1987-88-
University of Oregon
General Bulletin
University Administration
To call any of the offices listed, first dial 686.
General University telephone information is
3111. The University's area code is 503.
Address for all University offices is University of
Oregon, Eugene OR 97403.
Office of the President
Paul Olum, President
110 Johnson Hall (3036)
Alison W. Baker, Executive Assistant to the President
(3036)
Peter N. Swan, Assistant to the President for Legal
Affairs (3843)
Norma McFadden Comrada, Director, Office of
Affirmative Action (3123)
Ralph C. Sunderland, Director, Management and
Budget (3044)
Emeritus
Robert D. Clark, President Emeritus
John E. Lallas, Executive Dean Emeritus
Office of the Vice-President for Academic
Affairs and Provost
Richard J. Hill, Vice-President and Provost
103 Johnson Hall (3081)
A. Lawrence Fincher, Vice-Provost for Academic
Administration (3050)
Paul S. Holbo, Vice-Provost for Academic Affairs (3083)
Joseph A. Hynes, Vice-Provost for Academic Person-
nel (3082)
Nancie P. Fadeley, Assistant to the Provost (3013)
Jon W. Rivenburg, Associate Provost for Academic
Administration (5539)
Wilmot G. Gilland, Dean, School of Architecture and
Allied Arts (3631)
Donald R. Van Houten, Dean, College of Arts and
Sciences (3902)
James E. Reinmuth, Dean, College of Business
Administration (3300)
Robert D. Gilberts, Dean, College of Education (3405)
Celeste Ulrich, Dean, College of Human Development
and Performance (4103)
Arnold Ismach, Dean, School of Journalism (3738)
Maurice J. Holland, Dean, School of Law (3852)
Bernard J. Dobroski, Dean, School of Music (5662)
Kenneth D. Ramsing, Acting Dean, Graduate School
(5128)
George W. Shipman, University Librarian (3056)
Curt Lind and Ron Trebon, Codirectors, Continuation
Center (3475)
Jan Oliver, Acting Director, Council for Minority
Education (3479)
Emory F. Via, Director, Labor Education and Research
Center (5054)
Richard C. Stevenson, Director, Robert Donald Clark
Honors College (5414)
Gordon P. Ashby, Director of Computing Facilities;
Joanne R. Hugi, Director of Computing Services;
Director of Network Services to be announced;
University Computing (4394)
Office of Student Affairs
Gerard F. Moseley, Vice-Provost for Student Affairs
(3105)
Shirley J. Wilson, Dean of Students (3216)
Joe Wade, Director, Academic Advising and Student
Services (3211)
James R. Buch, Director, Admissions and Records
(4091)
Lawrence H. Smith, Director, Career Planning and
Placement Service (3235)
Adell McMillan, Director, Erb Memorial Union (3705)
Thomas Mills, Director, International Services (3206)
Roger Morris, Director, Orientation (3218)
Herbert R. Chereck, Registrar (3195)
Jane DeGidio, Director, Student Development (3216)
Edmond Vignoui, Director, Student Financial Aid (3205)
University Counseling Center, Director to be
announced (3227)
Emeriti
Vernon L. Barkhurst, Associate Dean Emeritus of
Students
J. Spencer Carlson, Registrar Emeritus
Clifford J. Constance, Registrar Emeritus
Donald M. DuShane, Dean Emeritus of Students
Kenneth S. Ghent, Director Emeritus, International
Services
Wanda M. Johnson, Registrar Emerita
Office of the Vice-President
for Administration
Daniel A. Williams, Vice-President
202 Johnson Hall (3003)
Muriel K. Jackson, Assistant Vice-President (3002)
Sherri C. McDowell, Director, Business Affairs (3165)
Linda L. King, Director, Human Resources (3159)
Bill Byrne, Director, Intercollegiate Athletics (5464)
Haroid C. Babcock, Director, Physical Plant (5251)
Oakley Glenn, Director, Public Safety (5444)
James K. Jackson, M.D., Director, Student Health
Center (4447)
Marjory A. Ramey, Director, University Housing (4277)
David Rowe, University Planner (5562)
Emeriti
H Philip Barnhart, Director Emeritus, Housing
Leonard J. Casanova, Director Emeritus, Athletics
Leo A. Harris, Director Emeritus, Athletics
N. Ray Hawk, Vice-President Emeritus
J. Orville Lindstrom, Director Emeritus, Fiscal Affairs
Avard C. Long, M.D., Director Emeritus, Student Health
Center
W. N. McLaughlin, Director Emeritus, Business Affairs
Office of the Vice-President
for University Relations
Larry D. Large, Vice-President
203 Johnson Hall (4788)
Barbara Edwards, Associate Vice-President (4788)
Mary Hudzikiewicz, Director, Community Services
(5555)
Paul Bjornstad, General Manager, KWAX-FM (4238)
Richard Calkins Paulin, Director, Museum of Art (3027)
Tom Hager, Editor, Old Oregon (5047)
L. Gaye Vandermyn, Director, University News Bureau
(3134)
Philip J. Super, Executive Director, University of
Oregon Alumni Association (5656)
Eloise Stuhr, Executive Director, University of Oregon
Foundation (3016)
George Beltran, Director, University Publications
(5396)
Emeriti
George N. Belknap, University Editor Emeritus
Catherine Lauris, Catalog Editor Emerita
Josephine Stofiel Moore, Director Emerita, News
Bureau
Office of the Vice-President
for Research
John T. Moseley, Vice-President
110 Johnson Hall (3186)
Kathleen Bowman, Associate Vice-President for
Research; Director, Office of Research and Sponsored
Programs (5131)
Robert McQuate, Director, Advanced Science and
Technology Institute (3189)
Jeffrey S. Luke, Director, Bureau of Governmental
Research and Service (5232)
John Stuhr, Director, Centerforthe Humanities (3934)
Miriam M. Johnson, Acting Director, Center for the
Study of Women in Society (5015)
Steven Deutsch, Director, Center for the Study of Work,
Economy, and Community (5002)
Bernd Crasemann, Director, Chemical Physics
Institute (4773)
Aaron Novick, Director, Institute of Molecular Biology
(5151)
Russell D. Fernald, Director, Institute of Neuroscience
(4556)
Robert M. Mazo, Director, Institute of Theoretical
Science (5204)
Eric D. Zemper, Director, International Institute for
Sport and Human Performance (4114)
Richard J. Higgins, Director, Materials Science
Institute (4784)
Paul P. Rudy, Director, