo-Meiji University. One or two
students with advanced skills in Japanese are
offered an opportunity to study a wi_d~range~
suhjects.-Studel1tsmust have completed illeast
three years of college-level Japanese to partici-
pate. This yearlong exchange program follows the
Japanese academic calendar, starting at the be-
ginning of April and ending in mid-February.
Japan, Toyko-Senshu University. Senshu
offers a program of intensive language, culture,
history, and business studies for prebusiness,
business, and other UO majors. This program
coincides with the UO fall term. Prior study of
Japanese is recommended but not required.
Japan, Tokyo-Waseda University. Waseda.
University's International Division offers a vanety
of courses in Asian studies that are taught in
English. The yearlong program follows the UO's
academic calendar. Participants must have at
least one year of college-level Japanese.
Korea, Seoul. Yonsei and Ewha Universities each
offers UO students yearlong programs in Korean
and Asian studies. There is no language require-
ment, but previous study of Korean is recom-
mended. Scholarships are available.
Mexico, Cholula. Students with at least two
years of college-level Spanish can spen.d fal~ or
spring semester or a full year at the Um:ersldad
de las Americas. Students who need to Improve
their language skills take language and culture
courses. Advanced students enroll in regular
university courses. Students live in dormitories
or with host families.
Mexico, Mexico City. Students with three years
of college-level Spanish can spend a semester or
a full year at the Universidad Iberoamericana.
Students with sufficient competence in the
language may enroll in regular university courses
in most fields of study. Students live with host
families or arrange their own housing.
Mexico, Queretaro. Spring-, summer-, and fall-
term programs are available. Spring focus is on
intensive Spanish-language acquisition for UO
students who have completed the second term of
First-Year Spanish (SPAN 102). Summer and fall
cover second-, third-, and fourth-year Spanish
course work in Mexican literature, art history, and
civilization. Classes are held at the Universidad
Aut6noma de Queretaro. Home stays, excur-
sions, and student services are provided by the
Interamerican University Studies Institute.
Norway, Bergen. Students with sufficient
knowledge of Norwegian can enroll in regular
University of Bergen courses for one semester or
one academic year. Others can study Scandina-
vian history, politics, and culture, all taught in
English. Norwegian language courses are offered
at every level of proficiency.
Poland, Warsaw. Participants in this CIEE-
sponsored program, offered fall or spring semes-
ter, may take courses in Polish language, history,
culture, politics, economics, and business.
Students live in university dormitories and may
be reimbursed for tickets to the theater, ballet,
opera, film, and some second-class train travel in
Poland.
Russia, Moscow, St. Petersburg, or cities in the
New Independent States of the former Sovie.t
Union. This program is sponsored by the Amen-
can Council of Teachers of Russian (ACTR).
Students take courses in Russian language and
areastudie£Jli1dIDustllave_twD_or_more-year~of__
college-level Russian to participate This program
is offered fall semester, spring semester, summer,
or for a full year.
Russia, St. Petersburg. Students in this program
sponsored by CIEE take courses in Russian
language, literature, history, and culture. Students
must have at least one year of college-level
Russian. This program is offered fall semester,
spring semester, summer, or for a full year. A
summer business program is also offered with
no Russian language prerequisite.
Scotland, Aberdeen. The University of Aberdeen
is the site of this yearlong exchange program.
Students have opportunities to take course work
in a wide range of disciplines with the guidance
of a faculty adviser. Housing is in university
dormitories.
Spain, Seville. This spring semester program
offers courses in Spanish language, literature,
history, and culture. Applicants must have
completed at least one 300-level Spanish course
during the spring term before the program o~
have equivalent language proficiency. In addl-
304 Campus and Community Resources
tion, students must take Hispanic Culture and
Civilization (SPAN 361) during the fall term
before the program. Classes are held at the Insti-
tute of International Studies. Students live in
guest houses or with host families.
Spain, Seville. A semester- or yearlong business
program is available through CIEE. At least one
300-level Spanish course and two business or
economics courses are required before starting
the program. Business, language, and culture
courses are held in Spanish at the University of
Seville.
Sweden, Uppsala. Students can enroll in a
variety of courses taught in English at Uppsala
University, one of Europe's finest universities.
Those with sufficient Swedish can enroll in regu-
lar university courses taught in Swedish. Swedish
language courses are offered at beginning to
advanced levels.
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 issues
related to development and the environment. It
is offered fall semester and summer term.
Vietnam, Hanoi. Participants in this CIEE-
sponsored program take Vietnamese language,
culture, history, and society and in contemporary
Vietnamese history. The semester-long program
is offered fall and spring.
Vietnam, Hue. Students in this program study
the Vietnamese language intensively during
winter term and learn about Vietnamese history
and culture. Students have the option of partici-
pating in an internship through Global Graduates
during spring term.
New Programs
The Foreign Study Programs Committee reviews
proposals for new programs. Information about
recent developments is available from the Office
ofInternational Education and Exchange.
Global Graduates-the Oregon
International Internship Program
University of Oregon students can earn academic
credit while they gain.career- relate_d \\'9r!<~peri­
ence overseas.Theprogram is open to juniors,
seniors, and master's degree students who are
currently enrolled in a degree program at any
Oregon University System institution. Financial
aid, including scholarships, is available. Because
this program is funded by a grant from the U.S.
government, scholarship awards are available
only to U.S. citizens and permanent residents.
Grants and Scholarships
for Study Abroad
Because students are registered at the UO while
participating in overseas study programs, they are
eligible to receive most or all of their UO-awarded
financial aid. Grants are available to qualified
graduating seniors and graduate students for
research, university 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 reference books on other overseas
scholarship opportunities. For more information,
request the pamphlet Scholarships and Loans for
Overseas Study and Research.
LIBRARY
George W. Shipman, University Librarian
Office of the Librarian, Knight Library
(541) 346-3056
FACULTY
Colleen Bell, assistant professor; library instruction
coordinator and reference librarian. B.Mus, 1987,
Victoria; M.L.LS., 1991, Western Ontario. (1996)
Juanita Benedicto, assistant professor; social sciences
librarian. B.A., 1994, M.LL.S., Missouri, Columbia.
(1997)
Leslie K. Bennett, 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, professor; associate university
librarian for administrative and instructional media
services. B.A., 1983, Marylhurst; AM.L.S.,1984,
Michigan. (1985)
Sara N. Brownmiller, professor; systems librarian.
B.A., 1974, Incarnate Word; M.L.S., 1978, Arizona.
(1987)
Mieczyslaw "Mischa" E. Buczkowski, associate pro-
fessor; Slavic librarian. B.A, 1966, Obra College;
M.A., 1970, 1972, Lateran University (Rome);
Diploma, 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)
Deborah A Carver, professor; assistant university
librarian for public services and collections. 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, associate professor; head,
collection development. B.A, 1984, M.A, 1987,
Appalachian State; M.L.S., 1988, Illinois at Urbana-
Champaign. (1995)
Mary E. Clayton, associate professor; associate law
librarian. B.A., 1971, Illinois State; M.L.S., 1973,
Oregon; J.D., 1975, Marshall. (1984)
Karen D. Darling, professor; catalog and projects
librarian. B.A., 1973, St. Olaf; Dip!' Lib., 1975, Poly-
technic of North London. (1982)
Kaia Stavig Esau, assistant professor; architecture
and allied arts reference librarian. B.A, 1979,
Kalamazoo; M.L.S. 1987, Chicago; M.A., 1993, Bryn
Mawr. (1995)
Robert H. Felsing, professor; East Asian bibliogra-
pher. B.A., 1968, Briar Cliff (Sioux City); M.A., 1970,
Hawaii, Manoa; Ph.D., 1979, M.L.LS., 1984, Iowa.
(1989)
Paul A Frantz, professor; reference librarian, jour-
nalism. B.A., 1972, Alberta; M.A.,1977, Portland
State; M.L.S., 1984, Washington (Seattle). (1986)
Scott A Gallagher-Starr, instructor; manager,
Information Technology Center. B.S., 1989, Oregon
State. (1995)
Joni Gomez, associate 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)
Mary C. Grenci, assistant professor; serials catalog
librarian. B.Mus., 1985, Youngstown State; M.Mus.
1987, New England Conservatory of Music; M.L.S.,
1995, Southern Connecticut. (1996)
Joanne V. Halgren, associate professor; head,
interlibrary loan service. B.A, 1966, George Fox;
M.L., 1967, Washington (Seattle). (1967)
J. Richard Heinzkill, professor; reference librarian.
B.A., 1955, Saint John's (Collegeville); AM.L.S.,
1964, Michigan. (1967)
John F. Helmer, associate professor; head, library
systems and automation. B.A, 1981, California, San
Diego; M.L.S., 1988, California, Los Angeles. (1988)
Kathryn Heerema, program coordinator, Informa-
tion Technology Center. B.A, 1971, Louisiana
State. (1983)
Jill Holman, assistant professor; electronic services
librarian. B.A., 1991, Kalamazoo; M.LL.S., 1993,
Michigan. (1996)
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)
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)
John Lambert, instructor; manager, library network.
B.S., 1995, Auburn. (1996)
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)
Linda J. Long, assistant professor; manuscripts
librarian. B.A., 1978, Seattle; M.A., 1979, Case
Western; M.L.S., 1987, Brigham Young. (1997)
Michael Majdic, assistant professor; television
producer and director, Instructional Media Center.
B.A., 1984, Illinois at Urbana-Champaign; M.A.,
1993, Sangamon State. (1994)
Lisa Manotti, instructor; assistant director, library
development. B.A., 1986, Colgate. (1997)
Bernard F. McTigue, associate professor; director,
special collections and archives. B.A, 1973, M.S.,
1974, Columbia; M.A., 1980, City University of New
York, Hunter. (1993)
Stephanie A Midkiff, assistant professor; law refer-
ence librarian. B.A., 1978, J.D., 1985, M.L.S., 1994,
Kentucky. (1997)
Angus B. Nesbit, assistant professor; law reference
librarian. B.A., 1984, Maine; M.L.LS., 1985, Pitts-
burgh; J.D., 1992, Oregon. (1997)
Leonid"Alexey" Panchenko, assistant professor;
business reference librarian. B.A, 1991, Moscow
Peoples' Friendship University (Russia); M.A.,
M.B.A.,-1994,-eregon;M~I:;;I:S:;199~Illinofs:------­
(1996)
Robin Paynter, assistant professor; reference
librarian, area studies. B.A., 1987, M.L.LS., 1993,
Wisconsin, Madison. (1994)
Lori Proudfit Robare, assistant professor; catalog
librarian. B.A., 1982, Lewis and Clark; M.A., 1986,
Monterey Institute of International Studies;
M.L.LS., 1992, California, Berkeley. (1994)
George W. Shipman, professor; university librarian.
B.A., 1963, Albion; M.A., 1965, Western Michigan;
AM.L.S., 1967, Michigan. (1980)
Nancy Slight-Gibney, assistant professor; head,
acquisitions. B.A., 1978, M.A., 1986, Oregon;
M.L.LS., 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)
Diane L. Sotak, assistant professor; science reference
librarian. B.S., 1988, Michigan; M.L.S., 1996,
Syracuse. (1997)
Laine Stambaugh, associate professor; personnel
librarian. B.A., 1977, M.A., 1986, California State,
Long Beach; M.L.S., 1987, Arizona. (1987)
Library 305
Peter 1. Stark, professor; head, Map and Aerial Pho-
tography Library. AB., 1976, California, Berkeley;
M.L., 1978, Washington (Seattle). (1983)
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)
Susan E. Storch, assistant professor; archivist. B.A,
1990, McGill; M.A., 1994, Massachusetts, Boston.
(1997)
Christine L. Sundt, associate professor; visual
resources curator. B.A, 1969, Illinois, Chicago;
M.A., 1972, Wisconsin, Madison. (1985)
Bruce Harwood Tabb, assistant professor; catalog
librarian. B.Mus., 1987, Cincinnati; M.Mus., 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 "Daphne" Wang, associate professor;
East Asian catalog team leader. B.A., 1984, M.L.S.,
1986, Rutgers. (1997)
Heather E. Ward, assistant professor; humanities
librarian. B.A., 1992, Portland; M.L.S., 1997,
Indiana. (1997)
Mark R. Watson, associate professor; assoicate
university librarian for technical services. B.A, 1981,
Whitworth; M.A., 1983, Washington State; AM.,
1986, Chicago. (1986)
Emeriti
Eugene B. Barnes, professor emeritus. B.A, 1941,
M.A., 1943, Minnesota; Ph.D., 1947, Chicago.
(1947)
Rodney E. Christensen, professor emeritus. B.S.,
1956, M.S., 1957, Northern Illinois; M.S., 1967,
Southern California. (1967)
Lawrence N. Crumb, associate professor emeritus.
B.A., 1958, Pomona; M.A., 1967, Wisconsin, Madi-
son; MDiv,. 1961, S.T.M., 1973, Nashotah House.
(1978)
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)
Carl W. Hintz, professor emeritus of librarianship;
university librarian emeritus. AB., 1932,-DePauw;
AB.L.S. 1933 AM.L.S. 1935 Michi an' Ph.D.
1952, Chicago. (1948)
Jane Yen-Cheng Hsu, assistant professor emerita.
B.A., 1946, Gingling Girls' School, Nanking. (1956)
Donald 1. 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)
Howard A Lindstrom, associate professor emeritus.
B.S., 1958, Southern Oregon State; M.A., 1966,
California State, San Jose; Ed.D., 1987, Oregon.
(1987)
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;
senior catalog librarian emerita. AB., 1933, South-
west 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)
K. Keith Richard, professor emeritus. B.S., 1958,
Oregon College of Education; M.S., 1964, M.L.S.,
1971, Oregon. (1972)
Claire Runkel, assistant professor emerita. B.A,
1958, M.A., 1961, Minnesota. (1961)
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;
PhD., 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 supports
the instructional and research programs of the
university. Services provided by the library
include reference and research assistance, library
instruction, Internet searching, interlibrary loan,
and reserve reading. The library has more than
2,000,000 volumes and subscribes to more than
15,000 journals. In addition to books and jour-
nals, the library system has extensive collections
of microforms; slides; maps; compact discs; pho-
nograph records; films and videotapes;and-state7
The University of Oregon Library System consists
of Knight Library, the Kenneth Lucas Fenton
Memorial Law Library, and four branch libraries.
The law library is located in the Law Center. 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 Photog-
raphy Library is in Condon Hall.
The library's on-line system, Janus, provides
computerized access to more than 900,000 titles
in the library's collections. Janus is updated
constantly with information about new books,
orders, and recent issues of journals. Information
about journal receipts and holdings is constantly
updated. Janus provides access to cataloged
library materials added to the collection since
1975, including the complete holdings of the
Architecture and Allied Arts Library, the law
library, and the Mathematics Library. Users can
access Janus from terminals throughout the
library system and over the Internet.
Janus also allows students and faculty members
to search many on-line periodical indexes and
electronic journals. The indexes cover several
thousand journals in a variety of disciplines as
well as many newspapers.
Janus provides an Internet connection to other
library catalogs, including the University of Cali-
fornia, Harvard, and the Library of Congress. The
newest feature on Janus is Orbis, a union catalog
that includes the holdings of other schools in the
Oregon University System and private institu-
tions in the state. One search on Orbis retrieves
information about relevant books and journals in
thirteen libraries.
The library also provides access to many elec-
tronic databases that are not available through
Janus. For example, CD-ROM that cover different
subject areas. Beyond these resources, the library
maintains access to more than 400 on-line data-
bases available through appointment searches,
which are performed by a reference librarian at
the patron's request. Reference service is provided
in all the UO libraries.
Regular tours of Knight Library are offered during
the first two weeks of each term on Wednesdays
and Thursdays at 2:30 P.M. The library system
offers workshops, in-class presentations by
librarians, an extensive curriculum in Internet
technology, and for-credit courses as part of its
instructional program; these courses are listed in
the Academic Affairs section of this bUlletin.
The library system supports undergraduate read-
ing and advanced research. Through membership
in the Center for Research Libraries, interlibrary
loan, and Orbis 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 Knight, Science, and Architecture and Allied
Arts Libraries all have computer facilities that
allow students and faculty members to access on-
line and off-line resources. These information
technology-centers-provide-ac€e5s-to-the-World-- ---
The library's Instructional Media Center supports
the instructional and research endeavors of the
university's facuIty 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 consul-
tation 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 related to the univer-
sity community; audiotapes, film, and videos 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 (541) 346-3054.
306 Campus and Community Resources
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
described as"exotic ... a combination of mod-
ernized Lombardy and Greco-Roman with art
deco details." The building contains exceptionally
fine exterior and interior decorative work, includ-
ing 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
National Register of Historic Places.
Additions to the Knight Library were constructed in
1950 and 1966. During a third expansion and reno-
vation project, a 132,000-square-foot addition was
completed in 1992, and substantial renovation of
the existing building was completed in 1994.
Friends of the University Libraries
The Friends of the University Libraries is a volun-
teer 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 lectures
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 DO identification cards may borrow most
library materials; students enrolled spring term may
borrow materials during the summer. With a few
exceptions, library materials may be renewed once
eith~IJrlJ)el:sQrLoLb)'t~lepJlQm~.OilieLcRculation
services include holds and recalls for b ok
out to other borrowers and searches for books that
cannot be located in the stacks.
Borrowers are subject to fines for overdue
materials. Borrowers who lose library materials or
return damaged materials pay a replacement or
repair charge, a per-item service charge, and any
accrued fines.
The libraries of the Oregon University System
honor each other's faculty and currently validated
student identification cards for the purpose of
borrowing library materials, subject to the lend-
ing library's circulation and fine policies. Faculty
and students can also order materials directly
from the Orbis catalog. DO 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
disabilities, at (541) 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.
MUSEUMS
CONDON MUSEUM OF
GEOLOGY
William N. Orr, Director
325D Cascade Hall
(541) 346-4577
Condon Museum of Geology, 1272 University of
Oregon, Eugene OR 97403-1272
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 collection
of vertebrate fossils, which he used for teaching,
became the permanent possession of the univer-
sity. Since 1907 the collection has been added to
by various people, particularly A. J. Shotwell
during the 1950s and 1960s.
The museum houses approximately 50,000 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 mammals, birds, reptiles,
amphibians, and fish. Several hundred technical
papers have been published documenting the
collections, and some research on the collections
has been published in the University of Oregon
Museum of Natural History bulletin series. A list
of publication titles and a pamphlet with addi-
tional information about the museum may be
obtained by writing to the museum.
1430 Johnson Lane
(541) 346-3027
(541) 346-0976 fax
Museum of Art, 1223 University of Oregon,
Eugene OR 97403-1223
http://uoma.uoregon.edu
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 col-
lection of paintings and sculpture by contempo-
rary Northwest artists contains more than 500
items by Morris Graves.
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
members and students, the museum brings an
ambitious schedule of temporary exhibitions to
campus each year, often in collaboration with
course offerings in academic departments. Museum
staff members encourage student involvement at
several levels, ranging from occasional volunteer
opportunities to research for 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 provides
financial support for a variety of museum activi-
ties, including exhibitions and the purchase of art
for the collections. Membership is open to the
public, and dues range from $10 (youth) to $1,000
(associate). Corporate memberships start at
$2,500. Museum volunteers organize fundraising
events regularly for the museum and participate
in museum activities.
Admission to the museum is free for UO stu-
dents, faculty and staff members, and members of
the museum. There is a suggested $3 entry fee for
other visitors. A museum store offers unusual
items related to the museum's collections.
Museum hours are noon to 8:00 P.M., Wednesday,
and noon to 5:00 P.M., Thursday through Sunday.
MUSEUM OF NATURAL
HISTORY
c. Melvin Aikens, Director
1680 East 15th Avenue
(541) 346-3024
(541) 346-5334 fax
Museum of Natural History, 1224 University of
Oregon, Eugene OR 97403-1224
http://ore~()n.uc)regon.edu/-ml1h_/ _
Th e l\<:!'lseum of MatlJral History, established iR
1936, offers exhibits in the natural and cultural
sciences. Exhibits focus on animals, plants,
geology, fossils, and human cultures past and
present. Lectures, workshops, and special events
round out the museum's educational mission.
While emphasis is on the Pacific Northwest,
displays and programs also cover other areas of
the world.
The museum has an active volunteer program,
and anyone who is interested in natural history is
welcome to join. Volunteers serve at the front
desk, lead group tours, and staff the museum
store. Students can earn practicum credit for
work on museum projects.
Trained docents offer guided group tours. Tours
are by reservation only and require a minimum of
two weeks' advance notice.
Researchers and instructors of DO courses may
make special arrangements through the director
to see items from the museum collections that are
not on display.
Research Institutes and Centers 307
The museum store features natural-history publi-
cations and gifts.
Exhibition and museum store hours are noon to
5:00 P.M., Wednesday through Sunday, except
university holidays. A $2 admission donation is
requested.
OREGON STATE MUSEUM
OF ANTHROPOLOGY
c. Melvin Aikens, Director
1680 East 15th Avenue
(541) 346-5120
Oregon State Museum of Anthropology, 1224
University of Oregon, Eugene OR 97403-1224
http://oregon.uoregon.edu/-mnh/
The State Museum of Anthropology, a division of
the University of Oregon Museum of Natural
History, was established by the Oregon Legisla-
tive Assembly in 1935 as the official repository
for state-owned anthropological collections. It
houses research collections resulting from
archaeological fieldwork throughout Oregon as
well as ethnographic objects from around the
world.
Highlights include an extensive collection of
prehistoric basketry from excavations in the dry
caves of eastern Oregon and historic Native
American basketry from across the western
United States. Museum holdings also feature
large collections from Africa, Asia, and the
Pacific.
The museum is the custodian of the historic
Condon collection of fossils, assembled through
the pioneering paleontological research of
Thomas Condon in the late 19th century and
contains a number of smaller natural history
collections. A large collection of prepesticide
birds' eggs, nests, mounted birds, and study
skins forms the core of the museum's zoological
holdings.
The museum's research staff conducts rescue
archaeology under cooperative agreements with
state and federal agencies, and complements the
archaeological teaching and research mission of
the university's Department of Anthropology.
The museum's collections division curates
archaeological research specimensobta:inecl
through its own work in Oregon as well as speci-
mens from other agencies' research projects on
state and federal lands.
PORTLAND CENTER
(503) 725-3055
Portland Center, 722 SW 2nd Avenue, Portland
OR 97204
The University of Oregon's Portland Center,
opened in 1987, is the headquarters for UO
activities in the Portland area. The center includes
branch offices for the Duck Athletic Fund, UO
Bookstore, UO Foundation, Labor Education and
Research Center, Lundquist Center for Entrepre-
neurship, and UO Career Center.
University programs use the facilities for special
events, seminars, workshops, and meetings. The
center is located on the corner of Southwest
Second Avenue and Yamhill Street, where the
following services are available.
The Continuation Center offers academic
programs at the Portland Center. Faculty mem-
bers from various academic departments at the
University of Oregon campus in Eugene partici-
pate in workshops and seminars. Subject areas
include journalism, law, music, and the arts and
sciences. Courses in computing applications
enroll 400 to 500 working professionals and other
nontraditional students each month in noncredit
courses.
The UO Department of Architecture's Portland
Program, housed in the Portland Center, offers
an M.Arch. degree, workshops, and professional
continuing education.
The Labor Education and Research Center (LERC)
provides services to Oregon workers and their
labor organizations; the Portland Center is the
base for LERC's offerings in northern Oregon.
Included in the offerings are both noncredit and
for -credit short courses, workshops, conferences,
and institutes.
The Lundquist center and the Career Center
sponsor student internships that match the needs
and interest of students with Portland-area
employers.
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
Center and its director are housed in the Portland
Center. The foundation hosts receptions and
committee meetings at the 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 bro-
chures containing general information about the
university.
The Duck Athletic Fund 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.
TheJJQ12ookstore and I:)1Lckshop outlet sgll~ _
memorabilia, emblematic clothing, gifts. some
computer software, and books for Portland
classes.
RESEARCH INSTITUTES
AND CENTERS
Vice Provost for Research
207 Johnson Hall
(541) 346-3081
The university's interdisciplinary institutes and
centers provide opportunities for graduate train-
ing and research in addition to those offered by
schools and departments. Members of centers
and institutes hold faculty positions in related
academic departments. Graduate students who
intend to work in one of the institutes as part of
thesis or dissertation research must also satisfy
the graduate degree requirements of the related
department through which they earn their
degree.
Students who want to work in any of these fields
may obtain detailed information from the insti-
tute and center directors about the programs and
financial aid.
See the Subject Index for other research
facilities.
CENTER FOR ASIAN
AND PACIFIC STUDIES
Stephen W. Durrant, Director
110 Gerlinger Hall
(541) 346-5087
(541) 346-0802 fax
caps@darkwing.uoregon.edu
Center for Asian and Pacific Studies, 1246
University of Oregon, Eugene OR 97403-1246
http://darkwing.uoregon.edu/-caps/
Advisory Board
William S. Ayres, anthropology
Kathie Carpenter, linguistics
Stephen W. Durrant, East Asian languages and
literatures
Gerald W. Fry, international studies
Michael B. Fishlen, East Asian languages and
literatures
Sandi Leavitt, Center for Asian and Pacific Studies
Gerardo R. Ungson, management
The Center for Asian and Pacific Studies facilitates
the coordination of academic programs in Asian
studies, East Asian languages and literatures,
international business, international studies,
Pacific Island studies, and Southeast Asian
studies.
The center is committed to developing innovative
academic programs related to Asia and the Pacific.
A primary goal is to support developmental
proposals leading to such programs. The center's
associates include approximately eighty UO
faculty members who teach and do research in
the humanities, social sciences, and sciences as
well as in the professional schools and colleges.
Thirty-four faculty members from other Oregon
public and private institutions of higher educa-
tion participate in center activities as affiliate
members. The center encourages the involvement
of its associates and affiliates in interdisciplinary
and cross-regional teaching and research. By
--sponsoring visitors-and-publicpresentations-and-
through collaborative efforts witlt otlter OregOll
institutions, the center fosters public awareness
and knowledge of Asian and Pacific languages
and cultural traditions. Through its outreach
activities, the center encourages programs in
public school education and provides a knowledge
base for Oregon's business community.
The Office of International Affairs oversees the
Center for Asian and Pacific Studies.
CENTER FOR HOUSING
INNOVATION
Donald B. Comer, Director
264 Onyx Bridge
(541) 346-4064
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
308 Campus and Community Resources
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 manu-
facture 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, hous-
ing design, and user participation in housing and
community design. Innovative use of wood prod-
ucts is a particular concern of the center.
With the strong core staff and a wide network of
potential resources, the center undertakes
research, consulting, educational, and community-
service projects. These include research for gov-
ernment agencies, development of design and
construction prototypes, creation of innovative
community and neighborhood design plans,
development of new zoning ordinances, services
to architects and planners involved in housing
design and construction, and services to civic,
community, and neighborhood groups.
Students in the various degree programs of the
School of Architecture and Allied Arts are active
participants in the activities of the center through
course offerings by center faculty members,
student employment opportunities, and research
fellowships.
CENTER FOR THE STUDY
OF WOMEN IN SOCIETY
Sandra L. Morgen, Director
340 Hendricks Hall
(541) 346-5015
http://darkwing.uoregon.edu/-csws/
Executive Committee
Cynthia Adams, Center for the Study of Women in
Society
T. C. Dumas, Center for the Study of Women in
Society
S. Marie Harvey, anthropology
Judith H. Hibbard, planning, public policy and
management
Ajuan Maria Mance, English
Sandra 1. Morgen, sociology
Judith Musick, Center for the Study of Women in
Society
Peggy Pascoe, history
F. Regina Psaki, Romance languages
Judith Raiskin, women's studies
Carol T. Silverman, anthropology
Anne D. Simons, psychology
The Centerfor the Study of Women in Society
(CSWS), a multidisciplinary research center, is
committed to generating, supporting, and
disseminating research on women and gender.
This mission reflects the breadth of CSWS pro-
grams, which includes research initiatives, grant
and fellowship opportunities, events and spon-
sored projects, publications, and curriculum and
faculty development. An important goal is to
work with the university community and with
regional, national, and international networks to
create conditions that facilitate excellent research
and to make connections between education and
research, public policy, and advocacy.
The center, which fosters collaboration and inter-
change among researchers interested in ques-
tions about women; the intersection of gender,
race, and class; and feminist scholarship, supports
a series of research interest groups: collaborating
~cholars or researchers with mutual scholarly
mterests. Three research initiatives have been
identified for the immediate future: women in the
northwest United States, the feminist humanities
project, and women's health and aging.
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
research groups to secure external grants. A
bequest from William B. Harris in honor of his
wife, Jane Grant, a writer and feminist, established
a Fund for the Study of Women, which provided
initial support for the center.
COMPUTATIONAL
INTELLIGENCE RESEARCH
LABORATORY
David W. Etherington, Director
Riverfront Research Park, Suite 108
(541) 346-0470
info@cirl.uoregon.edu
http://www.cirl.uoregon.edu
Members
David P. Clements
Brian Drabble
Matthew 1. Ginsberg
The Computational Intelligence Research
Laboratory (CIRL) performs research on basic
questions in artificial intelligence including
search, knowledge representation, and reason-
ing. Emphasis is on planning, scheduling,
constraint satisfaction, and common-sense
~easoning.Laboratory faculty members participate
m some activities in the Department of Computer
and Information Science, including the super-
vision of graduate students.
The laboratory provides financial support for
students and fosters an intimate relationship
among a small group of researchers and the
graduate students working in closely related
areas. CIRL is committed to having no more than
twice as many students as faculty members.
COMPUTATIONAL SCIENCE
INSTITUTE
Douglas R. Toomey, Director
105 Cascade Hall
(541) 346-5576
Members
GregoryD. Bothun, physics
Katharine V. Cashman, geological sciences
John S. Conery, computer and information science
Janice Cuny, computer and information science
Sarah A. Douglas, computer and information science
Matthew 1. Ginsberg, computational intelligence
research laboratory
Roger Haydock, physics
JamesN. Imamura,physics---
ae . e man, c emlS ry
Eugene M. Luks, computer and information science
Michael R. Lynch, biology
Allen D. Malony, computer and information science
Douglas Ry Meeks-Wagner, biology
Gary Meyer, computer and information science
Warner 1. Peticolas, chemistry
Brad S. Shelton, mathematics
Terry Takahashi, biology
Russell S. Tomlin, linguistics
Douglas R. Toomey, geological sciences
Charles R. B. Wright, mathematics
Yuan Xu, mathematics
Computation, once viewed as a mere adjunct to
theoretical and experimental approaches, is
emerging as a principle means of scientific
research. New technology makes it possible to
solve numerical problems that were, until just
recently, beyond our reach. As a result,
computational methods are now applied to
models simulating such diverse phenomena as
superconductivity, species extinction, molecular
Research Institutes and Centers 309
dynamics, gene expression, and seismic tomog-
raphy. Computational science is the study and
application of these solution techniques.
Computational science combines research in
application areas such as physics, chemistry, and
biology with work in applied mathematics and
computer science. The University of Oregon, with
its strong science departments and its long tradi-
tion of interdisciplinary cooperation, provides an
ideal environment for this type of work. The
Computational Science Institute, established in
September 1995, is an association of researchers
from nine departments formed to support
computational science efforts at the university.
The Computational Science Institute's parallel
supercomputers are connected via a network to
researchers around the state and to the national
supercomputing centers. In addition, several
members of the institute have joined with faculty
members from Oregon State University and Port-
land State University to form the Northwest Alli-
ance for Computational Science and Engineering.
INSTITUTE FOR A
SUSTAINABLE ENVIRONMENT
JohnH.Haldwin,Director
130 Hendncks Hall
(541) 346-0675
Executive Committee
John H. Baldwin, planning, public policy and
management
Maradel K. Gale, planning, public policy and
management
Richard G. Hildreth, law
David Hulse, landscape architecture
Russell S. Lande, biology
Patricia F. McDowell, geography
Robert B. Pena, architecture
David C. Povey, planning, public policy and
management
Mark H. Reed, geological sciences
William Rossi, English
Lynda P. Shapiro, biology
The Institute for a Sustainable Environment was
established to address the long-term sustain-
ability of the earth's environmental systems. The
goal of the institute is to foster research and
education at the University of Oregon on
environment and development, and initiate
programs that encompass environmental themes
in the natural sciences, social sciences, policy
studies, humanities, and the professional fields.
Because environment and development problems
are seldom adequately addressed by a single
discipline, the institute encourages cross-
disciplinary research, education, and public
service and provides a structure for the develop-
ment and support of such programs.
The institute also sponsors workshops and
conferences at local, regional, national, and
intemationallevels; publishes a newsletter,
Sustainability; supports visiting speakers; and
houses a video library for campus use. Opportu-
nities for student research and work are available
through institute projects.
INSTITUTE OF COGNITIVE AND
DECISION SCIENCES
John M. Orbell, Director
38 Straub Hall
(541) 346-4941
Members and Associates
Holly Arrow, psychology
Dare A. Baldwin, psYchology-'
Kathie Carpenter, linguistics
Scott DeLancey, linguistics
Sarah A. Douglas, computer and information science
Arthur M. Farley, computer and information science
Jennifer J. Freyd, psychology
T. Givan, linguistics
Marion Sherman Goldman, sociology
William T. Harbaugh, economics
Douglas L. Hintzman, psychology
Sara D. Hodges, psychology
Ray Hyman, psychology
Mark Johnson, philosophy
Bertram F. Malle, psychology
Robert Mauro, psyehology
Louis J. Moses, psychology
Mikhail Myagkov, political science
Helen Neville, psychology
John M. Orbell, political science
Doris L. Payne, linguistics
Michael I. Posner, psychology
Mary K. Rothbart, psychology
Myron Rothbart, psychology
Patricia L. Rounds, linguistics
Jacquelyn Schachter, linguistics
Margaret E. Sereno, psychology
Paul Slovic, psychology
Kent A. Stevens, computer and information science
Lawrence S. Sugiyama, anthropology
Terry Takahashi, biology
Marjorie Taylor, psychology
Russell S. Tomlin, linguistics
Nancy Tuana, philosophy
Don M. Tucker, psychology
Cynthia M. Vakareliyska, Russian
Philip D. Young, anthropology
The Institute of Cognitive and Decision Sciences,
established in 1987, promotes the study of
intelligent systems. The computer revolution has
produced important new approaches to under-
standing the nature and functioning of intelli-
gence as manifested in animals, humans, social
organizations, and machines. Institute members
study questions ranging from the neural basis of
thought processes through the organization of
memory and language to how individuals and
groups make decisions and manage risks. Com-
mon to the institute is the use of observational
and experimental methods to formulate and test
theories. Faculty members and students from
several departments meet weekly to discuss their
research. The institute actively collaborates with
the Institute of Neuroscience and the UO Center
for the Cognitive Neuroscience of Attention.
Research projects include work on human-
computer interaction, computer instruction, the
perception and comprehension of language,
semantics, attention, motor skills, visual cognition,
memory, computer models of sensory and 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
Decision Research, in Eugene, and the Labora-
tory of Cognitive Neuropsychology, in Portland.
Courses, seminars, and research projects allow
graduateand.undergraduatestudents.to_particic .
pate actively in the jnstjtllte Students JArantjng to
do graduate work in cognitive and decision
sciences should apply for admission to one of
the participating departments.
INSTITUTE OF INDUSTRIAL
RELATIONS
James R. Terborg, Director
209D Gilbert Hall
(541) 346-5141
The Institute of Industrial Relations was founded
in 1965 to create a program of graduate education
in labor-management relations and to stimulate
research and public service in the field. Today,
the institute seeks to support research and service
relevant to employment in a competitive, global
marketplace. Research and service in the field
takes an integrated look at human resource
opportunities and problems from the perspective
of management, the behavioral and social sci-
ences' and the context of union-management
relations and from institutional perspectives of
public policy and national welfare.
310 Campus and Community Resources
The institute coordinates activities with the Labor
and Education Research Center and the Charles
H. Lundquist College of Business.
INSTITUTE OF MOLECULAR
BIOLOGY
Tom H. Stevens, Director
297 Klamath Hall
(541) 346-5151
Members
Alice Barkan, biology
Bruce A. Bowerman, biology
Roderick A. Capaldi, biology
Frederick W. Dahlquist, 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 research
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 understand-
ing basic cellular mechanisms in both eukaryotes
and prokaryotes, including control of gene
expression and development, genetic recombina-
tion, replication and transcription of DNA,
translocation and folding of proteins and cellular
signalling mechanisms.-Amore fundamental
understanding is developed through studies of
DNA-protein interactions as the basis for control
of gene expression, macromolecular structure
using imaging microscopes, x-ray crystallography
and nuclear magnetic resonance, and structure-
function relationships in proteins and in
membranes.
Members of the institute hold academic appoint-
ments in the biology, chemistry, or physics
departments. Graduate students are admitted
through one of these departments and are
supported 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
University 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
William Roberts, Director
222 Huestis Hall
(541) 346-4556
Members
Christopher Q. Doe, biology
Judith S. Eisen, biology
Barbara Gordon-Lickey, psychology
Marvin Gordon-Lickey, psychology
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
Helen Neville, psychology
Peter M. O'Day, biology
Michael 1. Posner, psychology
John H. Postlethwait, biology
William Roberts, biology
KentA. 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 interdisciplinary Institute of Neuroscience
promotes research training in neuroscience by
providing a formal structure that facilitates
collaboration among scientists and students from
four departments. It provides a graduate curricu-
1um in neuroscience that receives integrated in-
put from participating faculty members.
The institute's focus is experimental neuroscience,
with the goal of understanding relationships
between behavior and the chemical, morphologi-
cal, and physiological functions of nervous sys-
tems. One aspect of the program is the effective
interdisciplinary approach to problems, brought
about by the collaboration of scientists from
various disciplines who have differing viewpoints
about neuroscience. Within the program, a group
of developmental neurobiologists is pursuing
questions concerning the establishment bf
nervous-system patterns during growth. Other
research programs focus on the neuronal and
neuroendocrine control of behavior, visual neu-
robiology, molecular neurogenetics, membrane
biophysics, CNS regeneration, and proprioceptive
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
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
academic departments of biology, computer and
information science, exercise and movement
science, 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 associated
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 OF THEORETICAL
SCIENCE
Davison E. Soper, Director
450 Willamette Hall
(541) 346-5204
(541) 346-5217 fax
Members
Dietrich Belitz, physics
Howard J. Carmichael, physics
Paul L. Csonka, physics
Charles W. Curtis, mathematics
Nilendra G. Deshpande, physics
Marvin D. Girardeau, physics
Amit Goswami, physics
David R. Herrick, chemistry
Stephen D. H. Hsu, physics
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
John J. Toner, physics
Robert L. Zimmerman, physics
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, 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, usually funded by the Unitej _
States Del:JartmenfOfEi1ergy and-the National
Science Foundation.
INTERNATIONAL INSTITUTE
FOR SPORT AND HUMAN
PERFORMANCE
Henriette Heiny, Director
Bowerman Family Building
(541) 346-4114
Established in 1983, the International Institute for
Sport and Human Performance promotes and
synthesizes interdisciplinary research in sport,
exercise, and human movement sciences. It also
educates the general public on the benefits of
healthy living. The institute's advisory board
comprises community and business leaders and
university faculty members.
Microform Publications of Human Movement
Studies, a service of the institute, provides the
international academic community with research
and teaching resources concerning health, physi-
cal education, and recreation; exercise and sport
sciences; sport history and philosophy; and
Research Institutes and Centers 311
dance. Microfiche copies of recently completed
U.s. and Canadian theses and dissertations are
distributed to subscribing university libraries and
research institutions in North America, Europe,
Asia, and Australia and by request to students
and researchers all over the world. Microform
Publications works cooperatively with such orga-
nizations as the American Alliance for Health,
Physical Education, Recreation, and Dance and
the Sport Information Resource Centre of Canada.
As an affiliate of the Department of Exercise and
Movement Science, the institute provides learn-
ing opportunities for interested students. As new
professions emerge in the field, the institute
identifies educational requirements and provides
continuing education programs in cooperation
with other partners from the health care industry.
Since 1998 the institute serves as the home office
of the Northwest Chapter of American College of
Sports Medicine (ACSM). The institute in
cooperation with PeaceHealth's Oregon Heart
Center offers the ACSM Health/Fitness
InstructorsM and Exercise SpecialistsM certifica-
tions for fitness and cardiovascular rehabilitation
specialists as well as certificates of enhanced
qualification. The institute works with the Japa-
nese subsidiary of an American sports medicine
products company to educate Japanese students
in athletic training.
Community outreach efforts include a quarterly
newsletter, published on the web, and biannual
newsletters on healthy living as well as regularly
scheduled programs such as the Athletic Training
Service Center as well as the Health through Ex-
ercise and an Active Lifestyle Conference, which
focus on older-adult health and rehabilitation.
MATERIALS SCIENCE
INSTITUTE
David C. Johnson, Director
163 Willamette Hall
(541) 346-4784
(541) 346-3422 fax
http://oregon.uoregon.edu/-lbiggs/msi.html
Members
Dietrich Belitz, physics
J. DaYi~Cohen,_physics
Stephen Gregory, physics
Roger Haydock, physics
James E. Hutchison, chemistry
David C. Johnson, chemistry
Stephen D. Kevan, physics
Mark Lonergan, chemistry
Andrew Marcus, chemistry
Catherine J. Page, chemistry
Geraldine L. Richmond, chemistry
Peter C. Sercel, physics
John J. Toner, physics
Associates
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
Hailin Wang, physics
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,
applications are also important.
Current research, for example, will influence
future developments in electronic, optoelectronic,
solar-cell, and superconductor materials and
devices as well as applications in catalysis and
electrochemistry. Close coordination is also
maintained with materials and device colleagues
at nearby Oregon State University and with the
state's microelectronics industry. Resources
include materials preparation such as crystal and
film growth; electronic, optical, and defect
characterization equipment as well as x-ray
diffraction; transmission electron microscopy and
x-ray microprobing; a scalably parallel computing
facility; electrochemical and ultra high-vacuum
surface equipment; nanometer structure fabrica-
tion; transport measurement; and low-temperature
(0.3 K) facilities. Regional collaboration gives
institute scientists access to molecular beam
epitaxy and metal-organic chemical vapor depo-
sition growth methods as well as sophisticated
semiconductor 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 interface
formation; limited dimensionality; organic con-
ductors and polymer science; ion-modification
and ion probes for materials; and biotechnologi-
cal materials. Prospective students should apply
to a participating academic department (chemis-
try, geological sciences, or physics) and mention
specifically an interest in the institute.
The institute is one of five University of Oregon
Centers of Excellence funded by the 1985 Oregon
Legislative Assembly to encourage science activi-
ties that promote economic development. The
state funds the institute administration and
provides seed and-match-money for new faculty
members. In addition to the institute's state
budget, members receive federal and industrial
grants averaging more than $1 million a year.
Members of the institute are past or current
recipients of a variety of distinguished awards.
OREGON CENTER FOR OPTICS
Michael G. Raymer, Director
275 Willamette Hall
(541) 346-4528
http://oco.uoregon.edu/
Members
David S. Alavi, chemistry
Howard J. Carmichael, physics
Jeffrey A. Cina, chemistry
Stephen Gregory, physics
Thomas W. Mossberg, physics
Michael G. Raymer, physics
Peter C. Sercel, physics
Hailin Wang, physics
Associates
Steven L. Jacques, Oregon Medical Laser Center,
Providence St. Vincent Medical Center
Andrew Marcus, chemistry
David McIntyre, physics, Oregon State University
Geraldine L. Richmond, chemistry
The Oregon Center for Optics aims to promote
and facilitate scientific research and education at
the University of Oregon wherever optical science
is involved in an essential fashion, in either its
fundamental aspects or its technological applica-
tions. The center promotes scientific interactions
among its members and between its members
and the wider academic and industrial optics
communities. The Oregon Center for Optics was
founded in 1997 as an outgrowth of a 1985
Centers of Excellence initiative of the Oregon
Legislative Assembly to foster scientific activities
that promote economic development.
The field of optics is defined not by a specific set
of physical phenomena, as are many fields in sci-
ence, but rather by certain enabling technologies,
the most important one being the laser. Others
include imaging, detection of light, data storage
and processing, and modulation-the impression
of information on a light beam. In a scientific
context, these techniques are used for research in
a wide range of disciplines. In engineering, they
are used more and more to achieve a myriad of
practical goals. Optics is an interdisciplinary field,
bringing together scientists and engineers from
many areas-physics, electrical engineering,
chemistry, biology, medicine, and vision.
Research and development is carried out at the
Oregon Center for Optics in many areas,
including
• lasers-physical principles, advanced engineer-
ing concepts
• nonlinear optics-optical frequency conversion
in waveguides and at surfaces
• quantum optics-fundamental quantum
interactions of light and matter
• semiconductor optical devices-nanofabrication
of submicron structures
• semiconductor device physics-semiconductor
laseri,funaa.mentiiTffiteractions------- ----
• molecular physics-control of processes with
ultrashort laser pulses
• atomic physics-laser-cooled atomic vapors,
atoms in structured environments
• ultrafast optical detection techniques-subpico-
second photon counting
• optical data storage-time domain holography,
new architectures
• optical beam routing-time domain holographic
techniques
• light scattering in biological tissue-optical
transport and coherence.
OREGON HUMANITIES CENTER
Steven Shankman, Director
154 Prince Lucien Campbell Hall
(541) 346-3934
Advisory Board
Ian H. Duncan, English
Garrett Epps, law
312 Campus and Community Resources
Linda F. Ettinger, arts and administration
Kenneth M. George, anthropology
Olakunle George, English
Evlyn Gould, Romance languages
Kenneth 1. Helphand, landscape architecture
Ronald W. Kellett, architecture
Brian W. Matthews, physics
John McCole, history
Alexander B. Murphy, geography
F. Regina Psaki, Romance languages
Forest Pyle, English
Marian Elizabeth Smith, music
Nancy Tuana, philosophy
Cynthia M. Vakareliyska, Russian
The Oregon Humanities Center, established by
the Oregon State Board of Higher Education in
1983, seeks to serve and nurture a community of
scholars, educators, and citizens. It is at once a
research institute, a catalyst for educational inno-
vation and coherence, and a public forum. Its
primary activities are described below.
Research. The center stimulates, supports, and
disseminates important humanistic research. Its
program of Oregon Humanities Center Research
Fellowships supports full-time research in resi-
dence for university faculty members. In addition,
its summer program brings to campus leading
humanities scholars from other institutions. A
similar research fellowship program provides
support for university graduate students during
the final year of their study for the Ph.D. or
professional degree. The center also provides
other forms of support in connection with faculty
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
program seeks to provide opportunities for intel-
lectual 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
an?team~.t~~ght courses. Through its Distin-
,
provides support for leading humanities scholars
from other institutions to teach at the University
of Oregon during the summer.
Public Programs. The center offers a broad
range of public lectures, conferences, symposiums,
exhibitions, and performances to extend human-
istic understanding. These include five endowed
annual lectures, 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;
history; the study of languages; linguistics; reli-
gion; ethics; jurisprudence; archaeology; history,
theory, and criticism of the arts; and historical,
interpretive, and conceptual aspects of the social
and natural sciences and the professions. In
addition, the center seeks to explore the relations
of the humanities to other disciplines and to
question traditionally accepted disciplinary
boundaries and self-understandings.
OREGON INSTITUTE OF
MARINE BIOLOGY
Lynda P. Shapiro, Director
(541) 888-2581
(541) 888-3250 fax
Oregon Institute of Marine Biology, PO Box
5389, Charleston OR 97420
http://darkwing.uoregon.edu/-oimb/
Faculty
Barbara A. Butler, library
Richard W. Castenholz, biology
Richard B. Emlet, biology
Greta A. Fryxell, biology
Janet Hodder, Oregon Institute of Marine Biology
Patricia Mace, geography
Steven S. Rumrill, biology
Alan Shanks, biology
Lynda P. Shapiro, biology
Nora B. Terwilliger, biology
A. Michelle Wood, biology
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 biology,
wetlands ecology, coastal ecology, marine snow,
and the ecology and physiology of marine phyto-
plankton. The institute facilitates graduate
research on a range of related subjects.
The institute offers summer, fall, and spring
programs for undergraduate and graduate biol-
ogy students and students in general science and
environmental 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. Facilities
for individual research are available throughout
the year.
The institute sponsors workshops and seminar
programs on a variety of topics. For detailed
information and applications, write to the
director of the institute.
LABORATORY
Patricia A. Gwartney, Director
34 Prince Lucien Campbell Hall
(541) 346-0824
(541) 346-5026 fax
Oregon Survey Research Laboratory, 5245
University of Oregon, Eugene OR 97403-5245
osr!@oregon.uoregon.edu
http://darkwing.uoregon.edu/-osr!
Advisory Committee
Gerald S. Albaum, marketing
Daniel W. Close, special education and community
resources
Lewis R. Goldberg, psychology
Patricia A. Gwartney, sociology
Terri Heath, Social Science Instructional Laboratory
Arnold Ismach, journalism and communication
Stephen M. Johnson, sociology
Alan D. Meyer, management
LarryD. Singell Jr., economics
Wayne M. Wanta, journalism and communication
The Oregon Survey Research Laboratory serves as
a resource and an intellectual home for faculty and
staff members and students involved in survey-re-
lated research. The laboratory also offers a com-
plete range of survey-related services to nonaca-
demic clientele, including local, state, and federal
government agencies; other research organizations;
and nonprofit organizations.
The laboratory designs and conducts surveys on
target populations using techniques that fall within
the current paradigm of survey-research methodol-
ogy. It is specially equipped for trained interviewers
to conduct computer-aided telephone interviews
using random-digit dialing. The laboratory designs
studies to meet the needs of the particular investi-
gation, including atypical survey conditions. Survey
services offered by the laboratory include study de-
sign and planning, sampling, instrument design,
data collection, coding and direct data entry, data
cleaning and file construction, data analysis and
computing services, and data archiving.
The laboratory provides training, instruction, and
employment for students in survey methods, and it
conducts and promotes research in survey method-
ology. Products of laboratory research are available
to the public within a reasonable time after
completion of a project. Projects follow appropriate
standards for the protection of human subjects.
SOLAR ENERGY CENTER
John S. Reynolds, Director
202 Lawrence Hall
(541) 346-3656
Participating Faculty
G. Z. Brown, architecture
Virginia Cartwright, architecture
Alison G. Kwok, 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 ap-
proach-~o.research-in-~sin~-thesun:s-radiant-en~rgy--
,
buildings; and for generating electricity. Work in-
cludes expanded collection and improved monitor-
ing of insolation data in Oregon, evaluation of basic
solar cell parameters, and development of passive
solar design information in solar heating, passive
cooling, photovoltaics, and daylighting. The
center's efforts include the development and distri-
bution of information; the development of needed
technology and the facilitation of its application;
and the study oflegal, economic, and subsequent
technical problems that accompany solar energy
development in this region.
University research personnel in the areas of
architecture, 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 of-
fered in the architecture; planning, public policy and
management; and physics departments.
313
HONORS and AWARDS
Mary Hudzikiewicz,
Coordinator
364 Oregon Hall
(541) 346-3216
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
societies 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
Endowment Fund has been estab-
lished to help students who cannot
afford to pay initiation fees. To
receive money from this fund,
students must complete a request
form, available from the coordinator
of honors-and-awards, An advisory
COllLlliiltee reviews all requests aud
dispenses the awards.
HONORARIES BASED
ON SCHOLARSHIP
(membership by invitation)
Alpha Lambda Delta
Mary Hudzikiewicz, Adviser
(541) 346-3216
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 initi-
ated in May. Members participate in
activities during their sophomore
year. Initiation fee: $15 to $30
Golden Key
Hilda Yee Young, Adviser
(541) 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 3.60 GPA and
a minimum of 45 credits at the uni-
versity to be invited to membership.
A membership receptionis heldin
the fall, and two scholarships are -
awarded annually to outstanding
junior and senior initiates. Initiation
fee: $50
Phi Beta Kappa Society
Nan Coppock-Bland, Adviser
(541) 346-2221
Founded in 1776, the Phi Beta
Kappa Society is the oldest and
most prestigious honorary society in
the nation. Alpha of Oregon became
the first chapter in this state in 1923.
Although three private schools in
the Oregon now have chapters, the
UO still has the only Phi Beta Kappa
chapter in the Oregon University
System. The society honors students
whose undergraduate academic
records fulfill the objectives of a lib-
eral-arts education. Besides electing
new members each spring, the
chapter brings to campus national
scholars to give free public lectures
and converse with students. Recent
Phi Beta Kappa Visiting Scholars are
Stan Brakhage, Elaine Showalter,
Marjorie Perloff, and Ramon
Gutierrez.
Selection for Phi Beta Kappa is not
automatic, but students do not have
to apply or be nominated for con-
sideration. After screening academic
records to determine whether they
meet the minimum requirements for
membership in the society, a facuLty-
staff committee makes recommen-
dations to the membership at large.
Following an election meeting in late
May, elected students are invited to
join the society. Also elected are the
Oregon Six-six students voted the
most outstanding of those elected to
membership that year. Students
who accept the invitation to join are
initiated the morning of the spring
commencement ceremony. Initia-
tion fee: $40
Below is a summary of the mini-
mum requirements for election to
the Phi Beta Kappa Society.
1.164 credits completed by the be-
ginning of the spring term of the
election
2. Cumulative UO grade-point aver-
age (GPA) of 3.70, or 3.50 if the last
five tenns' GPA is at least 3.80. In
computing the last-five- term GPA,
any term is counted in which a stu-
dent 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), Le., 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
sanfe-su15jecfcode-are assignedto-~-
one of the three groups
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
general ..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
department in any group
Although some upper-division
liberal courses with the same sub-
ject code belong to two different
groups, only the courses from one
of those groups can be counted
for breadth.
314 Honors and Awards
7. No evidence of academic misconduct or poor
character
Fulfillment of the minimum requirements does
not guarantee election to the Phi Beta Kappa
Society.
Phi Eta Sigma
Mary Hudzikiewiez, Adviser
(541) 346-3216
UO freshmen who have a cumulative 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 initiated 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
Beth Swank, Adviser
(541) 346-6009
Druids is an honorary society for juniors who
exhibit outstanding scholarship, leadership,
service, character, and participation in student
activities. It is open to anyone with a 3.20 GPA or
better who will have completed 90 credits by the
following fall term. Availability of applications is
announced each spring in the Oregon Daily
Emerald. Membership is limited to approximately
twenty-five students. New members are elected
by unanimous vote of the active members.
Friars
Mary Hudzikiewiez, Adviser
(541) 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 com-
munity leadership, and commitment to the uni-
versity as alumni. No application is required.
Prospective members are nominated by the ac-
tive membership. New members are selected
each spring.
Mary Hudzikiewiez, Adviser
(541) 346-3216
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
ORGANIZATIONS
Alpha Kappa Delta
Mimi Goldberg, Adviser
(541) 346-5167
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
Alpha Kappa Psi
Michael F. Dore, Adviser
(541) 346-3249
Alpha Kappa Psi is a national, professional fra-
ternity for majors and minors in business, com-
puter and information science, and economics.
Founded to enhance the business education of
men and women, the organization's mission is to
develop well-trained, ethical, skilled, resourceful,
and experienced business leaders. To achieve this
goal, each chapter supplements the traditional
classroom experience with business field trips,
seminars, career activities, research surveys, and
other professional events. A cumulative GPA of
at least 3.00 is required for membership. Alpha
Kappa Psi stands for the highest ideals of con-
duct and achievement in university and profes-
sionallife. Initiation fee: $35
Asklepiads
Marliss G. Strange, Adviser
(541) 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
Steven R. Matsunaga, Adviser
(541) 346-3340
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
3.0Qis required for membership. The fraternity
with opportunities for self-development and
encourages a sense of ethical, social, and public
responsibility. Initiation fee: $40
Beta Gamma Sigma
Jeanne Coe, Adviser
(541) 346-3257
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 eligible
for membership, a student must rank in the top 5
percent of the junior class, the top 10 percent of
the senior class, or 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
(541) 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 German
culture.
Membership is open to graduate and under-
graduate students who have completed two
years of college German. Students must have an
overall GPA of2.75 and a GPA of 3.20 in their
German courses. Initiation fee: $10
Kappa Tau Alpha
Alan G. Stavitsky, Adviser
(541) 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
Richard M. Koch, Adviser
(541) 346-5630
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
students and faculty members, are geared to
undergraduates at all levels. All students are wel-
come regardless of whether they choose to join
the chapter.
Mu Phi Epsilon
Claire L. Wachter, Adviser
(541) 346-3758
An international music fraternity, Mu Phi Epsilon
enables members to gain.experience·in·public--
. majors or minors '1roo have
reached second-term freshman standing in the
music-major curriculum are eligible for election
on the bases of scholarship, musicianship,
character, and personality. Activities include pre-
senting musical programs on and off campus,
organizing receptions at musical events, and
hosting guest artists. Initiation fee: $43
Order of the Coif
Laird C. Kirkpatrick, President
(541) 346-3854
Chartered at the UO in 1934, Order of the Coif is
a national law school honorary society that
recognizes 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
John McCole, Adviser
(541) 346-5906
Honors and Awards 315
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
(541) 346-3379
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
(541) 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.
Initiation fee: $30
Psi Chi
Robert Mauro, Adviser
(541) 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
SERVICE ORGANIZATIONS
Alpha Phi Omega
Mary Hudzikiewicz, Adviser
(541) 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
(541) 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, win-
ter, and spring term. To qualify, a student must
be an admitted undergraduate and complete at
least 12 graded credits with a GPA of 3.75 or
better.
Departmental Honors
Academic departments authorize bachelor's de-
grees with honors in selected majors. For more
information see the Registration and Academic
Policies and departmental sections of this bulle-
tin.
Honors Track
The College of Arts and Sciences Honors Track
offers qualified entering students the opportunity
to participate in small, I-credit seminars that fo-
cus on one of the college's three disciplinary ar-
eas-the humanities, the social sciences, and the
natural sciences. In these seminars students re-
view the disciplines associated with the area,
meet distinguished faculty members from those
disciplines, learn about the questions researchers
are answering, and investigate career opportuni-
ties. For more information about the Honors
Track, write to the Office of Admissions, 1217
University of Oregon, Eugene OR 97403-1217, or
telephone (541) 346-3201.
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 Registration
and Academic Policies section of this bulletin.
AWARDS AND PRIZES
Individual and Organization
Awards
Listed are major university awards presented dur-
ing Parents' Weekend in May. Selection criteria
are available from the honors and awards coordi-
nator in the Office of the Dean of Student Life.
American Association of University Women Se-
nior Recognition Award
(senior woman)
Bess Templeton Cristman Award
Gunior woman)
Burt Brown Barker Vice Presidential Cups
(men's and women's living organizations)
Centtiiian Awards
un ergra uate stu ents
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
Gunior 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)
316 Honors and Awards
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)
Paul Olum Award
(senior)
Ray Hawk Award
(senior)
School of Music
(any student)
Theresa Kelly Janes Award
(any student)
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 sec-
tions of this bulletin.
Neil D. Blackman Memorial Scholarship
(political science award to undergraduate and
graduate students studying humanities or politi-
cal 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)
Barry M. Goldwater Scholarship
(sophomore or junior math and science majors)
Fulbright Grants for Overseas Study
(graduate students)
Fulbright-Hays Dissertation Research
Abroad Program
(doctoral candidates)
German Academic Exchange Service Study
Grant
Walter and Nancy Kidd Scholarships
(undergraduate students)
Marshall Scholarship
Outstanding Graduate Teaching Fellow Award
(graduate teaching fellow in geological sciences)
Rhodes Scholarship
Rotary International Ambassadorial Scholarship
(junior- or senior-year undergraduate or
graduate)
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
an 0 er competitions. e omen's Studies
Program administers the Bruce M. Abrams Award
in Lesbian/Gay/Bisexual Studies. The winning
undergraduate project may be from any discipline
and is honored with a $500 prize.
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 schol-
arship given to the best public speaker in the
forensics program.
The Department of Philosophy oversees the
George Rebec Essay Contest. Prizes of $200 each
are awarded for the best undergraduate and
graduate essays on any area of philosophy.
Walter and Nancy Kidd Writing Prizes for under-
graduate students are administered by the Cre-
ative Writing Program.
Students should inquire at their home depart-
ments about additional contests or competitions
for expository or creative writing or other student
projects.
317
Services for Students
James R. Buch, Associate
Vice President for Student
Academic Affairs
Under the direction of the associate
vice president, the Division of Stu-
dent Academic Affairs provides a
variety of services that support and
enhance students' academic experi-
ence and help students benefit more
fully from their educational pro-
grams. The division comprises the
following offices: the Career Center
and the Offices of Academic Advis-
ing and Student Services,
Admissions, Student Financial Aid,
Multicultural Affairs, the Registrar,
and Student Retention Programs.
ACADEMIC
ADVISING AND
STUDENT SERVICES
Joe Wade, Director
164 Oregon Hall
(541) 346-3211
(541) 346-6048 fax
http://darkwing.uoregon.edu/
-aassfindex.html
ACADEMIC ADVISING
The Office of Academic Advising
and Student Services supervises
advising for students who have not
declared an academic major. These
students, who are classified as un-
declared, are assigned advisers from
the academic advising and student
services staff and from selected
faculty members in the College of
Arts and Sciences. The staff coordi-
nates initial advising meetings
between students who have indi-
cated a major preference and faculty
advisers from specific academic
departments. Students in the pre-
health sciences, fifth-year education
programs, and prelaw receive advis-
ing assistance in this office. See the
Preparatory Programs section of
this bulletin.
Students seeking help with problems
such as choosing a major, making a
smooth transition to the university,
cutting red tape, and withdrawing
from the university also receive
assistance. Students may drop in
weekdays between 9:00 A.M. and
5:00 P.M. to seek advice about
general university requirements and
personal or problems that affect
academic progress.
Services for Student Athletes
Services for Student Athletes was
created by the university in the late
1960s to make sure that student
athletes have every opportunity to
earn a degree while participating in
varsity athletics.
Counselors provide academic advis-
ing and counseling for undeclared
students and work with academic
departments on behalf of students
who have declared majors. Academic
progress is monitored, and tutoring
is available to all student athletes.
Midterm grade reports are sent to
the faculty to assist them in moni-
toring student progress. The office,
with the help of academic faculty
members, provides academic infor-
mation that allows the Department
of Intercollegiate Athletics to certify
progress for NCAA rules.
located next door to McArthur
Court. To refer a student or for help
with any concern, contact Stella
Cooley, Rory Dairy, Micki Donahue,
or Twinkle Ann Morton, (541)
346-5428.
Peer Advising
The Peer Academic Advising Pro-
gram supplements faculty advising
for undergraduate students. Trained
students assist their peers in using
academic advising appointments to
the best advantage. More than fif-
teen academic departments partici-
pate 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 Jessica
Blumberg, 164 Oregon Hall; tele-
phone (541) 346-3211; or send E-
mail to jessica@oregon.uoregon.edu.
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 Advis-
ing and Student Services are avail-
able to assist students who do not
have good academic standing.
STUDENT SERVICES
Adult Learners
The staff of the Office of Academic
Advising and Student Services helps
people who have been away from
high school or college courses for a
number of years and want to resume
their education at the university.
These students are offered pre-
enrollment information and advice,
help in resolving procedural prob-
lems, and general assistance to ease
the return to the classroom. After
applying for admission, students
may consult counselors or student
advisers in the Office of Academic
Advising and Student Services. For
more information contact Hilda Yee
318 Services for Students
Young, 164 Oregon Hall; telephone (541) 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
student. For example, in the event of a sudden
family illness, the staff provides help in reaching
the student. In case of emergency, telephone
(541) 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
ensure 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
program of instruction being pursued by such a
student or to any directly related licensing
requirement 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, 164 Oregon Hall; telephone (541)
346-3211; TTY (541) 346-1083.
AFFIRMATIVE ACTION AND
EQUAL OPPORTUNITY
Kenneth F. Lehrman III, Director
474 Oregon Hall
(541) 346-3123
(541) 346-0852 TIY
The University of Oregon is committed to equal
opportunity in education and employment for
everyone on campus. Students and employees
have a legally protected right to a working and
learning environment that is free from discrimi-
nation and harassment and free from retaliation.
Students and employees who feel they have
encountered discrimination or harassment
should inquire at the Office of Affirmative Action
and Equal Opportunity for information on their
rights, options, and resources. In addition,
anyone alleging disabilihj discrimination,
whether or not a student or employee at the
university, may request assistance from the office.
The Office of Affirmative Action and Equal
Opportunity has information on grievance proce-
dures and referrals. Confidentiality is respected
for all parties.
ASSOCIATED STUDENTS OF
THE UNNERSITY OF OREGON
Erb Memorial Union, Suite 4
(541) 346-3724
http;//gladstone.uoregon.edu/-asuoprog/
The Associated Students of the University of
Oregon (ASUO) is the recognized representative
organization of students at the university. Its
network of agencies, activities, and programs
serves student needs and interests. The ASUO
gives students the opportunity to plan and direct
their own programs, to become involved in 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
Executive, the Student Senate, ASUO Programs
Finance Committee, ASUO Athletic Department
Finance Committee, Erb Memorial Union Board
(EMU Board), the Associated Students Presiden-
tialAdvisory Council (ASPAC), and the Constitu-
tion Court. Members of the senate and certain
members of the Programs Finance Committee,
the EMU Board, and ASPAC are elected. The
remaining members of these bodies and
members of the Athletic Department Finance
Committee and the Constitution Court are
appointed. Together these bodies provide
governance, leadership, and representation for
students.
ASUO Executive. The ASUO Executive is com-
posed of an elected president, a vice president,
and hired officers and staff members. As the
recognized voice of UO students, it administers
more than eighty-five funded ASUO programs.
The ASUO Constitution describes the legal and
procedural 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 appropriation
of incidental fees for the DO Depat tment of
Intercollegiate Athletics for the purpose of
recommending 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
incidental fees to ASUO programs for the pur-
pose of recommending a budget to the Student
Senate. The ASUO Executive submits its recom-
mendation on each program budget to the Pro-
grams Finance Committee. After public hearings
on these budget proposals, the committee pre-
sents 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 submission
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
ASUO Executive and the president of the Univer-
sity of Oregon. The final incidental fee budget is
approved by the Oregon State Board of Higher
Education. While individual student programs
submit budgets to the appropriate finance
committee, the full Student Senate hears special
requests throughout the year.
Student senators serve as active members of the
University Senate, the faculty body that debates
and sets general university policies. 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 Committees, which
nominates students for more than eighty positions
on twenty-six faculty-student committees.
EMU Board. The fifteen-member committee
consists of students, faculty members, and EMU
staff personnel. It is responsible for making gen-
eral 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 management and administration
of the EMU.
Constitution Court. The ASUO Constitution
Court, appointed by the ASUO president and
confirmed by the Student Senate, serves as the
court of appeals for the ASUO. The court has the
authority to rule on 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 StudentsPresldeI\tia.lAclvisory
Council. The council offers discussion and advice
about matters of student concern in monthly
meetings with the UO president. The council
includes representatives from the ASUO Execu-
tive; ASUO programs; campus student media;
EMU Board; Greek organizations; Graduate
School or School of Law; Lesbian, Gay, Bisexual,
Transgender Alliance; Residence Hall Gover-
nance Committee; Student Senate; one interna-
tional student, one nontraditional student; and
two students elected for two-year terms from the
student body at large.
Student Health Advisory Committee. This
committee advises the director of the University
Health Center and the vice president for adminis-
tration 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 recommend
nine students to the UO president for appoint-
ment to this body.
Associated Students of the University of Oregon 319
STUDENT ACTIVITIES
AND SERVICES
Advertising Club is a national organization of
professional and student groups whose goal is to
encourage students to enter advertising careers.
Alpha Phi Omega is a national service
organization.
American Institute of Architecture Students
offers speaker and film series, peer advising,
design competitions, and tours of local architec-
ture offices.
Amnesty International works for the immediate
release of prisoners of conscience, fair trials for
prisoners, and the end of torture.
Asian-Pacific American Student Union serves
the university's considerable population of
Asian-Pacific Americans.
Associated Students for Historic Preservation
composed of students in the university's historic'
preservation program, works to advance knowl-
edge and understanding of historic preservation
among other students.
ASUO Childcare Task Force, an advocatory
student group, advises the ASUO Executive,
represents the childcare needs of student parents,
and sets policy for the ASUO Childcare Subsidy
Program. Student members are appointed annu-
ally 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 ~rother/Big Sister Program of Mid-Oregon
proVIdes UO student friends to children in single-
parent homes. Other student volunteers are advis-
ers for junior and senior high school programs.
Black Law Students Association provides a
support group for black law students, facilitates
cont~cts between black attorneys and students,
and IS a member of the National Black Law
Students Association.
Black Student Union serves as a support group
for black students and exposes the university and
Eugene-Springfield communities to black culture
by~onsoring social and cultural events.
cultural, and educational activities for African
American women on campus.
Campus Crusade for Christ is an interdenomi-
national Christian support group emphasizing
personal growth in Christ and development of
ministry skills.
Campus Radio (KWVA) offers opportunities to
learn radio broadcasting in a hands-on environ-
ment. Management and operation of the station
are conducted by students in a professional at-
~ospherewith the intent of developing innova-
t
ve programming. Music, information gathering,
and d~amaticproductions are emphasized, and
techmcal training is provided from operation to
repair.
Campus Recycling Program, jointly funded and
administered by students and the university,
staffs recycling projects and creates new projects
for the UO community. The program promotes
education about recycling, related grassroots
actions, and waste reduction services.
Chi Alpha Christian Fellowship offers worship
services, bible studies prayer meetings, and social
activities for interested students.
Chinese Student Association coordinates aca-
demic, social, and cultural activities with the goal
of improving understanding of Chinese culture.
Circle K International is a college-level club that
is dedicated to providing community service.
Coalition against Environmental Racism, a
coalition of student and community groups, is
dedicated to providing a forum for education and
to promoting environmental justice through
increasing awareness of the fundamental link
between social inequities and environmental
problems.
~ollege Democrats is a campus organization that
gives student Democrats a chance to be involved
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.
Community Internship Program is a student-
init.iated and student-run internship program in
which students earn credit as community and
public school volunteers.
Conflict Resolution Services, provided to
students by the ASUO and the university, offers
pregrievance problem resolution to students or
student groups. The program also offers work-
shops and courses for members of the university
community.
Co-op Family Center, a student cooperative at
Spencer View Family Housing, offers high-quality,
low-cost childcare and seminars on parenting,
teacher education, and child development.
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.
see, perform, and participate in dance concerts,
master classes, and workshops. Performing
membership is obtained through auditions held
each fall.
DELTA-GSO support services for graduate stu-
dents in the Department of Educational Leader-
ship, Technology, and Administration and other
College of Education departments include orien-
tation, workshops, and brown bag lunches.
Designated Driver Shuttle provides transporta-
tion for students from licensed drinking estab-
hshments, restaurants, and residences to their
places of residence. Members also work on
alcohol-related issues to promote the well-being
and safety of UO students. The program strives
to educate students about making responsible
choices in the use of alcohol.
Forensics is the university's debate society and
speech club.
Frontlash combines the values and resources of
the labor movement with the ideals and enthusi-
~s~ o~ youth. Frontlash encourages political par-
tlc~patlo~, labor education, strike support, legis-
lative action, and leadership training on campus.
Geographic Students' Society seeks to enrich
the social and academic environment of the UO
Department of Geography and to serve the local
community.
Hawaii Club promotes Hawaiian culture on
campus and in the community, informs Hawaiian
students of resources, promotes a festive and cre-
ative environment for students, and encourages
student leadership.
Hong Kong Student Association works to
represent and to improve the general welfare of
Hong Kong. students at the university and to help
studen~s adJ.ust .to the American culture, lifestyle,
and umverslty hfe by offering social welfare ser-
vices and other activities. •
HOPES (Holistic Options for Planet Earth
Sustainability) promotes education about creat-
ing sustainable living environments to students,
professionals, and the community at large.
House of Film is an organization for students
who are interested in every aspect of the movie
industry including acting, directing, script
writing, cinematography, marketing, editing,
sound engineering, administration, and
fundraising.
Interfraternity Council provides a central
organization for general fraternity activities and
leadership opportunities and promotes campus
involvement.
International Law Students Association spon-
sors activities and speakers relevant to the practice
of international law and is a member of the
National International Law Students Association.
International Student Association (ISA) is an
umbrella organization for students from nations
around the world. Included are Norwegian
Students Abroad, Chinese Students and Scholars
Association, Indonesian Student Association,
Japanese Students Association, Korean Students
Association, Kultura Filipinas, Latin American
and Caribbean Students Association, and the
Malaysian Students Association. Under the guid-
ance of the ISA, these associations of students
work to-promote-the~ducational;social;-and-
university.
Jewish Student Union provides activities based
on the Jewish cultural, social, and philisophical
traditions and advocates for Jewish issues and
against anti-Semitism in the campus commu-
nity.
Journal ofEnvironmental Law and Litigation, a
publication by UO law students, provides a
national forum on reform and litigation in the
natural resources area.
Land, Air, and Water is the School of Laws
environmental organization, dedicated to
improving the natural environment.
Legal Services provides legal services free of
charge to enrolled UO students through incidental
fees provided by the ASUO. Services include but
are not limited to landlord-tenant disputes,
uncontested divorce, and small-claims counseling.
Lesbian, Gay, Bisexual, Transgender Alliance
provides a safe, supportive place for students and
320 Services for Students
others to explore and understand their sexuality;
to advocate for gay, lesbian, bisexual, and
transgender rights; and to actively educate about
issues important to lesbian, gay, bisexual, and
transgender people.
Lesbian, Gay, and Bisexual Law Student Asso-
ciation offers students who are interested in rep-
resenting gay, lesbian, and bisexual students the
opportunity to learn about issues of importance
to the gay, lesbian, and bisexual community.
Literary Society publishes Timberline, a literary
and arts magazine that features prose, poetry,
and artwork by University of Oregon students.
The society also sponsors the Kidd Tutorial Read-
ing Series and other activities for UO students.
MEChA (Movimiento Estudiantil Chicanos de
AzHan), the official voice of Chicano and Chicana
students at the university, provides a feeling of
community and security with the goal of increas-
ing the recruitment and retention of Oregon
Chicano and Chicanas.
Model United Nations Organization seeks to
increase its members' knowledge of international
relations through learning about other cultures,
the United Nations system, and the skills of
debate and parliamentary procedure.
Multicultural Center brings together students
and faculty, staff, and community members to
promote personal growth, cultural pluralism,
community education, positive social change, and
the end of human oppression by examining issues
of gender, sexuality, and culture with primary
focus on race and ethnicity
Muslim Student Association fosters under-
standing of Islamic culture and works to fulfill the
educational and cultural needs of Muslim students
at the university.
Native American Student Union, an important
part of the Native American community, is an
ethnic student association that works with
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 studentsresolve problems that arise from
'mp'€rsity life.
Oregon Ballroom Dance Club organizes weekly
dances and classes that teach ballroom dance
technique.
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 home football games and
selected away games. Members also participate in
the Basketball Band and the Green Garter Band.
Oregon Marine Science Student Association
coordinates student activities between the
Eugene campus and the Oregon Institute of
Marine Biology in Charleston.
Oregon Student Association provides a collec-
tive voice for students of Oregon's institutions of
higher education to influence public-policy deci-
sions. It conducts research on issues that affect
students, lobbies decision-makers, and provides
a mechanism for sharing information among
students.
Oregon Student Public Interest Research
Group (OSPIRG) is a statewide organization
dedicated to issues of the environment, hunger
and homelessness, consumer protection, and
good government.
Oregon Voice, a general-interest magazine,
presents and expresses 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
system 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 production
workshops directed by students or guest artists,
theater-related films, and other events. Students
need not 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 Science Center offers seminars,
professional school information, and clinical
observation for premedical and predental
students.
Prelaw Society provides an information area and
services, including meetings and newsletters, for
prelaw students, especially for juniors and seniors
engaged in the law school application proc~~._
project Sa£eride, il free shuttle service that pro
vides women with a safe alternative to walking
alone at night and risking possible assault, is
available to UO women who need rides to their
cars, homes, work, classes, or campus events.
Returning Student Association, an organization
of adult students helping other adult students,
provides returning students with a voice to be
heard by the decision-making bodies of the uni-
versity student government and administration.
Singapore Student Association helps students
from Singapore adapt to living in Oregon.
Solar Information Center, a student-run
clearinghouse and education center, pursues the
advancement of solar and renewable energies
and efficient resource use as viable paths to a
sustainable future. The center houses a library
and offers free lectures, workshops, exhibits,
research projects, and a quarterly newsletter,
Solar Incidents, to the campus and general public.
Southeast Asian American Student Associa-
tion promotes cultural awareness of Southeast
Asia and its diverse ethnic groups and acts as a
support group for Southeast Asian students.
Spencer View Community Tenants, an elected
body, represents the interests of Spencer View
tenants and participates in the Family Housing
Board.
Star Wars Student Union is committed to
creating a forum of ideas about the Star Wars
universe and applying them to a societal
consciousness.
Student Bar Association is an umbrella organi-
zation of many student interest groups in the UO
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 Choice is an organization commit-
ted to securing and maintaining reproductive
rights for women and to informing the commu-
nity about issues surrounding these rights.
Students for the Ethical Treatment of Animals
is dedicated to educating the university commu-
nity about the mistreatment, exploitation, and
oppression of nonhuman animals.
Survival Center works for social justice and
environmental freedom, and acts as a resource
center for a range of current issues.
United Women of Asian Heritage facilitates the
social, cultural, and educational development of
its members and works toward the advancement
of their individual and collective interests on
campus and in the community.
University Theatre, the production wing of the
theater arts program, is an independent organi-
zation that produces shows from its own box
office.
USSA, the nation's oldest and largest student
organization, represents 4.5 million students
nationwide and is the recognized voice of
students in Washington, D.C.
Taiwanese Student Organization focuses on
cultural, social, political, economic, historical,
educational, and ecological developmentsin
Taiwan and is open-to-inyUO student interested
In Ialwanese culture.
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 and participates on the
Family Housing board.
Whitebird Clinic Rideshare links people offer-
ing rides with those needing rides.
Women's Center provides information,
support, and services to facilitate education about
feminism, women, and gender. It fosters an
atmosphere in which students and staff and
faculty members can engage in discussions and
activities that empower women as individuals
and as a community. Services include resources
and referral, advocacy, event planning and coor-
dination, support groups, a women's newsletter,
and cultural events cosponsored with other
student groups.
Child and Family Services 321
YWCA provides services to women, minorities,
and disabled youth through the Exceptional
Friendship Program and the Outreach Program.
BOOKSTORE
James L. Williams, General Manager
895 East 13th Avenue
(541) 346-4331
uobkstr@oregon.uoregon.edu
http://www.uobookstore.com
The University of Oregon Bookstore is located
just west of the campus. The bookstore was
established in 1920 to serve students and faculty
and staff members.
The bookstore is open from 7:45 A.M. to 6:00 P.M.
Monday through Friday; 10:00 A.M. to 6:00 P.M.
Saturday; and noon to 6:00 P.M. Sunday.
Services
The bookstore is a collegiate department store.
The lower level displays a wide selection of school
and office supplies as well as art and architecture
supplies. Public restrooms are located at this level.
The street level offers class schedules and a
variety of merchandise including calculators,
computers, and software. The bookstore operates
the Microcomputer Resale Program, which offers
educational prices on computers and software
to students and faculty and staff members. A
complete university sportswear and insignia
department is located along the west side of the
floor. On the east side are greeting cards, gifts,
magazines, candy, and snacks. The Duck Stop
coffee and espresso counter features specialty
coffee drinks.
In the upper-level general book department, the
bookstore offers more than 40,000 titles for read-
ing pleasure. The store specializes in carrying
books seldom found in other bookstores. If the
bookstore does not carry a particular book or if it
is out of print, the staff is always ready to make a
special order. Bookstore staff members also enjoy
recommending books to customers.
The course book department is located at the rear
of the upper level. The bookstore sells new and
usedcouise books at a discount and saves stu-
-dents money throughout the year by buymg ac
many books that will be used again on campus.
The buy-back list is largest at the end of each aca-
demic term, when the bookstore brings in profes-
sional 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 discount. Although the per-
centage is not guaranteed, last year the bookstore
gave UO students and employees of the univer-
sity a savings of 10 percent off the publisher's list
price. Since 1973 the bookstore has returned
more than $10 million to its members 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
boxes for store purchases, free notary public ser-
vice, free self-service coin lockers, key making,
postage stamp sales, film-processing service, UO
jewelry sales, graduation cap and gown sales and
rentals, self-service photocopiers, a free campus
telephone, public restrooms, and benches and
bicycle parking outside the store. The bookstore
also offers UPS package service and outgoing fax
service at competitive prices.
Portland Center
For the convenience of Portland-area alumni and
friends of the university, the bookstore sells
university sportswear and insignia merchandise
at the UO Portland Center. Some supplies
required for Portland architecture studios are
available at the Portland Center bookstore. The
Duck Shop is located at 734 SW Second Avenue
in Portland; bookstore telephone (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 the
students, faculty members, and civil-service staff
members of the university. Policy is made by a
board of directors comprising eight students,
two faculty members, and one classified staff
member. The directors are elected by the
bookstore's membership in annual elections.
The operation of the store is conducted by
twelve full-time managers and a large staff,
many of whom are part-time students or
spouses of students.
Vision. The vision for the bookstore is to join UO
students and faculty and staff members in the
pursuit of knowledge, intellectual growth, and
higher education through the sale of products
and the provision of services.
Mission. The mission of the bookstore is to
provide course-related materials for UO courses;
to sell required course merchandise at the best
possible prices through the benefit of the
nonprofit corporate structure; and to provide
products and services that make attending,
teaching, doing research, and working at the
UO fulfilling and convenient.
The bookstore strives to find ways to serve its mem-
bership better, and it welcomes suggestions and con-
structive 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 more information.
Lawrence H. Smith, Director
244 Hendricks Hall
(541) 346-3235
http://uocareer.uoregon.edu
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, Special Studies:
Career Exploration (CPSY 199), and Field Studies:
Career Decisions (CPSY 406) provide a system-
atic approach for identifying skills and interests.
Individual counseling and career assessment
services are available to help students select
courses and majors to fit their goals.
The career library houses an extensive collection
of career and employment resources. Information
is provided about local, regional, and national in-
ternship programs as well as the center's Career
Development Internship Program.
Mentor Program. This program is described in
the Academic and Career Planning section of
this bulletin.
Employment Services. Each year more than
14,000 jobs-part-time, full-time, work-study,
summer, international, and education-are listed
with this office. The Campus Interview Program
brings more than 150 employers to campus each
year.
Job information is available on several databases
and on hard copy. The University of Oregon
resume data bank, a computerized job-matching
service, provides information to employers that
match the job seeker's qualifications, experience,
and education.
Workshops and seminars teach resume writing,
interview skills, and job-search strategies. Work-
shop: College to Career (CPSY 408/508) provides
comprehensive information 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 appointments for consultation.
Currently enrolled students and alumni are
invited to use the Career Center's services. The
services are free for currently enrolled students.
For more information, see the Academic and
Career Planning and Employment Services
sections of this bulletin.
CHILD AND FAMILY
SERVICES
Karen Logvin, Administrator
463 Oregon Hall
(541) 346-2962
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 foifiimilies iirid elderi:are~ anclUfiiveF-
sity po lCles re ate to c 1 ren an amlles. a
members are available to consult with students
and faculty members about parenting, childcare,
and other family issues.
ASUO Student Childcare Subsidy. Funded by
student incidental fees, the program pays a per-
centage of childcare expenses for low-income
students. UO-affiliated and licensed community
childcare expenses are covered. More information
and applications are available from the EMU
Child Care and Development Centers office, 1511
Moss Street; telephone 346-4384.
Family Childcare Network. A program of Child
and Family Services, the Family Childcare Net-
work provides education, consultation, and sup-
port to family-housing residents who are inter-
ested in or are currently providing childcare at
their homes. The network encourages and sup-
ports family-housing home childcare providers
through informational meetings, use of a profes-
sionallibrary, and introduction to community
childcare referral services and training opportuni-
ties. For more information, call Child and Family
Services.
322 Services for Students
VO AFFILIATED CHILDCARE
PROGRAMS
Opportunities exist for students to work in UO
childcare programs as employees or to receive
practicum credit through various departments.
CO-Op Family Center
(541) 346-7400
The center accepts children who are between the
ages of eight weeks and eleven years.
The center serves primarily families who live in
Spencer View Family Housing but accommodates
some UO and 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 membership
on the center's board of directors. See also Asso-
ciated Students of the University of Oregon in
this section of the bulletin.
Baby Room Program
(541) 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
reentering the work force or returning to school
after a birth or adoption.
UO parents may register for a designated baby
room in the East Campus area, or locate space
close to their work site to use as a baby room. The
request for work space must be approved by the
employee's dean or department head and vice
president. The parent then works with the child
and family services administrator to plan and
implement the baby room.
EMU Child Care and Development
Centers (CCDC)
(541) 346-4384
The centers accept children who are between the
ages of fifteen months and six years.
The centers primarily serve student families but
accommodate the children of UO faculty and staff
members when space is available. Administered
by the Erb Memorial Union, the centers comprise
six childcare programs located at sites in the East
Cam us ar ..
and the EMU. Parents can share in policy deci-
sions by belonging to the centers' Parent Council.
See also Erb Memorial Union in this section of
the bulletin.
Vivian Olum Child Development
Center
(541) 346-6586
The center provides comprehensive childcare and
education for children at a variety of develop-
mental levels, who are between the ages of six
weeks and eleven years.
The center primarily serves faculty and staff
families, with student families guaranteed prior-
ity access to a percentage of available openings,
and it mainstreams community children with
special needs. Administered by the Office of
Human Resources' Child and Family Services, the
center comprises two on-campus sites located at
the UO Center on Human Development and at
an east-campus site, 1650 Columbia Street.
COUNSELING AND TESTING
Weston H. Morrill, Director
Second Floor, Student Health Center
1590 East 13th Avenue
(541) 346-3227
(541) 346-2842 fax
http://darkwing.uoregon.edu/-counsel/
The University Counseling Center offers indi-
vidual and group mental health counseling,
developmental programs and workshops, and
testing to students at the university. Some fees
are charged for testing. Counseling services are
offered without charge to students currently
enrolled at the university.
Counseling: 346-3227. The center offers confi-
dential 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 Chinese,
French, German, Spanish, and Japanese lan-
guages. 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).
Application 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., 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 counsel-
. .
Crisis Center: 346-4488. The crisis line, a tele-
phone service supervised by the counseling cen-
ter, operates eveningsfrom 5:00 P.M. to 8:00 A.M.,
Monday through Friday, and twenty-four hours a
day on weekends.
ERB MEMORIAL UNION
Charles Miller, Director
1222 East 13th Avenue
(541) 346-3705
The Erb Memorial Union (EMU) is committed
to providing programs and activities for the
educational, cultural, and recreational enrich-
ment of the university community. Through a
combination of programs, services, and facilities,
the EMU strives to make students' extracurricular
activities 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
LD. service, a small variety store, a ticket outlet,
the university lost-and-found service, a travel
agency, six automatic teller machines, and the
Computing Center Laboratory.
Other facilities of the EMU that are not housed in
the building are the Waterworks Canoe Company,
which rents canoes and kayaks for use on local
waterways, and the Outdoor Program's trip
staging facility.
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
subsidy 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 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 members on
matters of day-to-day management and adminis-
tration. The board is made up of elected students
and appointed students and faculty members.
University Scheduling and Information Ser-
vices. This office is responsible for scheduling
nonacademic events and activities in the EMU,
classrooms, Gerlinger Hall Alumni Lounge, and
outdoor areas for university departments, student
organizations, and off-campus users. A variety of
services that support events are provided through
the technical service, ticket, and support services
departments
Child Care and Development Centers
Six high-quality, state-certified childcare sites
are located on campus, in the East Campus area,
and at Westmoreland Fal11ily Ho~sJng"-ThC)'pro­
vide developmentall a ro riate childcare for
c i ren 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
programs as employees or to receive practicum
credit through various departments.
Club Sports
This competitive, recreational program offers
more than forty sports during the academic year
for students and faculty and staff members. It is
designed as an athletic alternative that bridges
the gap between intramural and intercollegiate
programs. The basic philosophy and key to the
success of the program is student involvement in
its coordination and administration. Students
organize each club and select coaches who per-
form as volunteers. Emphasis is on participation
in competition and on offering students the
chance to be recognized as collegiate athletes.
Craft Center
The Craft Center's workshops and courses are
open to everyone. People who purchase a term
Intercollegiate Athletics 323
INTERCOLLEGIATE
ATHLETICS
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
University 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
University 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 University Health Center is fully accredited
by the Accreditation Association for Ambulatory
Health Care.
Brochures available at the UniverSity Health Cen-
ter offer more information about health services,
or visit the health center's Web page.
Intercollegiate athletics at the university is an
integral 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 claimed NCAA track
championships in 1962,1964,1965,1970, and
1984.
Success in sports has made Eugene and the
university an attractive site for national champi-
onships. The university has been the host for
collegiate national championships in men's and
pass can use studios that are well equipped for 2. Basic preventive dental services and dental
ceramics, fibers, graphics, glass, photography, education
woodworking, and other areas of the visual arts. 3. Specialized care for allergies, internal medi-
The center also sponsors programs by visiting cine, psychiatry, and minor surgical procedures
artists, art exhibits, and annual craft fairs.
4. Allergy clinic and allergy skin testing
Cultural Forum
The Cultural Forum presents a program of campus 5. A women's health-care clinic with gyneco-
entertainment and cultural activities including the logical services and counseling
visual arts program for the EMU, films, concerts, 6. Medical laboratory services
lectures, and performing arts. 7. Medical x-ray services
Greek Life Advising 8. Mental health counseling
Greek life advisers oversee efforts to establish
and maintain programs that create positive 9. Physical therapy and rehabilitative services,
group-living experiences. Sororities and fraterni- sports medicine and therapy clinics for treat-
ties are actively involved in academic growth, ment of injuries
leadership, community services, and athletic and 10. Licensed pharmacy
social events. 11. Nutrition counseling
For more information see Affiliated Housing in 12. Health-education services
the Student Housing section of this bulletin or 13. Travel clinic
inqUire at the Office of Student Life.
Outdoor Program 14. Health insurance program
The Outdoor Program offers low-cost, coopera- Hours of Operation. The University Health
tive activities such as bicycle touring, camping, Center is open from 8:00 A.M. to 6:00 P.M. Mon-
canoeing, hiking, river rafting, sea kayaking, ski day, Wednesday, Thursday, Friday, and Saturday;
touring, and wind surfing. The program hosts on- from 9:00 A.M. to 6:00 P.M. Tuesday; and from 10
campus lectures, slide presentations, and A.M. to 6:00 P.M. Sunday, fall through spring
instructional workshops. terms. Summer session hours are 8:00 A.M. to 4:30
Recreation Center P.M., Monday through Friday. The health center is
closed between terms.The newly renovated Recreation Center provides
a championship billards area, an informal televi- Appointments. Students should make appoint-
t f t · An' t t Bill Moos, Directorsion and billards lounge, a complete video game men s or ou patIent care. appom men can
arcade, and separate areas for table tennis and be made by telephone or in person during week- Casanova Athletic Center
other reacreational board games. The center day hours. Students must show a current univer- 2727 Leo Harris Parkway
sponsors an extensive schedule of special events sity student identification card at the University (541) 346-4481
and tournaments for every skill level. On the Health Center. Head Coaches
Millrace, the center operates the Waterworks Urgent Care. Students who need immediate at- Renee Baumgartner, women's golf
Canoe Company located at 1395 Franklin tention can use the urgent care service whenever Mike Bellotti, football
Boulevard. the health center is open, including weekends. Bill Dellinger, men's cross-country
Student Activities Resource Office However, because this care is first-come, first- Rick Gamez, softball
The Student Activities Resource Office provides served, more time may be spent in the waiting Jack Griffin, women's tennis
resources to students and student organizations room than if an appointment is made. Tom Heinonen, women's track and field and cross-
for events programming. The staff also offers con- A telephone nurse triage program is available country
sultation and workshops to help meet individual when the heath center is closed in the evening, Ernie Kent, men's basketball
or group goals. on weekends, and between terms; telephone Chuck Kearney, wrestling
Women's Center 346-2770. Cathy Nelson, volleyball
See the Associated Students of the University of Students can use the local emergency rooms and Steve Nosier, men's golf
Oregon sedionof this bulletin for information after-hours clinics for emergency anditnmediate Jody Runge, women's basketball
about the Women's Center. ----(c;;;ar.re;-wWFh;;;e;nnlitlih~e'hi""ie;;;aJj1t:lihlic:;;Oe'iinllitePir;';j,,"srcTI!o1<s:pe7ld-.-----,C1'lh,;,n"si<R"'u,.;ss~e>14Ilt:-,ffml1'e'f1l\;"<snt"Pe,,-ll,,-illr.·S,---------------
Charges. The University Health Center charges Bill Steffen, women's soccer
for laboratory tests, x-rays, medications and pre-
scriptions, immunizations and injections, dental
procedures, and other special services and sup-
plies. Every effort is made to keep these charges
low.
There is no charge for basic nursing care. There is
a nominal fee for the office visits with a staff phy-
sician, dentist, psychiatrist, or nurse practitioner.
Students who are referred for medical services
that are not available at the University 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, which can be
purchased in 101 Student Health Center. The
health center staff members can explain how to
obtain a bill for insurance purposes, but the cen-
ter does not bill insurance companies.
University Health Requirement for Interna-
tional Students. International students may be
HEALTH SERVICES
Gerald}. Fleischli, M.D., Director
First Floor, Student Health Center
East 13th Avenue and Agate Street
(541) 346-4441
http://darkwing.uoregon.edu/-uoshcl
The University Health Center provides a variety
of medical and health-care services for currently
enrolled UO students who have paid student
fees. These services are provided by a highly
qualified staff that includes physicians, a dentist,
nurse practitioners, 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
324 Services for Students
women's track and field, women's basketball,
gymnastics, wrestling, and golf.
Eugene was the site of the 1972, 1976, and 1980
Olympic Track and Field Trials and hosted its
eighth NCAA meet in spring 1996.
Numerous university tcams-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.
Emphasis on academics and athletics has resulted
in the university accumulating thirty-two GTE
Academic All-Americans prior, four NCAA Top-
Eight awards, and twenty-one NCAA postgradu-
ate scholarship recipients.
The university fields seven sports for men and
nine for women. Men's sports are basketball,
cross-country, football, golf, tennis, outdoor track
and field, and wrestling. Women's sports include
basketball, cross-country, golf, soccer, softball,
tennis, indoor and outdoor 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-10 Con-
ference (pac-l0). Other members of the Pac-l0
are Arizona, Arizona State, UCLA, USc, Califor-
nia, Stanford, Oregon State, Washington, and
Washington State.
The UO football program-participants in twelve
bowl games since the 1916 season-has been
selected for six postseason appearances in the last
nine years.
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 205 Casanova Athletic Center on the
UO campus; telephone(541) 346-5433. Th~re are.
branch offices in Medford and at the Portland
enter. The Medford branch is at 201 West Main,
Suite 3C; telephone (541) 773-5487. The Portland
Center is at 722 SW Second Avenue in Portland;
telephone (503) 725-3828.
PHYSICAL ACTIVITY AND
RECREATION SERVICES
Karla S. Rice, Director
181 Esslinger Hall
(541) 346-4105
(541) 346-3583 fax
http://darkwing.uoregon.edu/-pars
Physical Activity and Recreation Services (PARS),
made up of Physical Education, Recreation and
Intramurals, and Equipment and Facilities Man-
agement Services, supports itself through fees
charged for physical-activities courses and other
services. PARS sponsors comprehensive sports
and recreational programs for students and for
faculty and staff members of the university.
The more than 130 physical-activity courses
offered by PhYSical Education emphasize the
development of physical skills that contribute to a
healthy lifestyle. Recreation and Intramurals pro-
grams offer participants the opportunity to enjoy
competitive 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
Academic Affairs section of this bulletin.
PUBLIC SAFETY
Stan Reeves, Director
Straub Hall
1319 East 15th Avenue
(541) 346-5444
(541) 346-0947 fax
http://safetyweb.uoregon.edu/
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 public safety
and police, crime prevention, keys, parking,
transportation, the faculty-staff Lane Transit
District Ridership Program, bicycle registration,
and car certification.
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 one-day parking permits from the public
safety office, the information kiosk at 13th Avenue
and Beech Street, or from the department they
are visiting.
SPECIAL SERVICES
Academic Learning Services
Susan Lesyk, Director
68 Prince Lucien Campbell Hall
(541) 346-3226
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 assistance in study-skill improvement,
preparation for standardized entrance examina-
tions, and tutoring in many subject areas.
Courses for Credit. Students concerned about
their academic reading, research, writing, and
general study skills may benefit from participat-
ing in Introduction to University Study (ALS 101).
This 3-credit course, which gives students an aca-
demic orientation to the university, is particularly
helpful for new students. Courses offered by the
center are listed in the Academic Affairs 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, 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
Sarah Klinghammer, Director
107 Pacific Hall
(541) 346-3945
(541) 346-3917 fax
American English Institute, 5212 University of
Oregon, Eugene OR 97403-5212, USA
aei@oregon.uoregon.edu
http://babel.uoregon.edu/aei/aeLhtml
The American English Institute (AEI) offers five
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 Academic English for International Students
program, the International Graduate Teaching
Fellow program, the Academic Orientation for
International Students of Business, and special
short-term programs.
Institute instructors are university faculty
members with specialized training in linguistics,
applied linguistics, or teaching English as a
second language (TESL). Classes begin in
September, January, March, and June.
Intensive English Program. This program
consists of a basic six-level 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
optional courses that focus on areas .()0pecial _
concern or interesf'to students, includin Test
o ng IS as a oreign Language (TOEFL)
Preparation I and II, Business English, Computer-
Assisted Language Learning, American Films.
Other services and facilities, including an audio-
video laboratory and a Macintosh computer
laboratory, afford the student opportunities to
develop proficiency in English. Advanced stu-
dents may enroll, with approval from AEI, in one
regular university course. Trained and supervised
tutors help students individually with course
work, conversation, listening, reading, composi-
tion' and pronunciation.
Academic English for International Students.
The AEIS program is offered to enrolled under-
graduate and graduate students who need or
request additional training in English as a second
language for academic work. Courses are offered
in pronunciation, listening and note taking, oral
skills, reading and vocabulary development, and
writing. Occasionally, adjunct courses to regular
university courses are offered. A placement test
determines the area in which work in English is
Special Services 325
needed. AEIS courses earn university credit and
are taken at the same time as other university
course work. Information about this program is
available from AEI.
International Graduate Teaching Fellow
Program. English courses are offered to interna-
tional graduate teaching fellows who need or
want help to improve their English for use in the
classroom. Courses are offered to improve pro-
nunciation, listening and speaking abilities, and
university-level teaching skills. Information about
this program is available from the AEIS office, the
Office of International Education and Exchange,
and the Graduate School.
Academic Orientation for International Stu-
dents of Business. This summer-only program is
offered jointly by AEI and the Charles H.
Lundquist College of Business to prepare students
to meet the linguistic and cultural demands of
graduate programs in business and economics.
The six-week program includes macroeconomics,
offered with a language support course; contem-
porary business concepts; business case studies;
effective business presentation skills; computer
training; library research skills; and individual
tutoring. A 550 TOEFL score and acceptance into
a university graduate program are recommended
for admission. A personal statement, nonrefund-
able $50 application fee, and financial verification
documents must accompany the application
form. All applications and requests for informa-
tion should be addressed to the Business Programs
Coordinator at AEI.
Short-Term Programs. Upon request, the insti-
tute designs and teaches three- or four-week
programs for groups of students. Programs may
target areas of interest such as business, university
preparation, American language and culture, or
second-language teaching methodology.
Student Services. The institute's student services
include an academic counselor, an extensive
orientation program before classes begin,
planned activities in Eugene and the state of
Oregon, and host families.
Admission Procedures. The institute's Intensive
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 $65
If a student is transferring from another English-
language program in the United States, a
recommendation from the program director or
a transcript must be included.
Admission to the American English Institute's
Intensive English Program does not imply admis-
sion to any other school or program at the
University of Oregon.
Inquiries regarding admission should be directed
to AEI's admissions coordinator.
Educational Opportunities Program
Susan Lesyk, Director
68 Prince Lucien Campbell Hall
(541) 346-3232
The Educational Opportunities Program (EOP) is
part of the Center for Academic Learning Services.
Funded by a federal grant, the program provides
comprehensive academic support including
courses, noncredit workshops, tutoring, academic
and personal counseling, and advocacy and me-
diation help for disadvantaged and traditionally
underrepresented students. The program offers
services to students with a variety of problems
and skill levels-from those who are having
trouble staying in the university to those whose
plans include graduate or professional schools.
For more information, see also Academic Learn-
ing Services in the Academic Affairs section of
this bulletin. The Educational Opportunities
Program office is open weekdays from 8:00 A.M.
to 5:00 P.M.
High School Equivalency Program
Emilio Hernandez Jr., Director
1685 East 17th Avenue
(541) 346-3531
Federally funded and sponsored by the University
of Oregon, the High School Equivalency Program
(HEP) is a multicultural, bilingual alternative-
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
office is open weekdays from 8:00 A.M. to 5:00 P.M.
Multicultural Affairs
James S. Garcia, Acting Director
470 Oregon Hall
(541) 346-3479
The Office of Multicultural Affairs (OMA) is
dedicated to helping students of color success-
fully complete their University of Oregon educa-
tion. o.MA gtrpl€g to meet this responsibility by
providing an honest and caring atmosphere
sensitive to students. Specific goals are to
• Help African American, Asian American-Pacific
Islander, Chicano or Latino, and Native Ameri-
can students achieve academic success
• Retain students of color and facilitate their
graduation from the University of Oregon
• Assist the University of Oregon with issues of
racial and ethnic diversity
• Assist the Office of Admissions with the recruit-
ment of students of color to the University of
Oregon
• Work with the Career Center and the Graduate
School to facilitate placement opportunities
The office's support services include
• Academic advising
• Macintosh computer laboratory with word-
processing software, Internet connection, and
graduate school practice exams
• Scholarship, fellowship, employment, and
internship information
• Graduate school preparation
• Student advocacy
• Tutorial assistance
• Selected course offerings including College
Composition I,II (WR 121,122), Intermediate
Algebra (MATH 95), College Algebra
(MATH 111), Calculus for Business and Social
Science tIl (MATH 241, 242), Introduction to
Methods of Probability and Statistics
(MATH 243)
OMA sponsors the Reach for Success Middle
School Visitation Program, the Awards and
Graduation Ceremony, and multicultural speak-
ers and presenters. The office also provides tech-
nical, advisory, and financial support to student
organizations, and it enhances the new student
experience by coordinating an open house, New
Student Week activities, and a Fall Orientation
Retreat.
Services are free. Students of color are encour-
aged to use the Office of Multicultural Affairs.
National Student Exchange
Joe Wade, Coordinator
164 Oregon Hall
(541) 346-3211
The University of Oregon is one of 147 public
colleges 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
advantage of specialized courses or unique
programs that may not be available on their home
campuses. Participation in the program is limited
to one year.
To qualify, a UO student must have a 2.50 cumu-
lative grade point average (GPA) or better and
have a record of good conduct at the university.
Students typically participate in the exchange
program during the sophomore or junior year. In
general, stucients appJ}'cll,l~il1g",:inter term.
Tuition is assessed by the host institutionat then
in-state resident rate; however, in some situations
tuition may be paid at the University of Oregon.
Speech-language-Hearing Center
Jane Eyre McDonald, Director
Clinical Services Building
(541) 346-3593
The Speech-Language-Hearing Center offers a
full range of clinical and consultative speech, lan-
guage' and audiological services for individuals of
all ages. These 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, language, 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
Program.
326 Services for Students
Veterans Affairs
Herbert R. Chereck, University Registrar
220 Oregon Hall
(541) 346-3119
The Office of Veterans Affairs, in the Office of the
Registrar, helps eligible student veterans and
their dependents obtain veterans' educational
benefits in compliance with Veterans Administra-
tion procedures and regulations.
The office provides basic information about Vet-
erans Administration and Oregon State Veterans
benefits including Veterans Vocational Rehabili-
tation, Veterans Tutorial Assistance, and contact
with the Veterans Administration Regional Office
in Portland. A student wanting advance pay for
educational benefits should write or call the
Office of Veterans 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 registration, but they should visit the office
before the beginning of each term to provide
information about their academic plans for the
term.
Yamada Language Center
Jeffrey Magoto, Director
121 Pacific Hall
(541) 346-4011
(541) 346-3917 fax
y!c@oregon.uoregon.edu
http://babel.uoregon.edu/yamada.html
The Yamada Language Center houses the
University of Oregon's language laboratories; it
has an extensive collection of audio and video
media and computer software. The center has
multimedia 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 lounge has reading material in various
second languages and in English.
The center also provides support services to train-
ing programs for teachers of second languages
and English as a second language. As a research
unit, the center brings together faculty members
~anguage iflstruetion, education, and
related fields to work on individual and collabo-
rative projects in second-language acquisition,
teaching methodology, and the development of
audio, video, and software instructional media
with accompanying texts. The center hosts work-
shops and seminars on topics related to second-
language acquisition and instruction.
STUDENT ALUMNI
ASSOCIATION
Adviser
123 Agate Hall
(541) 346-2107
uosaa@darkwing.uoregon.edu
The University of Oregon Student Alumni Asso-
ciation is an independent, nonprofit organization
of students who volunteer their time and skills as
representatives of the University of Oregon in
coordination with the UO Alumni Association.
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 and the alumni association
• create avenues of communication among stu-
dents, faculty members, administrators, staff
members, alumni, parents, and community
residents
The group is composed of students who demon-
strate strong leadership, organizational skills, and
an interest in and understanding of the university.
New members are selected each fall and spring
by a committee of current members including the
primary council.
In addition to planning, organizing, and imple-
menting special events such as Homecoming,
Parents' Weekend,Trading Places, Take a Duck to
Lunch, and blood drives, the council also works
as a liaison between the community and the
university.
STUDENT LIFE
Weston H. Morrill, Dean
364 Oregon Hall
(541) 346-3216
The Office of the Dean of Student Life helps stu-
dents derive full benefit from their University of
Oregon experience by assessing and communi-
cating the needs of a changing student body,
providing education and support programs and
services, working to ensure that all students are
supported and accepted, minimizing the obstacles
to student success, and celebrating the accom-
p
ishments of individuals and the campus
community.
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 academie ealendar faz dales.
Gay, Lesbian, Bisexual, and
Transgender Educational and
Support Services
Stephanie Carnahan, Director
Understanding and acceptance are essential to
creating a welcoming environment for gay,
lesbian, bisexual, and transgendered people. This
program develops and provides educational
services related to homophobia and hetero-
sexism; assists student organizations and aca-
demic units in bringing speakers to campus for
educational programs; serves as a referral source
for and provides consultation to members of the
lesbian, gay, bisexual, and transgender commu-
nity; offers support services for lesbian, gay, bi-
sexual, and transgender people and their hetero-
sexual allies; and acts as a liaison between the
university administration and the lesbian, gay,
bisexual, and transgender community.
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.
Conflict Resolution Services
Diane LeResche, Director
318 Erb Memorial Union
(541) 346-4240
Services include a variety of culturally appropriate
conflict resolution methods-peacemaking, go-
between, conciliation, mediation, arbitration-as
well as consultations and coaching about inter-
personal, small-, and large-group conflicts. The
program's trained mediators and interns offer
skills workshops on various aspects of managing
serious disagreements, handling difficult people,
anger management, and basic conflict resolution
skills. Workshops also address design and facili-
tation of problem-solving, planning, decision-
making, and team-building gatherings. All
services for students and faculty and staff mem-
bers are free and confidential.
Programs for Parents and Families
of VO Students
Linda Devine, Coordinator
Programs provide parents with information 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 during
Parents' Weekends. Parents of prospective
students 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, Connections, is
published by the Office of the Dean of Student
Life.
Race Task Force
Laura Blake Jones, Coordinator
Coordinated by the Office of the Dean of Student
Life, the Race Task Force provides support to
students who experience racism and mediates
incidents of raeiallension OLL campus. 'fhe task
force offers forums and events for the public dis-
cussion of racial issues, publishes an educational
brochure on racism, and advocates for victims of
racial harassment.
Student Conduct Program
Elaine Green, Student Conduct Coordinator
http://oregon.uoregon.edu/-conduct/index.htrnl
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. The
program handles complaints made against
students by other students and by faculty or staff
members.
A faculty-student committee has primary
responsibility for formulating and evaluating
student conduct policies and procedures. The
program is administered by the student conduct
coordinator.
~~~ .._... ~_~~.~_-_.._._.,~~_._-_.~~----i--=~"-..-----~~~.'~ .. ---...-... -...---------~~-.-- .. -.-.--.~~ ...--... --~.~=~.~~~~""=~,---~,-
Student Retention Programs 327
An abridged version of the Student Conduct
Code and information concerning the student
conduct program appear in the Schedule of
Classes. Copies of the complete code are avail-
able for examination in the Office of the Dean of
Student Life and from University Housing, the
ASUO, and the Office of Student Advocacy. A
copy of the code and more information is avail-
able on the World Wide Web.
Substance Abuse Prevention
and Education
Linda Hoover, Coordinator
The Office of the Dean of Student Life offers
programs and services to campus organizations
and students who want information about the
use and abuse of alcohol and other drugs. The
office also coordinates and provides information
about campus efforts in alcohol and drug abuse
education, prevention, and intervention.
Unwanted Sexual Behavior
Prevention
Linda Hoover, Coordinator
The Office of the Dean of Student Life coordi-
nates the Unwanted Sexual Behavior Task Force,
self-defense classes, courses about preventing
sexual assault, and other programs and events
designed to prevent unwanted sexual behavior.
In addition, the office provides support for
survivors of sexual violence.
STUDENT RETENTION
PROGRAMS
Jane DeGidio, Director
372 Oregon Hall
(541) 346-1152
(541) 346-5811 fax
Office of Student Academic Progress, 5256
University of Oregon, Eugene OR 97403-5256
The Office of Student Academic Progress works
to help students move successfully toward their
educational, career, and life goals by providing
necessary information and creating an academic
environment that fosters active student participa-
tion in and responsibility for achieving academic
success. In addition, the office coordinates and
helps promote Learning Communities, including
Discover Oregon, Freshman Seminars, Freshman
Interest Groups, Robert D. Clark Honors College,
and Honors Track.
Discover Oregon
Sherri Willard Argyres, Coordinator
Discover Oregon is designed for first-year stu-
dents who are undecided about a major. Through
1-credit Discover Oregon courses, specially cho-
sen faculty members guide students through the
intellectual challenges of their first year at the
UO, help students understand the connections
between liberal arts course work and the majors
offered at the university, and help students begin
the process of selecting a major. Each course sur-
veys a field of study-the natural sciences, physi-
cal sciences, fine arts, professional fields, or the
humanities-while delving into a topic of special
academic interest. Discover courses start fall term
and continue winter and spring. Each class is
limited to twenty students to produce an aca-
demic setting that enhances interaction among
faculty members and students.
Faculty Firesides
Jane DeGidio, Coordinator
The Faculty Firesides program, a joint effort of the
UO Foundation and the Office of Student Aca-
demic Progress, partially funds faculty-hosted
events that give students and faculty members
the opportunity to spend time together in casual
settings where conversation is encouraged and
relationships are enhanced.
Freshman Interest Groups
Freshman Interest Groups (FIGs) help students
fulfil some general university requirements while
they focus on a particular area of interest and
possibly a major. Students in each interest group
share enrollment in three related courses. One
course has a small class size so that members are
likely to meet other students who share similar
interests. In addition to FIG courses, students
plan an academic schedule in consultation with
an adviser. Social and academic activities are co-
ordinated by a trained peer, who acts as the FIG
group leader. Freshmen who plan to attend
IntroDUCKtion in July receive in early June infor-
mation and an invitation to join a FIG. Students
who do not attend IntroDUCKtion receive their
invitation in early August. Because spaces are
limited and allocated as reservation requests are
received, students are urged to return their re-
quests as soon as possible. More information is
available from Jack Bennett, 364 Oregon Hall;
telephone (541) 346-1080.
Freshman Seminars
Sherri Willard Argyres, Coordinator
Freshman Seminars are innovative courses
developed especially for new students. Open only
to students in their first year of university study
and transfer students in their first term at the UO,
the seminars emphasize activities that help
sharpen critical reasoning, writing, and reading
skills. And, unlike traditional lecture courses,
freshman seminars also emphasize active discus-
sion by participants and development of a sense
of community among students. This personalized
method of instruction gives students the oppor-
tunity to interact with classmates and express
ideas and opinions freely. The seminars offer a
great opportunity to be challenged intellectually
in a relaxed atmosphere, become better acquainted
with faculty members at the University of Oregon,
and meet new friends. The Freshman Seminars
brochure, available in the Office of Student Aca-
demic Progress, lists each term's course offerings.
Enrollment in each seminar is limited to twenty
students.
Leadership Classes
Jane DeGidio, Coordinator
Students can learn how to be effective leaders
and, in many instances, gain practical leadership
experience by taking student development
leadership courses and on-campus internships.
Higher education professionals offer thes oppor-
tunities in cooperation with Department of
Educational Leadership, Technology, and
Administration. Students can earn academic
credit for the internships and most courses.
New Student Orientation
Orientation programs for new undergraduate
students and their parents focus on improving
the quality of the new-student experience at the
University of Oregon by providing assistance
with academic, social, and personal adjustment to
the university.
IntroDUCKtion. IntroDUCKtion, a two-day
orientation program for new students and their
parents, provides an opportunity to learn about
support services, receive academic advising, and
register for courses. IntroDUCKtion is offered
several tirnes during the-montQof Jul)'. DJJri...ng_
TntroDI JCKtion participants register for fall-term
courses. When they return to campus in the fall,
they are free to participate in UO Week of Wel-
come activities.
International Student Orientation. This pro-
gram, coordinated by the Office ofInternational
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 academic
system of the university and to its social and
cultural environment. It may include a temporary
stay with a host family in Eugene.
Week of Welcome. During Week of Welcome,
held in September, more than 300 academic,
social, and cultural programs are presented by
faculty members and returning students. Programs
help entering freshmen and new transfer students
start their academic careers smoothly. Week of
Welcome provides opportunities before classes
begin to meet other students and to discover the
campus and community resources vital to the
student's educational goals.
328 Enrollment Statistics
Summary of Degrees Granted: Fall 1996 through Summer 1997
Bachelor's Degrees Male Female
Bachelor of Arts 511 850
Bachelor of Science 819 690
Bachelor of Architecture. 49 21
Bachelor of Fine Arts 18 26
Bachelor of Interior Architecture 3 9
Bachelor of Landscape Architecture 14 16
Bachelor of Music 13 7
Total...................................................................... 1,427 1,619
Advanced Degrees Male Female
Master of Arts 52 87
Master of Science 140 190
Master of Architecture 27 13
Master of Business Administration 72 34
Enrollment by Major and Classification Fall 1997
24
2
22
14
8
10
19
148
4
156
1,022
4,068
13
7
7
9
67
2
80
536
2,155
14
2
11
10
o
11
1
1
3
10
81
2
76
486
1,913
Admitted Graduates
Postbaccalaureate Master Doctor Other Totals
3 16 34
°
274
0 19 0 0 49
0 0 0 0 26
17 18 63 0 667
5 8 70 1 248
1 0 0 0 13
1 4 0 0 16
0 3 34 0 63
36 25 29 4 448
0 27 0 0 27
0 21 7 0 28
9 22 24 2 219
6 7 89 5 655
7 0 0 0 467
4 56 10 2 321
1 7 1 0 53
6 0 0 0 216
2 17 22 1 111
3 10 26 1 92
5 2 12 0 45
7 20 19 4 261
0 0 0 0 33
5 48 0 1 114
0 7 0 0 11
3 0 0 0 58
0 0 0 0 1
8 21 17 1 91
4 9 43 0 149
0 0 0 0 2
1 5 38 0 124
4 5 74 0 166
6 2 22 2 432
0
°
0
°
20
8 0 0 0 528
11 24 60 0 523
1 0 0 0 34
1 11 15 1 72
0 8 0 0 23
9 0 44 0 477
6 9 1 0 165
0 11 9
°
129
59 0 0 0 2,557
239 442 763 25 10,008
33 461 5 3 1,483
15 219 188 5 824
26 39 14 0 1,062
0 0 534 0 534
33 191 36 3 2,066
5 68 55 8 429
112 978 832 19 6,398
0 0 0 0 51
0 61 0 0 61
0 0 0 42 4:2
0 647
351 1,481 1,595 83 17,207
Master of Community and
Regional Planning ..
Master of Education .
Master of Fine Arts ..
Master of Human Resources and
Industrial Relations .
Master of Interior Architecture .
Master of Landscape Architecture .
Master of Music .
Doctor of Philosophy ..
Doctor of Musical Arts .
Doctor of Jurisprudence .
Total .
Total Degrees Granted .
239 466
110 100
252 246
0 0
411 479
70 88
1,082 1,379
0 0
0 0
0 0
3,131 3,480
Total
1,361
1,509
70
44
12
30
20
3,046
Total
139
330
40
106
147
81
235
o
420
69
952
o
o
o
2,911
Admitted Undergraduates
Sophomore Junior Senior
41 66 84
41111
41110
124 126 154
36 42 51
127
3
4118
101 80 87
00
0
23 52 75
139 159 174
85 156 154
53 58 79
6 17 15
47 47 89
15 21 28
11 17 18
1 7 15
38 63 72
5 7 18
2 17 41
o 1 2
9 22 21
o 0 1
12 12 14
16 30 30
10
20 20 26
20 18 22
94 121 109
621
163 132 36
26 141 258
9 9 14
7 16 13
8 1 5
55 169 182
25 41 75
18 35 28
729 306 71
1,959 2,049 2,101
o
o
o
3,474
Freshman
30
4
1
165
35
2
5
3
86
o
o
12
76
65
59
6
27
5
6
3
38
3
o
1
3
o
6
17
o
14
23
76
11
189
3
1
8
1
18
8
28
1,392
2,430
129
106
250
o
493
66
1,044
Total All Majors and Classifications ..
College of Arts and Sciences
Anthropology .
Asian Studies .
Biochemistry , .
Biology .
Chemistry ..
Chinese .
Classics .
Comparative Literature ..
Computer and Information Science ..
Creative Writing .
East Asian Languages and Literatures ..
Economics .
English .
Environmental Studies .
Exercise and Movement Science ..
French ..
General Science ..
Geography .
Geological Sciences .
German .
History .
Humanities ..
International Studies .
Italian .
Japanese .
Latin .
Linguistics .
Mathematics ., .
Mathematics and Computer Science .
Philosophy .
Physics .
Political Science ..
Preengineering .
Prepsychology .
Psychology .
Religious Studies .. ..
Romance Languages .
Russian .
Sociology .
Spanish .
Theater Arts .
Undeclared premajors ..
Total .
Professional Schools
Architecture and Allied Arts ..
Education .
Journalism and Communication .
Law .
Lundquist College of Business ..
Music ..
Total ..
Other
National Student Exchange ..
Interdisciplinary Studies .
Unclassified Graduates .
Non
Retention and Graduation Rates for Freshmen Entering from High School
Term of Entry Fall 1988 Fall 1989
Number of Students in Entering Class 2,693 1,923
Percentage Enrolled the Following Fall Term 82.0% 83.3%
Percentage Graduated after Four Years 31.6% 32.9%
Percentage Graduated after Five Years 55.0% 56.1 %
Percentage Graduated after Six Years 60.8% 60.6%
Fall 1990 Fall 1991 Fall 1992 Fall 1993 Fall 1994 Fall 1995 Fall 1996
2,116 1,889 2,167 2,455 2,401 2,504 2,429
78.4% 80.3% 77.3% 76.6% 77.2% 76.5% 80.3%
31.3% 35.4% 34.7% 37.3%
51.1% 54.7% 52.6%
56.0% 59.3%
329
The University of Oregon Bookstore will mark seventy-seven years of service to students and to faculty and staff members in 1998. This is the seventeenth 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.
330
Faculty listings are based on information received in the Office ofUniversity
Publications by May 1, 1998.
FACULTY Index
Aaron, Laura 205
Abbott, Max G. 256
Acheson, Keith A. 256
Acker, Joan R. 170
Acker, Martin H. 252
Acres, Alfred 139, 201
Adams, Cynthia 308
Adler, Jack D. 179
Agi.'j, Ayje 177
Aguirre, Carlos 116
Aikens, C. Melvin 47, 52,306,307
Alavi, David S. 311
Albaum, Gerald S. 124,242, 312
Albert-Galtier, Alexandre 158
Albin, Richard W. 259
Alexander, Henry A. Jr. 142
Allen, Doris Renshaw 285
Alley, Henry M. 121
Alpert, Laura J. 177, 207
Altmann, Barbara K. 69, 139,
158,177
Amundson, David 212
Andersen, Jeanne M. 241
Anderson, Frank W. 133
Anderson, Michael C. 153
Anderron,Susan C. 112,314
Aftdersetlt-Ilttltan, Lynne 3'1,
246,255
Andrews, Fred C. 133
Andrews, George F. 195
Aoki, Keith 97, 273
Argyres, Sherri Willard 327
Ariola, Zena M. 72
Arnold, James c. 256
Arrow, Holly 121, 153, 309
Ash, Amy D. 148
Axline, Michael D. 93,273
Ayres, William S. 47,52,141,
173,307
Bailey, Exine Anderson 285
Baird, Barbara Myers 284
Bajer, Andrew S. 55
Baker, Daniel J. 259
Baker, Doris Luft 158
Baker, Lois 1. 274
Baldwin, Dare A. 129, 153, 309
Baldwin, Ewart M. 108
Baldwin, John H. 61, 93, 124, 168,
194,221,309,312
Ballinger, Thomas O. 205
Baracchi, Claudia 69,142,177
Barkan, Alice 55,310
Barnes, Bruce A. 133
Barnes, Cathy E. 238
Barnes, Eugene B. 305
Barnhard, Ralph J. 61, 102
Barr, Sherrie 279
Barrar, Richard B. 133
Bartel, Roland 88
Bartlein, Patrick J. 93, 104
Barton, Robert 174
Bassett, Carol Ann 265
Bateman, Barbara D. 260
Bates, Barry T. 99
Baugh, William H. 148
Baumgartner, Renee 323
Baumgold, Deborah 148
Baxter, Diane B. 47,121
Bayless, Martha J. 66, 87, 139
. Beck, Jacob' 153
BeCKer, Wesleyc-.~LTZ6TIU----
Beebe, John Fred 165
Beelman, Glenn T. 133
Bekoff, Anne 99
Belitz, Dietrich 144, 310, 311
Bell, Colleen 304
Bellotti, Mike 323
Bender, Steven W. 97, 273
Benedicto, Juanita 304
Bengston, Carla 207
Bennett, Jack W. 54
Bennett, Leslie K. 285, 304
Bennett, Wayne 284
Benz, Michael R. 248, 259
Bergquist, Peter 285
Berk, Gerald 148
Best, Roger J. 242
Bettman, Ann 93,217
Beudert, Mark 284
Biersack, Aletta 47,52,54, 93, 141,
157,177
Biglan, Anthony 260
Bingham, Edwin R. 116
Birn, Raymond 116
Birrell, Pamela 177
Bishop, Dennis 195
Bishop, Louise M. 87, 121, 139
Bivins, Thomas H. 265
Bjerre, Carl S. 273
Blanchard, James 93, 183
Blandy, Doug 61, 101, 194, 205
Blumberg, Jessica 191
Blonigen, Bruce A. 83
Boekelheide, Virgil C. 61
Bogel, Cynthea J. 52, 139, 201
Bogen, Gerald K. 256
Boggs, Sam 108
Bohls, Elizabeth A. 87
Boles, Shawn 93
Bolton, Christopher R. 179
Bonamici, Andrew R. 304
Bonds, Alexandra 124,174
Bonine, John E. 93,273
Bonnett, Howard T. Jr. 55
Borchardt, John W. 179
Bordwell, Constance 88
Boren, James L. 87, 129, 139
Borovsky, Zoe 69, 112, 139
Boss, Jack 284
Bothun, Gregory D. 93,144,308
Botvinnik, Boris 133
Boucot, Arthur J. 107
Boush, David M. 242
Bowditch, P. Lowell 66, 69
Bowerman, Bruce A. 55, 310
Bowerman, William J. 179
Boynton, Susan 139,177,284
Bradshaw, William E. 55
Branchaud, Bruce P. 61
Brandon, John 99
Brau, James E. 144
Breidenthal, Leslie T. 285
Bricker, Diane D. 245,259
Briscoe, John L. 195
Brodie, Donald W. 273
Brokaw, Cynthia J. 52,116,177
Brown, G. Z. 93,195,307,312
Brown, Richard Maxwell 116
Brown, Steven T. 52, 69, 79
Brown, Warren B. 98,241, 301
Brownmiller, Sara N. 177,304
Bro~RandiM. 158,177
Brundan, Jonathan 133
Bryan, Stanley W. 195
Buch, James R. 317
Buckley, Aileen M. 104
Buckner, Paul E. 207
Buczkowski, Mieczyslaw
"Mischa" E. 165, 168, 304
Buhl, Cheryl 246
Bullis, Michael D. 248,259
Burris, Vallon L. 169
Burton, Richard H. 230, 242
Butler, Barbara A. 304, 312
Bybee, Carl R. 265
Byrd, Barbara 180
Cadbury, William 88
Calhoon, Kenneth S. 69, 98, 112
Calin, Fran~oise G. 158
Campbell, Ellen 284
CampbelL-Robert 83.
-----Capaldi, Roderick A 55, 31Q
Capt, Betty 259
Captein, David 284
Carmichael, Howard J. 144, 310, 311
Carnahan, Stephanie 326
Carney, Steven 190, 191
Carnine, Douglas 248, 255, 260
Carpenter, Gaylene 177, 179, 221
Carpenter, Kathie 52,129,173,
307,309
Carroll, George C. 55, 93
Carter, Lawrence R. 169
Cartier, Carolyn L. 52,69, 93, 104,
141,173
Cartwright, Virginia 195,312
Carver, Deborah A. 37, 304
Case, David R. 284
Cashman, Katharine V. 37, 107,
308,311
Castenholz, Richard W. 55, 93, 312
Castillo, David R. 69,158
Cava, John 195
Cawthorne, Jon E. 304
Ceccacci, Nadia 158
Chadwell, Faye A. 304
Chalmers, John M. R. 239
Chaney, Richard P. 47, 101
Charters, Werrett W. Jr. 256
Chatfield, Steven 279
Cheng, Nancy Yen-wen 195
Chereck, Deborah 234
Chereck, Herbert R. 16, 326
Chope, Roger A. 237
Choquette, Robert J. 221
Christensen, Ned J. 252
Christensen, Rodney E. 305
Chvany, Catherine V. 165
Cina, Jeffrey A. 61, 311
Civin, Paul 133
Clark, Chapin D. 274
Clark, Richard G. 284
Clark, Robert D. 174
Clark, Shirley Merritt 256
Clark, Suzanne 69, 87, 93, 177
Clayton, Mary E. 304
Clements, David P. 308
Close, Daniel W. 259,312
Close, Valerie Taylor 247
Cloutier, Robert 284
Coale, Shirley Ann 141
Coe, Jeanne 314
Cogan, Frances B. 121, 177
Cohen, J. David 144,311
Cohen,ShauIE. 104
Coleman, Edwin L. II 88, 97, 101
Collin, Robert W. 93
Collin, Robin Morris 93, 97, 273
Collins, Paul F. 153
Combellack, Frederick 66
Conant, Eaton H. 241
Conery, John S. 72,308
Conley, David T. 248,255
Connolly, Thomas J. 48
Cook, Stanton A. 104
Coppock-Bland, Nan 313
Cormack, Janet 205,300,301
Corner, Donald B. 194, 195, 307
Craig, Jenifer P. 279
Crasemann, Bernd 145
Crone, Deanne A. 260
Crosswhite, James R. 87, 93
Crumb, David 284
Crumb, Lawrence N. 305
Cruz, Jacqueline 69, 158, 177
Csonka, Paul L. 121,144,310
Cunningham, John H. 242
Cuny, Janice 72, 308
Curland, David J. 158
Curtis, Charles W. 133,310
Dahle, Thomas L. 256
Dahlquist, Frederick W. 61,310
Daley, William E. 230, 231
Dann, Larry 1. 239
Darling, Karen D. 304
Darst, Robert G. 93, 148, 168
Dasso, Jerome J. 238
Davie, William E. 142
Davies, James c. 149
Davies, Peter Ho 78
Davis, Howard 195,212,307
Davis, Lorraine G. 174, 179
Davis, Richard M. 83
Davis, Robert L. 129, 158
Dawson, Jane L 93,148,168
Deans, Nancy L. 62
DeBevoise, Ken 116, 173
DeBuse, Marjorie 248, 260
DeChaine, Faber B. 174
Deck, R. Larry 237
Decker, Leslie 116
Degge, Rogena M. 205
DeGidio, Jane 256,327
DeHaven, Edna P. 256
deJung, John E. 256
Del Guercio, Diane Garcia 239
DeLancey, Scott 52, 129, 173,309
Dellinger, Bill 323
Dennis, Matthew 93, 101, 116
Denny, Michael P. 284
Descutner, Janet W. 52,101, 173,
279,315
Deshpande, Nilendra G. 144,310
Desroches, Richard H. 158
Deutsch, Steven 54, 169, 180
Devine, Linda 326
DeVries, Philip J. 55, 93
Diamond, Irene 93,141,148,177
Dickman, Alan 55, 93
Diethelm, Jerome 93,217
Dishion, Thomas J. 153
Dizney, Henry F. 252
Doe, Christopher Q. 55, 140,310
Doerksen, David P. 285
Doerksen, Paul F. 284
Dole, Philip H. 195, 212
Dolezal, Mary-Lyon 139, 168, 201
Donnelly, Marian Card 169, 202
Donnelly, Russell J. 144, 311
Dore, Michael F. 242,314
Dorjahn, Vernon R. 48
Dorsey, Rebecca J. 107
Dougherty, M. Frances 279
Douglas, Sarah A. 72, 129, 308
Dowd, Charles 284
Downes, Bryan T. 61, 93, 205,
221,315
Doxsee, Kenneth M. 61,311
Drabble, Brian 308
Dracobly, Alexa~der 116
Dreiling, Michael C. 169
Dryzek, John S. 148
Duckett, Kenneth W. 305
Dudley, Gordon A. 252
Duff, Stephen F. 195
Dugaw, Dianne M. 69,87,101, 177
Dumas, T. C. 308
Dumond, Don E. 48, 205
Duncan, Ian H. 37, 69, 87, 311
Durnell, Jane B. 305
Durrant, Stephen W. 52, 79, 121,
124,307
Dusseau, David T. 241
Dyer, Micheal N. 133
Dyke, Thomas R. 61, 307
Earl, James W. 87, 123, 139, 169
Eaton, Katherine G. 305
Ebbeck, Vicki 99
Edson, C. H. 61,255
Eisemann, Eric L. 212
Eisen, Judith S. 55, 140,310
Eisert, Debra C. 260
Eisler, David 141
Elder, Molly 141
Ellis, Christopher J. 83
Ellis, Jennifer M. 83
Emami, Ali 239
Emlet, Richard B. 55, 93, 312
Endzweig, Pamela E. 48
Engelking, Paul C. 61, 93
Engelmann, Siegfried E. 260
Epple, Juan A. 128, 129, 158
Epps, Garrett 273,311
Epstein, Maram 52, 69, 79
Epstein, Robin B. 207
Erickson, Kenneth A. 256
Erlandson, Jon M. 47
Esau, Kaia Stavig 304
Espeseth, V. Knute 260
Etherington, David W. 308
Etter, Orval 221
Ettinger, Linda F. 177,205,301, 312
Evans, George W. 83
Ewan, Jack D. 265
Exton, Deborah B. 61, 187
Eyster, Michael 32
Fagan, Susan J. 87
Fagot, Robert F. 153
Fair, Laura 69, 116, 177
Falconeri, G. Ralph 116
Falsgraf, Carl 129
Fang, Yue 238
Fargher, Neil 237
Farley, Arthur M. 72, 93, 309
Farwell, Marilyn 87, 177
Feekin, Lynn M. 180
Felsing, Robert H. 52, 304
Ferens, Robert R. 195
Ferguson, Dianne L. 248, 260
Ferguson, Philip M. 260
Ferrington, Gary W. 246, 255
Fickas, Stephen F. 72
Fifield, Michael E. 195
Figlio, David N. 83
Fishlen, Michael B. 52, 79, 307
Fiszman, Joseph R. 149
Flannery, K. Brigid 260,261
Fleischli, Gerald J. 323
Flynn, Gregory C. 61
Ford, Karen J. 87
Forell, Caroline 54, 177, 273
Faculty 331
Foster, David G. 207
Foster, John B. 93, 128, 169
Fracchia, Joseph G. 69, 116, 121
Frank, David A. 121, 124, 141
Frank, Peter W. 55
Franklin, Jon D. 78
Frantz, Paul A. 304
Frazer, Charles F. 265
Frazier, Richard 284
Freeman, Robert S. 133
Freinkel, Lisa 69, 87, 177
Frey, Raymond E. 144
Freyd, Jennifer J. 121, 153, 177, 309
Friedman, Robert P. 174
Friestad, Marian 37, 236, 242
Frishkoff, Paul 231
Frohnmayer, Dave 273
Fry, Gerald W. 52,54,61, 124, 129,
141, 148, 173,307
Fryxell, Greta A. 312
Fujii, Noriko 52, 79, 129
Fuller, Linda O. 97, 124, 128,
169,177
Fullerton, Sally 252
Gage, John T. 87, 93
Gainer, John F. 284
Gale, Maradel K. 93, 124, 141, 221,
309
Gale, Richard P. 93, 169
Gall, Meredith "Mark" 255, 256, 257
Gallagher, James J. 180
Gallagher-Starr, Scott A. 304
Gamez, Rick 323
Garcia, James S. 325
Garcia-Pab6n, Leonardo 69,
128,158
Garfield, Richard F. 195
Gary, Susan N. 273
Gassama, Ibrahim J. 273
Gast, Gerald 195
Gearhart, Fritz 284
Gehring, Jane 205
Genasci, Donald 195
George, Kenneth M. 48, 52, 69, 101,
173,312
George, Olakunle 69, 87,312
Gerber, Theodore P. 168, 169
Gernon, Helen 237
Gersten, Russell M. 255
Ghent, Kenneth S. 133
Gilberts, Robert D. 256
Gilkey, Peter B. 133
Gilland, Wilmot G. 195
Ginsberg, Matthew L. 308
Girardeau, Marvin D. 145,310
Girling, Cynthia 217
Giustina, Sylvia B. 158
Givens, James W. 195
Giv6n, T. 88, 129, 309
Gladhart, Amalia 158, 177
Glaser, Susan R. 234
Gleason, Timothy W. 265
Gleason-Ricker, Mary 260
Glover, Elizabeth G. 260
Hackman, Robert M. 48
Haddox, Phyllis 1. 260
Hahn, Walther 1. 112
Haislip, John A. 88
Haley, Michael M. 61, 311
Halgren, Joanne V. 304
Hallock, Margaret J. 180
Halpern, Andrew S. 248, 260
Hamilton, John 285
Hanes, Jeffrey E. 52, 116
Hanhardt, Arthur M. Jr. 149
Hanna, William S. 116
Harbaugh, William T. 83, 93, 309
Hardin, Sharon Hobart 221
Hardwick, John 62,145
Harris, Leslie J. 177,273
Harris, Patricia Jean 55
Harris, Stephanie A. 99
332 Index
Goble, Andrew E. 52, 54, 116, 124, Harris, William H. 256
139, 157 Harrison, Brent 183
Goldberg, Lewis R. 153, 312 Harrison, David K. 133
Goldberg, Mimi 314 Hart, Thomas R. 69
Golden, Nancy 1. 255,257 Harvey, S. Marie 48, 177,308
Golden, Patrick F. 252 Haskett, Robert S. 116, 128, 129
Goldman, Marion Sherman 157, Haton, D. Sidney 284
169,177,309 Hawk, N. Ray 256
Goldman, Paul 61, 170, 255 Hawkins, Del I. 242
Goldrich, Daniel 93, 128, 149 Hawley, Diane K. 61,310
Goldschmidt, Steven M. 255 Hawn, Arthur W. 195,202,212, 214
Goldstein, Henry N. 83 Haydock, Roger 37, 144, 308, 311
Goles, Gordon G. 102,107,121, 141 Haynes, Stephen E. 83,174
Gomez, Joni 304 Heapes, Nancy A. 183
Gontrum, Peter B. 112 Hearn, Arthur c. 256
Good, Roland H. III 260 Hearn, Linda S. 279
Goodman, Bryna 52, 116, 177 Heath, Terri 312
Gordon-Lickey, Barbara 140, Hecker, Steven 61, 180
153, 310 Heerema, Kathryn 304
Gordon-Lickey, Marvin 102,140, Heinonen, Tom 323
153,310
Heinrich, Jim 158Goswami, Arnit 144,310
Heiny, Henriette 310
Gould, Evlyn 69, 98, 158, 312 Heinzkill, J. Richard 54, 304
Graff, Ronald J. 207
Helmer, John F. 304Graffeo, Francis 284
Helphand, Kenneth 1. 93, 202, 212,
Grandy, Christine 304 217, 312
Grant, Philip 55 Hennessy, Michael 72
Granzin, Alexander C. 260 Herbert, Daniel M. 195
Gray, Jane 55,93, 107 Herbert, Robert T. 142
Gray, Jo Anna 83, 124 Herman, Ellen 116
Green, Elaine 326 Hernandez, Emilio Jr. 247,325
Greene, Dennis 97,273 Herr, Cynthia M. 248,260,261
Greene, Roland 69, 87, 97, 121, 128 Herrick, David R. 61, 310
Greenfield, Thelma 88 Hessler, Julie M. 116, 168
Gregory, Stephen 144,311 Hibbard, Judith H. 170,177,221,308
Grenci, Mary C. 304 Hibbard, Michael 93, 124, 212, 221
Griffin, Jack 323 Hickman, R. Craig 207
Griffith, Clark 88 Hildreth, Richard G. 93, 141,
Griffith, O. Hayes 61,310 273,309
Griggs, Allan B. 107 Hintz, Carl W. 305
Grosenick, Judith K. 260 Hintzman, Douglas 1. 153,309
Grove, Myron A. 83 Hladky, J. Robert 285
Grudin, Robert 88 Ho, Suenn 195
Gustafson, John M. 285 Hodder, Janet 93,312
1-__,G~u:::z:::o:::w-=-sk:.::i~,Kne--;-n:.;n~et:-h---;:-2-=12~---:;-;:~;;:;-;;_----.J::HllO.IUd'l:>guudo,n,-RosariaFlgr€ls 195
Gwartney, Patricia A. 169, 177, 312 Hodge, George M. Jr. 195
Hodges, Sara D. 153,309
Hoffer, Kathleen 252
Hoffman, Elizabeth 205
Hokanson, Katya E. 69, 168
Holbo, Paul S. 116, 169
Holcomb, J. Michael 207
Holland, Maurice J. 273
Hollander, Jocelyn 169
Hollis, Orlando John 274
Holman, Jill 304
Holser, William T. 108
Hongo, Garrett K. 69, 78
Hoover, Linda 327
Horak, Fay 99
Horner, Robert H. 247, 259, 260
Hosagrahar, Jyoti 195
Hosticka, Carl J. 93, 221
Housworth, Elizabeth A. 133
Howard, Dennis 242
Hreljac, Alan 99
Hsu, Jane Yen-Cheng 305
Hsu, Stephen D. H. 144,310
Hudzikiewicz, Mary 313,314,
315,326
Hugi, Joanne R. 300
Huhndorf, Shari M. 69, 87, 97,
101,177
Hull, Ray E. 256
Hulse, David 93,217,221, 309
Humphreys, Eugene D. 107
Hunter, Donald 1. 305
Hurwit, Jeffrey M. 66,201
Hurwitz, Robert 1. 284
Hutchison, James E. 61, 311
Hwa, Rudolph C. 144,310
Hyatt, Dennis R. 304
Hyman,Ray 153,309
Hynes, Joseph A. Jr. 88,121
Imamura, James N. 145,308,310
Irvin, Larry K. 246, 260
Isenberg, James A. 133,310
Ismach, Arnold 265, 312
Jackson, Ruth F. 88
Jacobs, David 148
Jacobson, Esther 52, 168, 201
Jacobson, Jon 1. 61, 93, 124, 273
Jacques, Steven 1. 311
Jaeger, Mary K. 66
James, Robert C. 207
James, Stanley 1. 99
Jane, Marcy 248, 255
Jenkins, Barbara Baxter 304
Jenkins, Dennis 1. 48
Jensen, Jody 1. 99
Jette, George S. 217
Jewett, Wayne J. 195,214
Johannessen, Carl 1. 104
Johnson, Bart 93, 217
Johnson, Benton 157,170
Johnson, David C. 61, 311
Johnson, Gloria E 88
Johnson, JQ 304
Johnson, Karen J. 193
Johnson, Leon B. 207
Johnson, Lyman T. 195, 214
Johnson, Mark 129,142,309
Johnson, Miriam M. 170
Johnson, Stephen M. 141,312
Johnston, A. Dana 107
Jones, Beverly J. 205
Jones, Catherine M. 241
Jones, Donald C. 99
Jones, Laura Blake 326,327
Jones, Stanton 217
Jung-Palandri, Angela 79
Jungjohann, Kathleen 249, 260, 261
Kahle, Lynn R. 242
Kameenui, Edward J. 247,260
Kaminski, Ruth 260
Kanagy, Ruth 52, 79, 129
Kantor, William M. 73, 133
Karlyn, Kathleen Rowe 69, 87, 177
Kataoka, Hiroko C. 52, 79, 129
Kaufman, MartinJ. 245,255,260
Kays, M. Allan 107
Keana, John F. W. 61
Kearney, Chuck 323
Keele, Steven 153, 310
Keith, Robert E. 221
Keller, Homer T. 285
Kellett, Ronald W. 61, 195, 307, 312
Kellman, Michael E. 61,308,310
Kelsky, Karen 1. 48,52,69,177
Kemp, Edward C. 305
Kempner, Kenneth M. 124, 128, 255
Kensler, Gordon 1. 205
Kent, Ernie 323
Kessler, Lauren J. 93, 177,265
Keutzer, Carolin 153
Kevan, Stephen D. 145,311
Keyes, Peter A. 195,307
Kezer, James 55
Khang, Chulsoon 83
Khripkov, Oleg 168
Khripkov, Yelaina 165, 168
Kim, Hee-Jin 157
Kimball, R. Alan 116, 124, 168
Kimble, Daniel P. 140,153,310
Kime, Robert E. 179
Kimmel, Charles B. 55, 140, 310
King, Raymond D. 234,237
Kintz, Linda 37, 69, 87, 97, 128, 177
Kirkpatrick, Laird C. 273,314
Kissler, Gerald R. 221
Kitzhaber, Albert A. 88
Kleinsasser, William 195
Klemm, LeRoy H. 61
Kleshchev, Alexander S. 133
Kley, Miriam 207
Klinghammer, Sarah 129,324
Klonoski, James R. 149
Kloppenberg, Lisa A. 177, 273
Klos, Sheila M. 304
Klug, Gary A. 99,-102, 140,310
Kneen, Terry 249
Koch, Richard M. 102, 133, 138, 314
Kohl, Stephen W. 52, 79
Kokis, George 207
Kolpin, Van W. 37, 83
Koreisha, Sergio 238
Kramer, Dean F. 284
Kraus, Richard 52,148
Krawiec, Kimberly D. 273
Krieg, Clarice E. 305
Krier, Patricia 48, 205
Krinsley, David 107
Krusoe, Sana 207
Kwok, Alison G. 195,312
Kyr, Robert 69, 173, 285, 286
Lachman, Charles H. 52, 123,
139,201
Lacy, Frank R. 274
Ladau, Ronald 87
Lafer, Gordon 180
Faculty 333
Laing, Ellen Johnston 201
Lallas, John E. 256
Lambert, John 304
Lamon, William E. 179
Lande, Russell S. 55, 93, 309
Larison, M. Charlene 55, 187, 189
Larson, Sidner 88, 97
Larson, Steven 285
Larson, Wendy 52,69,79,177
LaRusso, Dominic A. 174
Laskaya, C. Anne 88,139,177
Latarski, Donald R. 285
Laux, Dorianne 78
Lawrence, Mary S. 273
Leahy, John V. 102, 133, 310
Leavitt, Sandi 307
Lee, Chang-rae 78
Leedom, Mark 221
Lees, Clare A. 69,88, 139, 177
Lefevre, Harlan W. 145
Lehrman, Kenneth F. III 149,318
Lemert, James B. 265
Lenn, Kathleen M. 304
Leonard, Christine 179
Leonard, William C. 305
Leong, Albert 165, 168
Leppmann, Wolfgang A. 112
LeResche, Diane 326
Lesage, Julia 88,177
Lesyk, Susan 179,324,325
Leue, Cathleen S. 85, 86
Levi, Don S. 142
Levy, Mark 101, 168, 285
Lewinsohn, Peter M. 153
Lewis, Richard A. 181
Liberman, Kenneth B. 54, 157, 169
Libeskind, Shlomo 133
Lichtenstein, Edward 153
Lieuallen, Roy E. 256
Lin, Huaxin 133
Lincicum, Shirley 304
Lind, Curtis D. 301
Lindholm, Richard T. 239
Lindstrom, Howard A. 305
Littman, Richard A. 153
Livelybrooks, Dean W. 145
Lo, Virginia M. 72
Lockard, Robert R. 305
Lockery, Shawn R. 55, 140, 310
Lodewick, Robin B. 305
Loeb, Henry 1. 133
Logan, John M. 107
Logvin, Karen 321
Loken-Dahle, Lani 183
Lollini, Massimo 69, 98, 158
Lombardi, V. Patteson 55, 99
Lonergan, Mark 61, 311
Long, James W. 61, 189
Long, Linda J. 304
Long, Richard J. 305
Long, Robert Hill 78
Loughary, John W. 252
Love, Glen A. 61, 88
Lovinger, Ronald J. 217
Lowe, Raymond N. 252
Lowenstam, Steven 66
Loy, William G. 104
Lucktenberg, Kathryn 285
Luebke, David M. 116
Lukacs, John R. 48, 52, 102, 186
Luks, Eugene M. 72, 138, 308
Luneski, Chris J. 237
Lutes, Donald H. 195
Lynch, Michael R. 55, 93, 308
Lyons, Richard M. 78
Lysaker, John T. 142
Mace, Miki 248
Mace, Patricia 312
Macpherson, Jane 99
Maddex, Jack P. 116, 157
Madrid, Bruno V. 279
Madrigal, Robert 242
Magalski, Mark A. 181
Magoto, Jeffrey 326
Maitland-Gholson, Jane C. 205
Majdic, Michael 304
Malle, Bertram F. 121, 153, 309
Malony, Allen D. 72,308
Maisch, Derry 129
Mance, Ajuan Maria 88, 97, 177, 308
Manga, Michael 93, 107
Manotti, Lisa 304
Marcus, Andrew 61, 311
Mariner, Joan K. 88
Markley, Margaret 305
Marlow, Elisabeth A. 158
Marrocco, Richard 140,153,310
Martin, Gary M. 285
Martin, Walter T. 170
Martins, Emilia P. 55,93
Mason, Gregory 285
Mate, Mavis Howe 116, 123,
139, 177
Mathiis, Alexander 112
Matsunaga, Steven R. 237,314
Matthews, Brian W. 145,310,312
Matthews, Denise 265
Mattson, Robert H. 256
Mauro, Robert 153, 309, 315
Maveety, Beth E. 112
Maves, Lawrence C. Jr. 285
Maxwell, Ann C. 265
Maxwell, Sarah E. 285
May, Barbara D. 97,128,158,177
May, Glenn A. 52, 116, 173
Mazo, Robert M. 62, 310
McBirney, Alexander R. 108
McBride, Margaret 1. 88
McClain, Yoko M. 79
McClure, Joel W. Jr. 145,310
McCole, John 69, 116, 312, 314
McCollough, Robert R. 305
McConnaughey, Bayard H. 55
McCormmach, Russell 116
McCready, Reyburn R. 305
McDaniels, David K. 145,312
McDonald, Duncan 1. 265
McDonald, Jane Eyre 247,252,325
McDowell, Patricia F. 93, 104, 309
McDowell, Sherri C. 25
McFee, June K. 205
McGowen, Randall E. 116,177
McIntyre, David 311
McKenzie, A. Dean 202
McKernie, Grant F. 98,123, 174
McKinney, Phillip 99
McLauchlan, Gregory 93, 141, 169
McLucas, Anne Dhu 101, 205, 279,
284,285
McManus, John C. 285
McTigue, Bernard F. 116,304
McWhirter, Benedict T. 252
McWhirter, Ellen Hawley 252
McWilliams, James R. 112
Meacham, James E. 104
Medler, Jerry F. 93, 148
Meeks-Wagner, Douglas Ry 55,
308,310
Meeske, Carla 242
Melnick, Robert Z. 93, 193, 212, 217
Melone, Nancy Paule 241
Merello, Shelley 158
Merskin, Debra 1. 177,265
Messerschmidt, Donald A. 124
Metzler, Kenneth T. 265
Meyer, Alan D. 241,312
Meyer, Gary 72, 308
Micklavzina, Stanley J. 145
Midkiff, Stephanie A. 304
Mikesell, Raymond 83
Mikkelson, Wayne H. 239
Miller, Charles 322
Miller, Gretchen 221
Miller, James A. 285
Miller, Marian H. 179
Miller, Martin G. 107
Miller, Myra 179
Mills, Peter K. 241
Mills, Thomas 124, 169, 182, 302
Milton, David 170
Mirabella, Christine W. 285
Mitchell, Ronald B. 93, 148
Mitc e , Wen y 231
Mitchell, William C. 149
Mittman, Arthur 252
Mohr, James c. 116
Monroe, Scott M. 153
Montoya, Candace Glass 88
Mooney, Ralph James 273
Moore, J. Robert 285
Moore, R. Terrance 221
Moore, Randall S. 285
Moos, Bill 323
Moreno, Geraldine 48, 52, 93, 124,
128,173,177
Morgen, Sandra 1. 48, 97, 124, 169,
177,308
Morrill, Weston H. 252,322, 326
Morrison, Perry D. 305
Morrogh, Andrew 69, 201
Morse, Dale 229, 237
Moseley, John T. 145
Moses, Louis J. 153, 309
Moss, Madonna 1. 48,61, 177
Mossberg, Thomas W. 145,311
Moursund, David G. 246, 255
Moursund, Earl E. 195
Moursund, Janet 252
Mowday, Richard T. 241
Moye, Gary W. 195
Munz, Frederick W. 55
Murphy, Alexander B. 93, 98, 104,
124,312
Murphy, Gordon J. 55
Murray, Christopher D. 230
Musick, Judith 308
Myagkov, Mikhail 148, 168, 309
Natella, Dora C. 207
Neal, Larry 1. 54,61, 141, 179
Neill, Michael 247
Nelson, Cathy 323
Nelson, Roy Paul 265
Nesbit, Angus B. 304
Nestvold, Karl J. 265
Neufeld, Julia 285
Neville, Helen 140, 153,309,310
Newman, Judy 247
Nicholls, Roger A. 112
Nicholson, Kathleen D. 201
Nickel, Robert E. 247
Nicols, John 66, 116, 123
Nicols, Marianne S. 66, 116
Niemela, Joseph 145
Nippold, Marilyn A. 249,252
Niven, Ivan M. 133
Nixon, C. Max 207
Nosier, Steve 323
Novick, Aaron 55, 310
Novitski, Edward 55
Novkov, Julie 148, 177
Nye, Robert E. 285
O'Brien, Robert M. 169, 174
O'Connell, Kenneth R. 207
O'Day; Peter M:- -55,140;310
a on, ames .
Okada, Frank S. 207
O'Keefe, Terrence B. 54, 237
Olson, Deborah 260
Olson, Marilyn 255,257
Olum, Paul 133
O'Neill, Brian 1. 48
Orbell, John M. 121,148,309
Orr, William N. 107, 108, 306
Osternig, Louis R. 40, 99
Ostler, Jeffrey 93, 101, 116
Overley, Jack c. 145
Owen, Harold 285
Owen, Stephen W. 285
Oxley, Diana 260
Page, Catherine J. 61,311
Palandri, Guido A. 305
Palmer, Theodore W. 133
Pan, Yigang 242
334 Index
Panchenko, Leonid "Alexey" 168,304 Racette, George A. 239
Paris, Margaret 1. 273 Radcliffe, Janice 183
Park, Kwangjai 145 Raiskin, Judith 69,97,177,308
Parker, Robert G. 221 Ramirez, Elizabeth C. 97, 174, 177
Parman, Alice 205 Ramsing, Kenneth D. 124,169,
Partch, M. Megan 239 173, 238
Pascal, C. Bennett 66 Randolph, William D. 274
Pascoe, Peggy 69,116,177,308 Rankin, Richard J. 260
Patton, Clyde P. 104 Ravits, Martha A. 177
Paul, Huibert 305 Ray, Milton 1. 274
Paul, Kenneth H. 207 Rayfield, George W. 145, 311
Payne, Doris 1. 129,309 Raymer, Michael G. 145,311
Payne, Thomas 129 Reaves, Marilyn 207
Paynter, Robin 141,173,304 Recker, George W. 285
Pederson, Eric W. 129 Reed, Mark H. 93, 107, 309
Pena, Robert B. 93, 195, 309, 312 Rees, Peggy J. 183
Pengelly, Scott 99 Reeves, Stan 324
Peppis, Paul W. 69, 88 Reid, John B. 260
Person, Lois E. 179 Reinmuth, James E. 238
Peticolas, Warner 1. 61,308 Reis, Elizabeth 116,157,177
Peting, Donald 1. 40,101,195,212 Reithel, Francis J. 62
Pettinari, James A. 195 Remington, Stephen J. 145, 310
Peyron, Nancy 221 Rendall, Steven 158
Phelps, Mark M. 242 Retallack, Gregory J. 93, 107
Phillips, N. Christopher 133 Reynolds, John S. 93, 195, 312
Phipps, Charlene J. 221 Rhee, Song Nai 48
Piccioni, Pasquale M. 195 Rhen, Robert H. 181
Pickering, Richard C. 207 Rhodes, Larry E. 260
Pickett, Barbara 207 Ribe, Robert G. 93, 217, 221
Piele, Philip K. 246, 255, 301 Rice, Jack M. 107,311
Pierron, lone F. 256 Rice, James 1. 69, 101, 165, 168
Pierson, Stanley A. 116 Rice, Karla S. 183, 324
Pitts, Martha 12 Rich, Shelley 285
Plant, Helmut R. 112 Rich, Stuart U. 242
Platt, George M. 273 Richard, K. Keith 305
Plesums, Guntis 195 Richards, LarryE. 174,238
Pologe, Steven 285 Richins, W. Dwaine 242
Pomeroy, Earl 116 Richmond, Geraldine 1. 61, 311
Ponder, Stephen E. 93, 265 Rider, Morrette 1. 285
Ponto, Robert D. 285 Ringer, Greg 221
Poole, Kathy 141 Ritchey, Norval J. 179
Pope, Barbara Corrado 97,116, Ritter, Jane M. 72
121, 177 Robare, Lori Proudfit 304
Pope, Daniel A. 93, 116 Robeck, MiidredC. 256
I------n-Po,;.s=nc=er=--,"Mr.I"""'ch""a=e'JI'.-1"-'2"'9','"'14i170',"'15""3',-----,R.,-o::Tbc::e"'rt~,W"""illiam J. 242, 334
309,310 Roberts, Kathleen 252
Postlethwait, John H. 55,140,310 Roberts, William 55,140,310
Poston, Dan 234 Robertson, David 202, 205, 306
Poticha, Otto P. 195 Robinson, Deanna M. 54,124,
Potter, Robert E. 252 141, 265
Povey, David C. 93,221,309 Robinson, Horace W. 174
Powell, Amanda 177 Rocha, Elizabeth M. 93, 177, 221
Powell, Dan 207 Rocha, Elpidio 221
Powell, John 1. 145 Rockett, William 88
Powers, Perry J. 158 Rodney, Lynn S. 179
Pratt, Scott 123, 142 Romney, Miles E. 256
Prentice, Margaret 207 Rondeau, Jennifer F. 69, 116,
Price, Edward T. 104 139, 157
Proskurowski, Andrzej 72 Rose, Janet 174
Proudfoot, Robert C. 93, 121, Ross, Kenneth A. 133
124,173 Ross, Lawrence W. JI. 242
Psaki, F. Regina 69, 123, 139, 158, Rossi, William 88, 93, 309
177,308,312 Roth, Leland M. 101, 201, 212
Puckett, Jessie 1. 179 Rothbart, Mary K. 153, 177, 309
Pyle, Forest 88, 97, 177, 312
Rothbart, Myron 153, 309
Rounds, Patricia 1. 129, 168, 309
Rowe, George 69, 88
Rowell, John S. 195
Rudy, Paul P. 55
Ruff, Wallace M. 217
Rumrill, Steven S. 55, 312
Runge, Jody 323
Runkel, Claire 305
Runkel, Philip E. 256
Runyan, Anita 252
Rusch, Charles W. 93,195
Rush, Karen 1. 260
Russell, Chris 323
Russial, John T. 265
Russo, Michael V. 93, 241
Ryan, C. B. 207
Ryan, C. Patrick 108
Ryan, Cheyney C. 69, 97, 121,
141, 142
Ryan, William E. II 265
Sabry, Amr A. 72
Sadofsky, Hal 133
Saks, Margaret E. 55
Salisbury, Ralph J. 88
Saltzman, H. Royce 285
Sampson, Roy J. 242
Sanders, J. T. 157
Sang, Tze-Lan 52,69,79
Saranpa, Kathy 69,112,177
Saucier, Gerard 153
Savage, Norman M. 107
Sayre, Gordon M. 88, 93
Schabtach, Eric 55
Schachter, Jacquelyn 129, 309
Scheer, Bradley T. 55
Schellman, John A. 61,310
Scheuerell, Douglas 285
Schiff, Eric 205
Schlaadt, Richard G. 179
Schminke, Clarence W. 256
Schmuck, Richard A. 256
-----Schombert, James M. 145
Schultz, Karla 1. 112, 177
Schuman, David 273
Schuman, Sharon 121
Schwarz, Robert H. 252, 260
Scoles, Eugene F. 274
Scott, Frances G. 179
Searl, Gary H. 104
Segall, Zary 72
Seidel, Karen 179
Seitz, Gary M. 133
Selker, Eric 55,310
Sercel, Peter C. 145,311
Sereno, Margaret E. 153, 309
Service, Rose Marie 305
Seubert, Frederick J. 241
Severson, Herbert H. 252
Severson, Ronald 231
Shaffer, Michael B. 108
Shankman, Steven 66, 69, 88,
123,311
Shanks, Alan 55, 93, 312
Shao, Qi-Man 133
Shapiro, Lynda P. 55, 93, 309, 312
Sheehan, Kim 265
Shelton, Brad S. 133, 308
Sheperd, George 260
Shepherd, John R. 174
Sherer, Peter 241
Sheridan, George J. JI. 69, 98,
116,123
Sherman, Sharon R. 44, 88, 101, 157
Sherriffs, Ronald E. 61, 265
Shinn, Mark R. 260
Shipman, George W. 181, 304
Shumway-Cook, Anne 99
Shurtz, Nancy E. 177,273
Siegel, Barry N. 83
Sieradski, Allan J. 133
Sigler, Marcia J. 305
Silva, Emilson C. D. 83
Silverman, Carol T. 48, 101, 168,
177,308
Simmons, Deborah 260
Simmons, Sherwin 168, 201
Simonds, Ann G. 48
Simonds, Paul E. 48
Simons, Anne D. 121, 153, 308
Simonsen, William 221
Simpson, Paul B. 83
Simpson, William T. 62
Singell, Larry D. JI. 83, 121, 312
Singer, Kenneth M. 99
Sisley, Becky 1. 183
Skalnes, Lars 148
Skilton, David 212
Slight-Gibney, Nancy 304
Sloan, Cameron 181
Slovic, Paul 93, 153, 309
Smith, Donald T. 305
Smith, Everett G. Jr. 61, 104
Smith, J. Reed 237
Smith, Lawrence H. 252, 321
Smith, Marian Elizabeth 98, 123,
285,312
SmIth, Megan E. 221
Smith, Richard J. 179
Smith, Robert E. 83
Smith, Robert W. 116
Smith, Ted D. 61,304
Smith, Terry M. 304
Smith, Warren E. 179
Snyder, Alison B. 195, 214
Soderwall, Arnold 1. 55
Soha, John W. 237
Sohlberg, McKay Moore 252
Sohlich, Wolfgang F. 158
Sokoloff, David R. 145
Soper, Davison E. 145,310
Sorenson, Lloyd 116
Sotak, Diane 1. 304
Soule, Edmund F. 305
South, Ruth E. 305
Southwell, Priscilla 148,177
Sowash, Julianna 234
SpaItenstein, J. Nicholas 133
Spencer, Charles 180
Spengler, Sylvie 285
Sprague, George F. Jr. 55, 310
Sprague, Jeffrey R. 248,260
Sprague, Karen U. 55, 102, 310
Sprague, Vernon S. 179
Sprick, Randall S. 260
Squires, Jane Kaplan 260,261
Stahl, Franklin W. 55,310
Stambaugh, Laine 304
Staples, Lloyd W. 108
Stark, Peter L. 305
Starlin, D. Glenn 174
Stave, Thomas A. 305
Stavitsky, Alan G. 265, 314
Steers, Richard M. 52, 124, 241
Steeves, H. Leslie 124, 177,265
Steffen, Bill 323
Stein, Arlene 69, 169, 177
Stein, Richard L. 88
Steinhardt, Victor 285
Stern, Theodore 48,129,173
Stevens, Kent A. 72, 140, 309, 310
Stevens, Tom H. 61, 310
Stevenson, Richard C. 88, 121
Stirling, Isabel A. 305
Stockard, Jean 169, 177,221
Stolet, Jeffrey 279, 285
Stolp, Steven 186, 188, 189, 190, 191
Stone, Joe A. 47, 83
Stone, Stephen 285
Storch, Susan E. 305
Stormshak, Elizabeth A. 252
Straka, Leslie 285
Strange, Marliss G. 102,314
Strange, William C. 88
Strickland, Rennard 273
Strom, David M. 145,185
Strong, Michael 183
Strum, Gregory M. 99
Sugai, George 247,260
Sugiyama, Lawrence S. 48, 309
Sundberg, Norman D. 54,153,173
Sundt. Christine L. 139. 202. 305
Sundt, Richard A. 139, 141, 169, 201
Suttle, John E. 256
Suttmeier, Richard P. 52,93,149
Swan, Peter N. 273
Swangard, Randy 241
Swank, Beth 314
Swasey, Ronald 181
Sylwester, Robert A. 256
Szurmuk, Monica 69, 158, 177
Tabb, Bruce Harwood 169, 305
Takahashi, Terry 55, 140, 308, 310
Tan, Ying 207
Tanner, Heather 121, 139
Tasa, Guy 48
Tate, Robert F. 133
Taylor, Donald S. 88, 121
Taylor, Marjorie 153, 309
Taylor, Quintard Jr. 97, 116
Tedards, Ann 285
Teich, Nathaniel 88
Tepfer, Fred L. 256
Tepfer, Sanford S. 55
Terborg, James R. 230,241,309
Terwilliger, Nora B. 55, 93, 312
Textor, Robert B. 124
Thallon, Robert L. 195,307
Thatcher, Edward P. 305
Theodoropoulos, Christine 195
Thoma, Mark A. 83
Thomas, Stuart 133
Thompson, Augustine C. A. 69, 139,
157,168
Tice, James T. 195
Tindal, Gerald 247,256,260
Tiras, Samuel 237
Todd, Dennis 93,121
Tokuno, Kyoko 52, 139, 157
Tollenaar, Kenneth C. 221
Tomlin, Russell S. 88, 124, 129, 308
Toner, John J. 145,310,311
Toobert,Saul 252
Toomey, Douglas R. 93, 107, 308
Trebon, Ronald E. 256, 301, 302
Trigueiro, Kathleen L. M. 133
Triplett, Pimone 78
Trombley, Richard 285
Troxel, Richard K. 99
Truax, Donald R. 133
Tuan, Mia 97
Tuana, Nancy 93,142,177,309,312
Tubb, Monte 285
Tublitz, Nathan J. 55,140,310
Tucker, Don M. 153, 309
Tusler, Martin H. 221
Tyler, David R. 62, 311
Udovic, Daniel 55,93
Ulrich, Celeste 179
Ungson, Gerardo R. 173,241, 307
Upshaw, James R. 265
Urquhart, Alvin W. 104
Utsey, Glenda Fravel 195, 212
Utsey, Michael D. 195
Vakareliyska, Cynthia M. 129, 139,
165, 168, 309, 312
Van Buskirk, James M. 133
van den Nouweland, Anne 83
van Donkelaar, Paul 99
Van Houten, Donald R. 54,170
Van Rossen, Donald P. 179
Van Rysselberghe, Mary Lou 285
Vanscheeuwijck, Marc 285
VanVoorhis, Frances 179
Vargas, Milagro 285
Veltman, Margaret A. 260
Verano, Luis F. 158
Versace, Gary T. 285
Vetri, Dominick R. 273
Via, Emory F. 180
Viegas, Kenneth 260
Vignola, Frank 145,312
Vignoul, Edmond 26
Vitale, Paul G. 221
Vitulli, Marie A. 133
Vlatten, Andrea 112
von Hippel, Peter H. 62, 310
Wachter, Claire L. 37,285,314
Wade, Joe 317,325
Wade, Louise Carroll 116
Waff, Harve S. 107
Wagenknecht, Jeanne S. 239
Wagle, Kathleen E. 207
Wagner, David H. 55
Wales, R. Max 265
Walker, Hill M. 247,248,260
Walker, Luise E. 305
Walker, Peter A. 93, 104
Walter, Marion 1. 133
Walters, Fred 212
Wang, Hailin 145,311
Wang, Hsiao-Guang "Daphne" 305
Wanta, Paul 312
Wanta, Wayne M. 265
Ward, Heather E. 305
Ward, Lewis E. Jr. 133
Warpinski, Terri 93,207
Wasko, Janet 37, 61, 265
Watson, John C. 174
Watson, Mark R. 305
Waugh, Ruth 260
Weakley, Timothy 62
Weatherhead, A. Kingsley 88
Weatherhead, Ingrid A. 112
Weeks, Edward C. 221
Weeks, Janis c. 55,140,310
Wegelin, Christof A. 88
Weiner, Merle H. 273
Weinstein, Marc 168,241
Weise, Margaret J. 179
Weiss, Anita M. 52, 124, 157,
170,177
Weiss, Julian 69, 139, 158
Weiss, Robert L. 153
Welch, Polly 37, 177, 195, 307
Weldon, Ray J. 93, 107
Welke, Barbara Y. 116,177
Wenger, Robert S. 207
Wessells, Norman K. 55
Westerfield, Monte 55, 140, 310
Westling, Louise 88,93,121,177
Westling, Wayne T. 54,274
Weston, James A. 55,140,310
Wetherwax, Peter B. 55, 93
Wheeler, Elizabeth A. 69, 88, 177
Wheeler, Thomas H. 265
Whitelaw, W. Ed 83
Whitlock, Cathy 93, 102, 104, 108
Wickes, George 88
Widenor, Marcus 54, 180
Wiebe, Catherine 158
Wielesek, Richard A. 62
Williams, Jeffrey 285
Williams, Jerry R. 174
Faculty 335
Willingham, William B. 265
Willis, John H. 55
Wilson, Christopher B. 72, 102
Wilson, Douglas L. 242
Wilson, Malcolm 66, 98
Wilson, Wesley W. 83
Wisner, Herbert P. 55
Witte, John C. 88
Wixman, Ronald 98, 101, 104,
157,168
Woideck, Carl 285
Wojcik, Daniel N. 88, 101, 157
Wolcott, Harry F. 48,173
Wolfe, Jerry M. 133
Wolfe, Raymond G. Jr. 62
Wolfgang, Ralph E. 285
Wonham, Henry B. 69, 88
Wood, A. Michelle 55, 93, 312
Wood, Mary C. 93,274
Wood, MaryE. 88,97,177
Wood, Stephanie 116, 177
Woodruff, Janet G. 179
Woods, William C. 285
Woollacott, Marjorie 99,140,310
Wright, Charles R. B. 73, 133, 308
Wright, Peter 242
Xu, Darning 133, 174
Xu, Yuan 133, 308
Yoder, Sharon 256
Young, Hilda Yee 141,186,188,
190,313
Young, Jenny 195, 212
Young, Michal 72
Young, Philip D. 37, 48, 93, 97, 124,
128, 129, 309
Youngen, Lois J. 183
Yurevich, Fruim 165
Yuzvinsky, Sergey 133
Zabala, Gloria 158
Zadoft: Susan 279
Zakrzewski, Mark 183
Zaninovich, M. George 149
Zanville, Holly K. 256
Zappala, Daniel 73
Zeller, Richard W. 141,247,256
Ziliak, James 83
Zimmer, Linda K. 195,214
Zimmerman, Robert L. 102, 121,
145,310
Zinbarg, Richard 153
Zuck, Virpi 69,98,112,169,177
Zweig, Arnulf 142
336
SUBJECT Index
Academic advising 317-18
Peer advising 317
Academic affairs 179-85
Academic calendar 11, 278
Academic English for international
students (AEIS) 324
Academic honors 315
Academic learning services. See
Center for Academic Learning
Services
Academic majors 6, 17,34
Academic minors 6,17,34
Academic planning 34-35
Academic policies 16-24
Academic standing 23,317
Accelerated master's program
Business 234
Computer and information
science 75
Accounting 233,237-38
Courses 237-38
Faculty 237
Undergraduate studies 233
Accreditation, university 3
ACT. See American College Test
Acting courses 175-76
ACTR. See American Council of
Teachers of Russian
Administrative licenses 257
Admission
Adult learners 14
pp lca IOn ea mes
Application procedures 12-14
Ethnic minority students 14,325
Freshman 12-13
Graduate 14, 38-39
International 39
Postbaccalaureate 14, 39
Procedures 38-39
Specialized assistance 14
Students with disabilities 14,318
Transfer 13
Adult learners 14,317
Advanced degrees 7, 37-38
Advanced placement 24
Advanced technology in education.
See Center for Advanced
Technology in Education
Advertising. See Journalism and
Communication, School of
Advertising Club 266, 319
Advising 34-35,317-18
AEIS. See Academic English for
international students
Affirmative action 318
Air Force ROTC 179
Alpha Kappa Delta 314
Alpha Kappa Psi 229, 314
Alpha Lambda Delta 313
Alpha Phi Omega 315, 319
American College Test (AO) 12
American Comparative Literature
Association 69
American Council of Teachers of
Russian (ACTR) 166
American English Institute 39, 131,
324-25
American Institute of Architecture
students 319
Amnesty International 319
Ancient Order of the Druids 314
Anthropology 47-51
Courses 49-51
Faculty 47-48
Graduate studies 49
Undergraduate studies 48-49
Anthropology museum. See Oregon
State Museum of Anthropology
Application fee 12, 13, 25, 38
Application for a degree 16,41
Application for admission
Deadlines 12
Procedures 12-14, 39
Applied behavioral and
communication sciences 252 55
Courses 254-55
Faculty 252
Graduate studies 252-54
Applied information management
program 43,230,301
Archaeology 49-51
Architecture 195-201
Courses 199-201
Faculty 195
Graduate studies 197-98
Undergraduate studies 197
Architecture and Allied Arts,
Schoolof 193-227
Centers and institutes 194
Courses 194
Research and development 193
Archives, university 305
Army ROTC. See Military science
Art history 201-5
Courses ·203-5
Faculty 201-2
Graduate studies 202-3
Undergraduate studies 202
Art, Museum of 3, 306
Arts and administration 205-7
Courses 206-7
Faculty 205
Graduate studies 206
Undergraduate studies 205-7
Arts and Sciences, College of 47-178
Arts management 206
Asian studies 52-54
Courses 54
Graduate studies 54
Undergraduate studies 52-54
Asian-Pacific American Student
Union 319
Asklepiads 188, 314
Associated students for historic
preservation 319
Associated Students of the University
of Oregon (ASUO) 318-21
Athletic Department Finance
Committee 318
Childcare Task Force 319
Executive 318
Programs Finance Committee 318
Associated Students President's
Advisory Council 318
Association of American
Universities 3
Astronomy. See Physics
Courses 147
ASUO. See Associated Students of the
University of Oregon
Athletics, intercolle .ate 323-24
Attendance costs 26
Australian studies 54
Autzen Stadium 3
Avenu 319
Awards 315, 326
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.LA See Bachelor of landscape
architecture
B.Mus. See Bachelor of music
B.S. See Bachelor of science
Bachelor of architecture
(B.Arch.) 197
Bachelor of arts (BA) 17-23
Bachelor of education (B.Ed.) 249-51
Bachelor of interior architecture
(B.I.Arch.) 214
Bachelor of landscape architecture
(B.L.A.) 218
Bachelor of music (B.Mus.) 287-89
Bachelor of science (B.S.) 17-23
Bachelor's degree requirements. See
also individual departments of
instruction
Bachelor of architecture 197
Bachelor of arts 17-23
Bachelor of education 249-51
Bachelor of interior
architecture 214
Bachelor of landscape
architecture 218
Bachelor of music 287-89
Bachelor of science 17-23
Bachelor's degree with honors 23
Second bachelor's degree 23,149,
232,268
Beall Concert Hall 285
Behavioral research and
teaching 247
Beta Alpha Psi 229, 314
Beta Gamma Sigma 229,314
Bicycle registration 25
Big Brother/Big Sister Program of
Mid-Oregon 319
Biochemistry 63
Biology 55-61
Courses 58-61
FacuJty 55 ._ ....
Graduate studies 58
Research institutes 58
Undergraduate studies 56-57
Biophysical chemistry 64
Black Law Students Association 319
Black Student Union 319
Black Women of Achievement 319
Bookstore. See University of Oregon
Bookstore
Bowerman Family Building 3
Braddock educational success
team 232
Broadcasting courses 267,270-72
Bulgarian 167
Bulletin expiration 2
Business administration
Major 233
Minor 233
Business computing laboratory 229
Business environment courses 243
Business, Undergraduate School of
231-33
Faculty 231
Subject 337
See also individual departments of
instruction
Doctoral degrees
Doctor of education 38, 45, 253
Doctor of jurisprudence 234, 274,
275
Doctor of musical arts 38, 45,
292-94
Doctor of philosophy 44-45
Dormitories 32
Duck athletic fund 307, 324
Calendar, academic 11,278 Classical civilization, interdisciplinary Conduct code, student 24,327
Campus and community program 67 Conferences, See Continuation Center
resources 300-12 Classics 66-69 Conflict resolution services 326
Campus Crusade for Christ 319 Classical archaeology 67-68 Consolidation loan, Federal direct 29
Courses 68-69 Constitution Court 318Campus radio 3,319 English translations 68
C I, m 319 Continuation Center 3,300,ampus recyc mg progra Faculty 66
Canadian studies 61 Graduate studies 68 301-2,307
Conferences and specialCAPITAL Center 300 Undergraduate studies 66-68
programs 301
Career assessment program 34 Clearinghouse on Educational Continuous enrollment, graduate 40,
Career Center 34, 321 Management. See ERIC 42, 45
Career Information System 247 Clearinghouse on Educational
M t Cooperatives 33Casanova Athletic Center 3 anagemen I h Idh d CARES t' 247I Corporate training program 301 Ear y c i 00 op IOnCell bl'ology 64 Clinica experience program, A I d
law 274-75 Costs of university attendance 26 East sian anguages an
Center for Academic Learning Council on International Educational literatures 79-82Services 179, 324 Clinical psychology 155 Courses 81-82
CI b 322 Exchange (crEE) 166Courses 179 u sports Faculty 79
C F 'I C t 319 Counseling psychologyCenter for Advanced Technology in o-op ami y en er Courses 254-55 Graduate studies 79-81
Education 246 Coalition against Environmental Undergraduate studies 79Faculty 252
Center for Asian and Pacific Racism 319 Graduate studies 253-56 East Asian studies 53
Studies 307 Cogru'tive and decision sciences 10 39 Economics 83-87Course numbering system ,Center for Electronic Studying 246 institute, See Institute of Cognitive Courses 86-87
and Decision Sciences Craft Center 322 F Ity 83Center for Housing Innovation 194, ' fi t' 't' 269 70 acu
307 Coif. See Order of the Coif realIve non c IOn wn mg - Graduate studies 84-85
C 11 Bard 24 Creative writing 78 Undergraduate studies 83-84Center for the Cognitive 0 ege 0 Courses 78 6
Neuroscience of Attention 309 College Democrats 319 Education, College of 245- 4
Faculty 78 Academic services and studentCenter for the Study of Women in College Republicans 319 Graduate studies 78
P support 248Society 308 College-Level Examination rogram Credit by examination 24, 25, 40 Facilities, organizations, and
Center on Human Development (CLEP) 24 Credit, transfer of 13, 42-43, 267, 276 services 248-49
(CHD) 247, 322 Commencement 326 Crisis Center 319,322 Research and outreach
Center to Improve the Tools of Committee for musical arts 319 Cultural Forum 323 services 246-51, 247
Educators, National 248 Commonwealth of Independent Undergraduate studies 249-51
Centers of excellence 308, 310, 311 States 166 Educational leadership, technology,
Ceramics 209 Communication disorders and sciences D.Ed, See Doctor of education and administration 255-59
Certificate in Courses 254 D.M.A. See Doctor of musical arts Courses 258-59
Ethnic studies 97 Faculty 252 Dance 279-84 Faculty 255-57
European studies 98 Graduate studies 252-53 Courses 283-84 Educational opportunities
Folklore 101 Undergraduate studies 249 Faculty 279 program 325
Russian and East European area Communication studies 267 Graduate studies 281-83 Educational studies 249-51
studies 168 Community and regional Undergraduate studies 280-81 Courses 250-51
Women's studies, graduate 178 planning 223-25 Dance Oregon 280,319 Undergraduate studies 249-51
Certificates 7 Community arts minor 205 Dance program for nonmajors 280 Emerald. See Oregon Daily Emerald
Chamber Music Series 286 Community education program 24, Danish 115 Employment, student 31
Change of program fee 25 301 Danish international studies EMU. See Erb Memorial Union
Charles H. Lundquist Center for Community internship 248, 319 program 196 Energy studies in buildings
Entrepreneurship 229 Comparative Literature journal 70 Daylighting center, regional 194 laboratory 194
Charles H. Lundquist College of Comparative literature program Dean's list 315 Engineering, preparatory 185-86
Business 229-43 69-72 DeBusk Memorial Center 248-49,253 English 81':'93 '.
---.-Centers and instih!tes..2:222c9:::32(OL__-EE:eetttll~·slees-s-1-71M7722~'-------~~~~~=~~~;;,"'~=:'..C>::".'='---.'::':'lC~0~u~r~Se~S;'-(9fcoJ=g9S3----------
O 31 Decision sciences 238 39Courses 23 - Faculty 69 Faculty 87-88Courses 239External affairs 230 Graduate studies 70-71 Graduate studies 89-90Faculty 238CHD, See Center on Human Undergraduate studies 70 Undergraduate studies 88-89
Definitions 8Development Computational Intelligence Research English as a second language
Chemical physics 64-65, 146 Laboratory 308 Degree, application for a (ESL) 324-25
Graduate 41Chemistry 61-66 Computational Science Institute 308 Undergraduate 16 English for speakers of other
Courses 65-66 Computer and information languages (ESOL) 257
F I 61 62 Degrees offered 6,37-38
acu ty - science 72-77 Enrollment statistics 328
Graduate studies 63-65 Courses 76-77 Delta Phi Alpha 314 33 S I
8 Entrepreneurship 2 . ee a soResearch areas 64-65 Faculty 72-73 Dental hyDiene, preparatory 1 6 d 'C f
c' Charles H. Lun qUist enter orUndergraduate studies 62-63 Graduate studies 75-76 Dentistry, preparatory 186-87 Entrepreneurship
Chi Alpha Christian Fellowship 319 Undergraduate studies 74-75 Designated driver shuttle 319 Environmental studies 93-96
Child Development and Computer graphics 194 Developmental biology 58 Courses 96
Rehabilitation Center 247 Computer literacy 233 Doctor of education (D,Ed,) 38, 45, Faculty 93
Childcare 319, 321-22 Computer science, major in 253 Graduate studies 95-96
Chinese 81 mathematics and 138-39 Doctor of jurisprudence a.D.) 234, Undergraduate studies 94-95
Chinese Student Association 319 Computing facilities 300 274,275 Equal opportunity 318
crEE. See Council on International Concurrent degrees 16 Doctor of musical arts (D.MA) 38, Erb Memorial Union (EMU) 322-23
Educational Exchange Graduate programs 275 45,292-94 Board 318
Circle K International 315, 319 Concurrent enrollment 24 Doctor of philosophy (Ph.D,) 44-45 ERIC Clearinghouse on Educational
Clark Honors College. See Robert Condon Museum of Geology 110, 306 Doctoral degree procedures 45 Management 246
Donald Clark Honors College ConDUCKtours 3 Doctoral degree requirements 44-45. ESCAPE. See Community internship
338 Index
ESL. See English as a second language
ESOL. See English for speakers of
other languages (ESOL)
Ethnic minority students 14,325
Ethnic studies 97-98
Courses 97-98
Undergraduate studies 97
Eugene-Irkutsk Sister City
Committee 168
European studies
Certificate in 98
Courses 98
Exchange students 325
Executive M.B.A. program,
Oregon 234
Exercise and movement science
99-101
Courses 100-101
Faculty 99
Graduate studies 99-100
Undergraduate studies 99
Expository writing 90
Faculty Artist Series 286
Faculty firesides 327
Family services 321-22
Federal
Direct consolidation loan 29
Direct Loan Program, William D.
Ford 28-29
Additional unsubsidized
Stafford/Ford loan 28
Parent loan for undergraduate
students (PLUS) 28
Stafford/Ford loan 28
Unsubsidized Stafford/Ford
loan 28
Pell grant 27
Perkins loan 28
Supplemental educational
opportunity grant (FSEOG) 27
Work-study program 27, 31
Fees 25-26
Refunds 26
Fellowships 41-42
Fibers courses 209-10
Fifth-year teacher preparation
program, music 286
FIGs. See Freshman interest groups
Finance 239-40
~---CGms@s 239 4G--
Faculty 239
Financial aid
Application deadlines 26
Application procedures 26
Eligibility 26-27
Graduate 27,41
Grants 27
Loans 28-31
Notification of 27
Packages 27
Programs 27-29
Repayment 29
Restricted funds 30-31
Scholarships 29-30
Undergraduate 27
Unrestricted funds 30
Work-study 27
Fine and applied arts 207-12
Courses 209-12
Faculty 207
Graduate studies 208-9
Undergraduate studies 207-8
Finnish 115
Folklore 101-2
Certificate in 101
Courses 101-2
Graduate studies 44
Folklore archive. See Randall V. Mills
Archive of Northwest Folklore
Foreign students. See International
students.
Foreign study. See Overseas study
opportunities
Foreign-language teacher education.
See Middle-secondary teaching
Forensic science, preparatory 187
Forensics 319
Forest Industries Management
Center 230
Fraternities 33
French 159-78, 162-63
Freshman admission 12
Freshman application procedures 12
Freshman interest groups (FIGs) 327
Freshman seminars 327
Friars 314
Friends of the University
Libraries 306
Friendship Family Program 302
Frontlash 319
FSEOG. See Federal supplemental
educational opportunity grant
Fulbright grants 304
Gay, Lesbian, Bisexual, and
Transgender Education and
Support Services 326
GED. See Test of General Educational
Development
General science 102-3
Generic courses 10
Geography 104-7
Courses 106-7
Faculty 104
Graduate studies 105-6
Undergraduate studies 104-5
Geography Club 319
Geological sciences 107-12
Courses 110-12
Faculty 107-8
Graduate studies 109 10
Undergraduate studies 108-9
Germanic languages and
literatures 112-16
Courses 114-16
Faculty 112
Graduate studies 114
Undergraduate studies 113-14
Gifted. See Talented and gifted
programs
Global Graduates 304
GMAT. See Graduate Management
Admission Test
Golden Key 313
Grade point average (GPA) 12,16
Graded credits 16
Grading system 16
Graduate Council 37
Graduate credit
Registering for 42
Reserving 42
Transferring 42
Graduate funding library 42
Graduate Record Examinations
(GRE) 322
Graduate School
Admission 14,38-39
Continuous enrollment 40, 45
On-leave status 40-41
Reregistration 40
Credit by examination 40
Degrees offered 37-38
Doctoral degrees 44
Procedures 45
Fellowships 41-42
Financial aid 41, 41-42
General requirements 39-41
Grade requirements 40
Interdisciplinary master's degree
programs 43-44
International students 39, 42
Master's degrees 42-45,43
Residency 41,42,44
Tuition, fees 25, 41
Graduate School of
Management 234-37
Faculty 234
Graduate teaching fellowships
(GTFs) 41-42
Graduation requirements,
undergraduate 16-24
Grants 27
GRE. See Graduate Record
Examinations
Greek 67,68
Grievance resolution. See Student
Advocacy, Office of
Group requirements 17-23
GTFs. See Graduate teaching
fellowships
Gymnastics 184
Hawaii Club 319
Hayward Field 3
Health center. See University Health
Center
Health insurance 26, 323
Health services 323
High School Equivalency Program
(HEP) 247, 325
High.schooJ preparation 12
Historic preservation 212-13
History 116-20
Courses 118-20
Faculty 116
Graduate studies 117-18
Undergraduate studies 116-17
Holiday schedule 11
Hong Kong Student Association 319
Honorary societies 313-16
Honors 23,313-16,326
Honors college. See Robert Donald
Clark Honors College
HOPES (Holistic Options for Planet
Earth Sustainability) 319
House of Film 319
Housing
Cooperatives 33
Fraternities and sororities 33
Housing and apartments for
families and graduate
students 33
Nonuniversity 33
Residence halls 32
Housing innovation. See Center for
Housing Innovation
Human development center. See
Center on Human Development
Human development courses 179
Humanities 123-24
Courses 123
Independent study program 124
Undergraduate studies 123
Humanities center. See Oregon
Humanities Center
IFC. See Interfraternity Council
Imaginative writing 78
Incompletes 16, 40
Independent study program 124
Indonesian 131
Inorganic chemistry 64
Institute for a Sustainable
Environment 194,309
Institute for Community Arts 194
Institute for the Development of
Educational Achievement 247
Institute of Cognitive and Decision
Sciences 131, 155, 309
Institute of Industrial Relations 230,
309
Institute of Molecular Biology 58, 64,
146,310
Institute of Neuroscience 58, 310
Institute of Theoretical Science
64-65, 146,310
Institute on Violence and Destructive
Behavior 248
Instructional Media Center 305
Intensive English program 324
Intercollegiate athletics 323, 323-24
Interfraternity Council (IFe) 319
Interior architecture 214-17
Courses 216-17
Graduate studies 215
Undergraduate studies 214-15
International admission 13-14
International baccalaureate 24
International education and
exchange 302-12
Iriternaticiriallnsiitutidor Sport and
Human Performance 100, 310
International internship
program 304
International Law Students
Association 319
International Research and Exchange
Board (IREX) 168
International Society for Technology
in Education 246
International Student Association 319
International students 268, 302, 319
Admission 13, 39
Financial aid 42
Health insurance 26, 39, 323
Orientation 327
International studies 124-28
Courses 127-28
Faculty 124
Graduate studies 127
Undergraduate studies 124-27
International study. See Overseas
study opportunities
Internships 35, 196, 322
Subject 339
IntroDUCKtion 327
IREX. See International Research and
Exchange Board
Italian 159, 163
J.D. See Doctor of jurisprudence
James H. Warsaw Sports Marketing
Center 230
Japanese 82
Jazz studies 297
Jewelry. See Metalsmithing and
jewelry courses
Jewish Student Union 319
Joint-campus program, graduate 40
Journal of Environmental Law and
Litigation 275, 278, 319
Journalism and Communication,
School of 265-72
Courses 270-72
Faculty 265
Graduate studies 268-70
Undergraduate studies 266-68
Junior scholars 315
Kappa Tau Alpha 314
Korean 82
KWAX-FM 3
KWVA 319
Labor Education and Research Center
(LERC) 180-81, 307
Courses 181
Faculty 180
Land, Air, and Water Student
Research Group 275, 319
Landscape architecture 217-21
Courses 220-21
Faculty 217
Graduate studies 219-20
Undergraduate studies 218-19
Language Skills Diagnostic Test,
journalism 267
Languages
Bulgarian 167
Chinese 81
Danish 115
Finnish 115
French 162-63
German 114-16
Greek 68
Indonesian 131
Italian 163
Japanese 82
Korean 82
Latin 69
Norwegian 115
Polish 167
Romanian 167
Russian 166-67
Spanish 163-65
Swedish 116
Thai 133
Vietnamese 133
Late registration fee 25
Latin 67,69
Latin American studies 128-29
Latin honors 23, 315
Law and Entrepreneurship
Center 275
Law, preparatory 190-91
Law Review, Oregon. See Oregon Law
Review
Law School Admission Test
(LSAT) 191, 275
Law School Data Assembly Service
(LSDAS) 275
Law, School of 273-78
Academic support program 275
Admission 275-76
Courses 278
Degree requirements 274
Faculty 273-74
Scholarships and fellowships
277-78
Tuition and fees 25, 277
Leadership classes 327
Leave of absence
Architecture 196
Graduate. See On-leave status,
graduate
Legal services 319
Leighton Pool 3
LERC. See Labor Education and
Research Center
Lesbian, Gay, and Bisexual Law
Student Association 320
Lesbian, Gay, Bisexual, and
Transgender Alliance 319
Library System, University of
Oregon 3, 181, 304-6
Courses 181
Faculty 304-6
Licensure programs, education 261
Administrative 257
Early intervention 261
English for speakers of other
languages 257
Foreign-language teaching
French 160
German 114
Japanese 79
Latin 67
Russian 166
Spanish 160
Middle-secondary teaching
257-58
Music education 286
Special educator-early childhood
elementary 261
Special educator-middle-high
school 261
Linguistics 129-33
Courses 131-33
Faculty 129
Graduate studies 130-31
Undergraduate studies 130
Literary Society 320
Loans
Student 27-31
University fund
Long-term 30
Short-term 30
Lost-and-found service 322
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.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 268
Majors, academic 6, 17, 34
Malheur Field Station 57
Management 241-42
Courses 241-42
Faculty 241
Management, Graduate School of
234-37
Marching band, Oregon 286, 295, 320
Marketing 242-43
Courses 242-43
Faculty 242
Marks (grading) 16, 40
Mass media studies 268
Master of architecture
(M.Arch.) 197-98
Master of arts (M.A.) 42-44
Master of business administration
(M.B.A.) 234-36, 275
Preparatory 191
Master of community and regional
planning (M.c.R.P.) 223
Master of education (M.Ed.) 253
Master of fine arts (M.F.A.) 78,175,
208
Master of interior architecture
(M.I.Arch.) 215
Master of landscape architecture
(M.L.A) 219-20
Master of music (M.Mus.) 289-90
Master of science (M.S.) 42-44, 43
Master's degree requirements. See
also individual departments of
instruction
Interdisciplinary master's
degree 43-44
Master of architecture 197-98
Master of arts 42-44, 43
Master of business
administration 234-36, 275
Master of community and regional
planning 223
Master of education 253
Master of fine arts 78,175, 208
Master of interior architecture 215
Master of landscape
architecture 219-20
Master of music 289-90
Master of science 42-44, 43
Second master's degree 42
Materials Science Institute 64, 146, 311
Mathematics 133-38
Courses 136-38
Faculty 133
Graduate studies 135-36
Undergraduate studies 134-35
Mathematics and computer science,
major in 138-39
Mathematics Association of
America 314
McArthur Court 3
MCAT. See Medical College
Admission Test
MEChA 320
Media Literacy Online Project 246
Medical College Admission Test
(MCAT) 188
Medical services 323
Medical technology, preparatory 187
Medicine, preparatory 188
Medieval studies 139-40
Mentor program 321
Metalsmithing and jewelry
courses 210
Microcomputer program 302
Microform Publications of Human
Movement Studies 310
Micronesia and South Pacific
program 226
Middle-secondary teaching 257-58
Military credit 24
Military science 181-82
Courses 182
Minorities 325
Minority education. See Multicultural
affairs
Minority Law Students
Association 275
Minors, academic 17,34
Molecular biology 64. See also
Institute of Molecular Biology
Moot Court 275
Mortar Board 314
Motor control. See Exercise and
movement science
Mu Phi Epsilon 286, 314
Multicultural affairs 325
Multicultural Center 320
Multidisciplinary arts 210
Museum of Art 3, 306
Museum of Geology, Condon 110,
306
Museum of Natural History 3, 306-7
Music education
Certification program 286
Minor in elementary
education 287
Music ensembles 286
Music fees 286
Music performance studies 286-87
Music, School of 279-99
Courses 294-99
Faculty 284-85
Graduate studies 289-92
Undergraduate studies 287-89
Music Today Festival 286
Muslim Student Association 320
National Collegiate Athletic
Association (NCAA) 323
National Student Exchange
(NSE) 325
Native American Student Union 320
Natural history museum. See Museum
of Natural History
NCAA. See National Collegiate
Athletic Association (NCAA)
Need grants 27
Network and Internet training 301
340 Index
Neuroscience 64, 139, 140. See also
Institute of Neuroscience
Interdisciplinary study 140
Neuroscience institute. See Institute of
Neuroscience
New student orientation 327
News-editorial journalism. See
Journalism and Communication,
School of
Nonresident tuition and fees 25
Nonuniversity housing 33
Northwest Association of Schools and
Colleges 3
Norwegian 115
NSE. See National Student Exchange
Nursing, preparatory 188-89
OAT. See Optometry Admission Test
Observatory. See Pine Mountain
Observatory
Occupational therapy,
preparatory 190
Off-campus programs 300, 301-2
Office of. See names of individual
offices
OIMB. See Oregon Institute of Marine
Biology
On-campus internships 35, 322
On-leave status, graduate 40-41
Optometry Admission Test
(OAl) 190
Optometry, preparatory 190
Order of the Coif 275, 314
Oregon Bach Festival 286
Oregon Ballroom Dance Club 320
Oregon Center for Optics 146, 311
Oregon Commentator 320
Oregon Daily Emerald 320
Oregon Humanities Center 311-12
Oregon Institute of Marine Biology
(OIMB) 3,57,312
Oregon Jazz Celebration 286
Oregon Law Review 275
Oregon Law Students' Public Interest
Fund 320
OregonMarine Science Student
sodation 320
Oregon School Study Council
(OSSC) 248
Oregon Student Association 320
Oregon Survey Research
Laboratory 312
Oregon university system
supplemental fee waiver 27
Oregon Voice 320
Organic chemistry 64
Organotransitional metal
chemistry 64
Orientation and registration for new
students 327
OSPIRG (Oregon Student Public
Interest Research Group) 320
OSSe. See Oregon School Study
Council
Outdoor program 323
Overseas study opportunities
Africa 183
Asia 183
Australia 54, 182, 302
China 182, 302
Commonwealth of Independent
States 166
Czech Republic, The 182, 302
Denmark 182, 196,229,302
Eastern Europe 166
Ecuador 182, 302
England 182, 302
Europe 183
Finland 114, 169, 182, 302
France 159, 182, 303
Germany 182, 196, 229, 303
Hungary 183
Indonesia 183, 303
Israel 183, 303
Italy 160, 183, 196, 303
Japan 183, 229, 303
Korea 183, 229, 303
Latin America 183
Mexico 160, 183, 303
Middle East 183
Norway 114,169,183,303
Oceania 183
Poland 183, 303
Russia 183, 303
Scotland 183, 303
Spain 160, 183, 303
Sweden 114,169,183,304
Thailand 183, 304
Vietnam 183, 304
PACE option 247
Pacific island studies 141
Pacific Rim Gamelan 285
Pacific-10 Conference (Pac-10) 324
Painting courses 210
Panhellenic Council 320
Parent and family programs 326
Parent loan for undergraduate
students (PLUS), Federal direct 28
Passino pass credits 16
Peace studies 141-42, 248
Peer advising 317
Pell grant, Federal 27
Performance, music 286
PhD. See Doctor of philosophy
Pharmacy, preparatory 189
Phi Alpha Theta 314
Phi Beta 286, 315
Phi Beta Kappa Society 313
Phi Eta Sigma 314
Philosophy 142--44
Courses 143-44
Faculty 142
Graduate studies 143
Undergraduate studies 142--43
Philosophy Club 320
Photography 211-12
Photojournalism. See Journalism and
Communication, School of
Physical activity and recreation
services 183-85, 324
Equipment and facilities
management services 184
Faculty 183
Physical education courses 184-85
Recreation and intrarnurals 184
Physical chemistry 64-65
Physical education 183-85
Physical therapy, preparatory 190
Physician assistant, preparatory 189
Physics 144-48
Courses 147-48
Faculty 144-45
Graduate studies 146--47
Undergraduate studies 145-46
Pi Alpha Alpha 315
Pi Kappa Lambda 286
Pine Mountain Observatory 3, 146
Planning, public policy and
management (PPPM) 221-27
Courses 226-27
Faculty 221
Graduate studies 223-26
Undergraduate studies 221-23
PLUS, Federal direct. See Federal
Direct Loan Program, William D.
Ford
Pocket Playhouse 175, 320
Podiatry, preparatory 190
Polish 167
Political science 148-52
Courses 150-52
Faculty 148-49
Graduate studies 150
Undergraduate studies 149-50
Portland Center 196,307, 321
Postbaccalaureate admission 14
Postbaccalaureate study 14,39
Postdoctoral fellowships 42
PPPM. See Planning, public policy
and management
Prebusiness 231
Predental Club 320
Predentistry 186-87
Preengineering preparation 146,
185-86
Prehealth sciences 57, 186-90, 320
Prejournalism preparation 267
Prelaw preparation 190-91, 275
Prelaw Society 320
Premajor status 13
Premedicine 188
Prenursing 188
Preparatory programs 185-91
Dental hygiene 186
Del'1ti5try 186 87
Engineering 146, 185-86
Forensic science 187
Health sciences 57, 186-90
Law 190-91
Master of business
administration 191
Medical technology 187-88
Medicine 188
Nursing 188-89
Pharmacy 189
Physician assistant 189
Social work 191
Teacher education 191
Veterinary medicine 189
WICHE programs in the health
sciences 189-91
Occupational therapy 190
Optometry 190
Physical therapy 190
Podiatry 190
Preteaching 191
Preveterinary medicine 189
Printmaking courses 211
Prizes 316
Professional organizations 314-15
Proficiency-based Admission
Standards System Project 248
Program planning 34-35
Psi Chi 315
Psychology 153-56
Clinic 155
Courses 155-56
Faculty 153
Graduate studies 155
Undergraduate studies 153-55
Public affairs 225
Public policy and management
221-27,225
Public relations 268, 270
Public Safety, Office of 324
Public service 225-26
Publications, student 319, 320
Radio-television journalism. See
Journalism and Communication,
School of
Randall V. Mills Archive of Northwest
Folklore 101
Reader's guide to the bulletin 8
Real estate 239
Recreation
Facilities 324
Intramurals 184
Programs 324
Sports 324
Reenrollment 24
REESe. See Russian and East
European Studies Center
Refunds of tuition and fees 26
Regional Daylighting Center 194
Religious studies 157-58
Courses 157-58
Faculty 157
Graduate studies 157
Undergraduate studies 157
Removal of incompletes 16, 40
Requirements policies 2
Research institutes and centers
--307'-12
Cenler for Asian and Paciftc
Studies 307
Center for Housing
Innovation 307
Center for the Cognitive
Neuroscience of Attention 309
Center for the Study of Women in
Society 308
Center on Human
Development 247
Computational Intelligence
Research Laboratory 308
Computational Science
Institute 308
Institute for a Sustainable
Environment 309
Institute of Cognitive and Decision
Sciences 309
Institute of Industrial Relations 309
Institute of Molecular Biology 58,
64,146,310
Institute of Neuroscience 58, 310
Subject 341
Institute of Theoretical
Science 64-65, 146, 310
Institute on Violence and
Destructive Behavior 248
International Institute for Sport and
Human Performance 100, 310
Materials Science Institute 64,
146,311
Oregon Center for Optics 146,311
Oregon Humanities Center
311-12
Oregon Institute of Marine
Biology 3, 312
Oregon Survey Research
Laboratory 312
Solar Energy Center 312
Residence halls 32
Residency requirements
Graduate 42, 44
Undergraduate 17
Resident tuition and fees 25
Returning Student Association 320
Review, School of Architecture and
Allied Arts 193
Robert Donald Clark Honors
College 23, 121-22
Admission 121
Courses 122-23
Faculty 121
Requirements 121
Robinson Theatre 175
Romance languages 158-65
Courses 161-65
Faculty 158
Graduate studies 160-61
Undergraduate studies 159-60
Romanian 167
ROTC, Army. See Military science
Russian 165-67
Courses 166-67
Faculty 165
Graduate studies 166
Undergraduate studies 165-66
Russian and East European Studies
Center 168-69
Courses 167
Safety. See Public Safety, Office of
SAT, See Scholastic Assessment Test
andinaviaIt courses 115
Scandinavian studies 169
Schedule ofClasses, UO 24
Scholarships 29-30
Scholastic Assessment Test (SAT) 12
School psychology
Courses 262-64
Graduate studies 262
Science, general 102-3
Sculpture courses 211
Second bachelor's degree 23, 149,
232,268
Second master's degree 42
Second Season 175
Secondary education. See individual
departments
Secondary Special Education
Transition Research Group 248
Services for students 317-27
Short-term loans 30
Singapore Student Association 320
Slavic studies 167
Social psychology of sport. See
Exercise and movement science
Social Science Data Services
Laboratory 85
Social Science Instructional
Laboratory 86
Social work, preparatory 191
Sociology 169-73
Courses 171-73
Faculty 169-70
Graduate studies 171
Undergraduate studies 170-71
Solar Energy Center 312
Solar Information Center 320
Sororities 33
Southeast Asian American Student
Association 320
Southeast Asian studies 53-54,
173,175
Spanish 159, 163
Special education
Developmental disabilities
courses 263
Early intervention courses 263
Exceptional learner courses
263-64
Minorin 249
Special education and community
resources 259-64
Courses 263-64
Faculty 259-60
Graduate studies 260-61
Special fees 25
Specialized admission assistance 14
Specialized Training Program 247
Speech-Language-Hearing
Center 247, 325
Spencer View Cooperative
Community Tenants 320
Sports
Intercollegiate 322
Intramural 323
Marketing 233. See also James H.
Warsaw Sports Marketing
Center
Staff fees 26, 39
Stafford/Ford loans, Federal
direct 28-29
Unsubsidized 2IJ
State of Oregon need grants 27
Statistics 174
Student academic affairs 317
Student Activities Resource
Office 323
Student Advocacy, Office of 320
Student athletes, services for 317
Student Bar Association 275, 320
Student conduct code 24,326-27
Student exchange programs. See
Western Interstate Commission for
Higher Education
Student financial aid 26
Student government 318-21
Student Health Advisory
Committee 318
Student housing 32-33
Student Insurgent 320
Student life 326
Student loans 27-31, 266
Student organizations 319-21
Student publications 319,320
Student records policy 24, 41
Student retention progress 327
Student Senate 318
Student union. See Erb Memorial
Union
Student University Relations
Council 326
Students for Choice 320
Students for the Ethical Treatment of
Animals 320
Students with disabilities 14,318
Study abroad. See Overseas study
opportunities
Style and Policy Manual for Theses and
Dissertations 43, 44
Subject codes 9
Substance abuse
Prevention and education 327
Prevention program 248
Summer Architecture Academy 196
Summer session 24,275, 302-4
Supplemental educational
opportunity grant, Federal 27
Survival Center 320
Swedish 116
Taiwanese Student Organization 320
Talented and gifted programs 248
Teacher and administrator
education 301-2
Teacher education preparation 191
Teaching English as a second
language 257,324-26
Technology Education Center
249-51
Television journalism. See Journalism
and Communication, School of
Test of English as a Foreign Language
(TOEFL) 13, 324
Test of General Educational
Development (GED) 13
Testing service 322
Thai 133
Theater arts 174-76
Courses 175-76
Faculty 174
Graduate studies 175
Ondergraduate studies 175
Theoretical chemistry 64-65
Theoretical science institute. See
Institute of Theoretical Science
Timberline 320
TOEFL. See Test of English as a
Foreign Language
Transcripts 24
Fees 26
Transfer of credit
Graduate 42
Journalism and communication
school 267
Law school 276
Reserved graduate 42
Undergraduate 13
Transfer students 13,42-43,267
Tuition and fees, 41
Graduate 25
Law school 25, 277
Refunds 26
Resident tuition 25
Senior citizens 26
Staff 26
Undergraduate 25
Tutorial services 324
Undergraduate
Admission 12-14
Transfers 13
Tuition 25
Undergraduate School of
Business 231-33
United Women of Asian
Heritage 320
University Committee on
International Studies 124
University Health Center 323
University housing 32-33
University of Oregon Bookstore 307,
321
University Singers 286
University Theatre 175, 320
Unsubsidized Stafford/Ford loan
Additional Federal direct 28
Federal direct 28
UO Model United Nations
Organization 321
USSA 320
Vanguard Concert Series 286
Veterans affairs 326
Veterinary medicine,
preparatory 189
Vietnamese 133
Vietnamese Student Association 320
Visual design courses 211-12
Volcanology. See Geological sciences
Weaving. See Fibers courses
Western Interstate Commission for
Higher Education 3, 189
Programs in the health
sciences 189-91
Regional graduate programs 40
Western Regional Resource
Center 247
Westmoreland Tenants Council 320
Whitebira Clinici'iaeshare 320
Wl1ham Lowell Putnam exammatlOn,
mathematics 134,316
Withdrawal from the university 26
Women in society. See Center for the
Study of Women in Society
Women's Center 320
Women's studies 177-78
Courses 178
Faculty 177
Graduate studies 178
Undergraduate studies 177-78
Work-study program, Federal 27
World Music Series 286
Writing 92-93
Yamada Language Center 141,
159,326
Youth enrichment services 248
YWCA, UO 321
76
5
4
3
2
I~'
A
I
Ii .... " ..... C ,I
E F G
K
__. .,.".~ ~;:,;;. 1110
9
8
7
6
5
3
K
cu
~
N
UNIVERSITY OF OREGON
Buildings
AAA Studios H9
Agate Annex J1
Agate Hall J1
Agate St. Classrooms J3
Allen Hall E7
Autzen Stadium K10
Beall Concert Hall C2
Bookstore, UO B7
Bowerman Family Building H4
Casanova Athletic Center K10
Cascade Annex F8
Cascade Hall F7
CCDCK4
Cl1apman Hall D6
Cl1iles Business Center,
Earle A. C7
Clinical Services Building B1
Collier House E6
Columbia Hall F7
Computing Center C7
Condon Hall C6
Deady Hall D8
Deschutes Hall H7
Education Annex C3
Education Building B3
Erb Memorial Union (EMU) F6
Esslinger Hall F3
Fenton Hall D7
Friendly Hall E7
Gerlinger Annex D4
Gerlinger Hall E4
Gilbert Hall C7
Grayson Hall C8
Hendricks Hall E5
HEPJ2
Huestis Hall H7
Johnson Hall E6
Klamath Hall G7
Knight Library C4
Lawrence Hall E8
LERCJ2
Longhouse J3
McArthur Court F2
Military Science J2
Millrace Studios H8
Museum of Art D5
Museum of Natural HistoryJ4
Music Building C1
Olum Center J3
Onyx Bridge F8
Oregon Hall 17
Outdoor Program Trip
BuildingFl
Pacific Hall F8
Physical Plant G10
Prince Lucien Campbell Hall
(PLC) C5
Rainier Building K7
1244 Walnut St.
Riverfront Research Park J9
Robinson Theatre D8
STPB1
Straub Hall G5
Streisinger Hall H7
Student Health Center
Building 16
Susan Campbell Hall D5
UOAnnexB7
Villard Hall D8
Volcanology Building F7
Wilkinson House G9
Willamette Hall G7
Offices and Services
Academic Advising and
Student Services, Oregon 17
Academic Affairs and Provos
JohnsonE6
Academic Learning Services,
PLCC5
Administration,
Johnson E6
Admissions, Oregon 17
Affirmative Action and Equal
Opportunity, Oregon 17
Alumni Association, UO,
AgateJl
American English Institute,
Pacific F8
Anthropology, Condon C6
Archaeology Labs; 1305, 1311,
1325 Franklin Blvd.
Architecture and Allied Arts,
School of, Lawrence E8
Art History, Lawrence E8
Arts and Administration,
LawrenceES
Arts and Sciences, College of,
FriendlyE7
Asian Studies, Gerlinger E4
Associated Students of the
University of Oregon
(ASUO), EMUF5
Athletics, Intercollegiate,
Casanova K10
Beall Concert Hall, Music C1
Biology, Klamath G7
Bookstore, UO B7
Business, Charles H. Lundquist
College of, Gilbert C7
Business Affairs, Office of,
Oregon 17
Career Center, Hendricks E5
Chemistry, Klamath G7
Childcare and Development
Centers (CCDC) K4
1511 Moss St.
Classics, PLC C5
Communications, Office of,
Johnson E6
Comparative Literature,
Villard D8
Comparative Literature
Program, Villard D8
Computer and Information
Science, Deschutes H7
Computing, University,
Computing Center C7
ConDUCKtours, Oregon 17
. Continuation Center, Oregon17
Counseling Center,
University, Student Health
Center Building 16
Creative Writing, Columbia F7
Dance, Gerlinger Annex D4
Development, Agate Hall J1
Disabilities, Students with,
Oregon 17
East Asian Languages
and Literatures, Friendly E7
Economics, PLC C5
Education, College of,
Education B3
English, PLC C5
Environmental Studies,
Pacific F8
Ethnic Studies, Gerlinger E4
European Studies, Johnson E6
Exercise and Movement
Science, Esslinger F3
;Facilities Services,
i Physical Plant G10
,Financial Aid, Student,
Oregon 17
IFine and Applied Arts,
I, Lawrence E8
!Folklore, PLCC5
:Foundation, UO, Agate J1
•General Science, Willlamette
i G7
Geography, Condon C6
GeologicalSciences, Cascade F7
Germanic Languages and
Literatures, Friendly E7
Graduate School,
Cl1apman D6
Health Center, University,
Student Health Center
Building 16
High School Equivalency
Program (HEP) J2
1685 E.17thAve.
Historic Preservation,
LawrenceE8
History, PLC C5
Honors College, Robert
Donald Clark, Chapman D6
Housing, University, Walton 15
Human Resources, Oregon 17
Humanities Program, PLC C5
InfoGraphics Lab, Condon C6
Instructional Media Center,
Knight Library C4
International Affairs,
Johnson E6
International Education and
Exchange, Oregon 17
International Studies, PLC C5
Journalism and
Communication, School of,
Allen E7
KWAX Radio Station, 75
Centennial Loop
Labor Education and
Research Center (LERC) J2
Landscape Architecture,
Lawrence E8
Latin American Studies,
PLCC5
Law, School of, Grayson C8
Leighton Pool, Esslinger F3
Library System, UO
Architecture and Allied Arts,
LawrenceE8
KnightC4
Law, Grayson C8
Map and Aerial
Photography, Condon C6
Mathematics, Fenton D7
Science, Onyx Bridge F8
Linguistics, Straub G5
Mathematics, Fenton D7
Medieval Studies, PLC C5
Merchandise Marketing
and Licensing, Johnson E6
Military Science J2
Multicultural Affairs, Oregon
17
Music, School of, Music C1
New Media Center,
Riverfront J9
Northwest Review, PLC C5
Oregon Daily Emerald, EMU F6
Oregon Humanities Center,
PLCC5
Oregon Law Review, Grayson C8
Oregon Quarterly, Chapman D6
Oregon University System
(OUS), Susan Campbell D5
Pacific Islands Studies,
GilbertC7
Parking Permits (Public
Safety), Straub G5
Peace Studies, PLC C5
Philosophy, PLC C5
Physical Activity and
Recreation Services (PARS),
Esslinger F3
Physics, Willamette G7
Planning, University, Physical
PlantG10
Planning, Public Policy and
Management, Hendricks E5
Political Science, PLC C5
Post Office, EMU F5
President, Office of the,
Johnson E6
Printing Services,
318 E. Broadway
Psychology, Straub G5
Public Affairs and
Development, Johnson E6
Public Safety, Straub G5
Publications, University,
Cl1apman D6
Recreation and Intramurals
(RIM), Esslinger F3
Registrar, Oregon 17
Religious Studies,
ChapmanD6
Research, Johnson E6
Romance Languages,
FriendlyE7
Russian, Friendly E7
Scandinavian Studies,
FriendlyE7
Sociology, PLC C5
Southeast Asian Studies,
Gerlinger E4
Specialized Training
Program (STP) B1
Summer Session, Oregon 17
Testing Office, Student
Health Center Building 16
Theater Arts, Villard D8
University Club, Collier
House E6
Vivian Olum Child
Development Center,
Olum Center J3
Women's Studies, Hendricks E5
Work-Study, Hendricks E5
Yamada Language Center,
Pacific F8
University Housing
Bean Complex
(Caswell, DeBusk, Ganoe,
Henderson, Moore, Parsons,
Thornton, Willcox) K5
Carson Hall H6
Earl Complex
(McClure, Morton, Sheldon,
Stafford, Young) G5
Hamilton Complex
(Boynton, Burgess, Cloran,
Collier, Dunn, McClain,
Robbins, Spiller, Tingle,
Watson) J6
Riley Hall, 650 E. 11th Ave.
Spencer View, 2250 Patterson St.
UniversityInn, 1000Patterson St.
Walton Complex
(Adams, Clark, DeCou,
Douglass, Dyment, Hawthorne,
McAlister, Shafer, Smith,
Sweetser) 15
Westmoreland Family
Housing, W. 18th Ave.
and Arthur St.
CJJ
~
CJJ
.........
344
Eugene is paradoxical: It's a mid-
sized city (population 119,000)
with big-city culture and a relaxed,
small-town feel.
Eugene is natural and beautiful:
Lush and green, the city nestles
between two mountain ranges at
the junction of the Willamette and
McKenzie Rivers, with an
abundance of parks, trails, tall
trees, flowers, and water rippling
over rocks.
Eugene is cultural: The Hult Center
for the Performing Arts brings in
performers such as Riverdance,
Itzak Perlman, Sawyer Brown, the
Indigo Girls, and Natalie Cole. The
Hult is also the performance home
for the Dance Theatre of Oregon,
Eugene Ballet Company, Eugene
Concert Choir, Eugene Opera,
Eugene Symphony, Oregon Bach
Festival, Oregon Festival of
American Music, and Oregon
Mozart Players. Cuthbert
Amphitheater in Alton Baker Park
is the venue for popular music
concerts on warm summer
evenings. Museums, theaters, art
galleries and festivals, music clubs,
and concerts in the parks provide
ample diversion.
Eugene is multicultural: The
birthday of Martin Luther King Jr.
is celebrated with a long list of
events. The Oregon Asian
Celebration, Fiesta Latina-Cinco
de Mayo, the Asian Kite Festival,
and the Japanese Obon and Taiko
Drum Festival are all held in
Eugene, while Springfield hosts
the Ukrainian Day festival and
Junction City, the Scandinavian
Festival.
Eugene is active and athletic:
Bodies are in motion hiking,
biking, skating, canoeing, rafting,
kayaking, running, swimming,
rock climbing, and fishing ... and
that's just in town. Sailboats and
sailboarders zip across the water at
nearby Fern Ridge Reservoir, while
skiers and snowboarders test the
powder at Willamette Pass, about
an hour. When people slow down
long enough, they watch the VO
Ducks play football at Autzen
Living in EUGENE
Stadium and cheer the basketball
team at MacArthur Court. Track-
and-field enthusiasts check out
Olympic contenders at Hayward
Field, while baseball lovers follow
the Eugene Emeralds at Civic
Stadium.
Eugene is quirky, colorful, fun,
different: A Slug Queen reigns
over the Eugene Celebration, a
weekend when downtown streets
are blocked to traffic for a parade,
exotic food booths, music, art, and
athletic events; it's a time for
celebrating life in all its diversity.
The open-air Saturday Market is a
mini-celebration from spring
. thro~ghJall, with ~ts,crafts,
optional.
Eugene is convenient, Part I: All the
local fun stuff is within easy reach
of campus by foot, bike, or bus.
The bus system is free to VO
students, and Eugene is bike
friendly. Other cities have a rush
hour; Eugene has a rush minute.
Eugene is convenient, Part II: The
Pacific Ocean-with miles of
unspoiled public beaches, rocky
cliffs, tidepools, sand dunes, sea
lions, and migrating whales-is
about an hour's drive west. The
Cascade Mountain Range-with
ancient forests and wild rivers, elk
and eagles, and hiking and ski
trails-is about the same distance
east. Portland, home of the Trail
Blazers, is about 110 miles north,
and the Eugene Airport provides
direct service to Portland, Seattle,
San Francisco, Denver, and Reno.
The University of Oregon home page on the World Wide Web has links to this
publication and to other university information: http://www.uoregon.edu/
University of Oregon
Dave Frohnmayer, president. B.A.,
1962, Harvard; BA, 1964, MA,
1971, Oxford; J.D., 1967, California,
Berkeley. (1970)
John T. Moseley, vice president for
acadernic affairs and provost. B.S.,
1964, M.S., 1966, Ph.D., 1969, Georgia
Institute of Technology. (1979)
Daniel A. Williams, vice president
for administration. B.S., 1962, Oregon;
M.PA, 1980, San Francisco. (1980)
Duncan 1. McDonald, vice
president for public affairs and
development. B.S., 1966, Ohio; M.S.,
1972, Oregon. (1975)
The date in parentheses at the end of
each entry is the first year on the
University ofOregon faculty. See inside
back cover for other university officers
ofadministration.
While every effort is made to ensure
the accuracy of the information in this
bulletin, the University of Oregon and
the State Board of Higher Education
have the right to make changes at any
time without prior notice. This bulletin
is not a contract between the Univer-
sity of Oregon and current or prospec-
tive students.
Front and back cover
photographs:
What's a Duck to do? Browse the
library stacks dance ... work at
a computer play the cello.
cheer ... graduate ... spread your
wings!
Campus landmarks on the
front cover are the bell tower atop
the Education Building; a detail
from a Greek column on the
Johnson Hall portico; and a
Wayne Chabre bronze sculpture,
"Tree of Knowledge," located in
the Spangler South Garden of
the Knight Library.
Photographs by Jack Liu and George Beltran;
duck in flight courtesy of Campus Photos.
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 creation
and transfer of knowledge in the liberal arts, the natural
and social sciences, and the professions. It is the Asso-
ciation of American Universities flagship institution of
the Oregon University System.
The university is a community of scholars dedicated to
the highest standards of academic inquiry, learning, and
service. Recognizing that knowledge is the fundamental
wealth of civilization, the university strives to enrich the
public that sustains it through
• a commitment to undergraduate education, with a
goal of helping the individual learn to question criti-
cally, think logically, communicate clearly, act
creatively, 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 research, both basic and applied, is
essential to the intellectual health of the university, as
well as to the enrichment of the lives of Oregonians,
by energizing the state's economic, cultural, and
political structure
• the establishment of a framework for lifelong learning
that leads to productive careers and to the enduring
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 welcom-
ing 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
identity within a welcoming community
• a commitment to international awareness and
understanding, and to the development of a faculty
and student body that are capable of participating
effectively in a global society
• the conviction that freedom of thought and expression
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
individual judgment throughout life
• a continuing commitment to affordable public higher
education
Policy Statement on Equal Opportunity
The University of Oregon affirms and actively promotes
the right of all individuals to equal opportunity in edu-
cation and employment at this institution without
regard to race, color, sex, national origin, age, religion,
marital status, disability, veteran status, sexual orienta-
tion, or any other extraneous consideration not directly
and substantively related to effective performance. This
policy implements all applicable federal, state, and local
laws, regulations, and executive orders. Direct related
inquiries to the Office of Affirmative Action and Equal
Opportunity, 474 Oregon Hall, 5221 University of
Oregon, Eugene OR 97403-5221; telephone (541) 346-
3123, TTY (541) 346-1021.
This publication will be made available in accessible
formats upon request. Call the Office of University
Publications at (541) 346-5396.
Oregon University System
The Oregon University System (OUS) 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
Herbert Aschkenasy, Albany, 2001
president (office expires June 30, "] 998)
Tom lmeson, Portland, 1999
vice president (office expires June 30,1998)
Diane Christopher, Medford, 1999
Gail McAllister, Burns, 1999
Phyllis Wustenberg, Bay City, 2000
Members
James Lussier, Bend, 2001
Esther Puentes, Salem, 2000
Katie Van Patten', Eugene, 1999
Jim Willis, Salem, 2001
Administrative Staff
Joseph W. Cox, chancellor, (541) 346-5700, Eugene
William H. Anslow, vice chancellor for finance and
administration, (541) 346-5731, Eugene
Shirlev M. Clark, vice chancellor for academic affairs,
(541) 346-5721, Eugene
Robert Dryden, vice chancellor for engineering and
computer science, (503) 725-5718, Portland
Diane Vines, vice chancellor for corporate and public
affairs; secretary, State Board of Higher Education, (503)
725-5700, Portland
The Oregon University System, organized in 1932,
provides educational opportunities to people throughout
the state. Member institutions are independent elements
of an integrated system. Opportunities for general
education are distributed as widely as possible throughout
the state. Specialized, professional, and technical
programs are centered at specific institutions.
Member Institutions
Eastern Oregon University, La Grande
Phillip D. Creighton, president
Oregon Institute of Technology, Klamath Falls
Martha Anne Dowe, president
Oregon State University, Corvallis
Paul G. Risser, president
Portland State University, Portland
Daniel O. Bernstine, president
Southern Oregon University, Ashland
Stephen J. Reno, president
University of Oregon, Eugene
Dave Frohnmayer, president
Western Oregon University, Monmouth
Betty J. Youngblood, president
Affiliated Institution
Oregon Health Sciences University, Portland
Peter O. Kohler, president
For application for admission:
Office of Admissions
1217 University of Oregon
Eugene OR 97403-1217
or
uoadmit@oregon.uoregon.edu
Telephone (541) 346-3201
http://darkwing.uoregon.edu/-admit
UNIVERSITY
Published by the Oregon University Syste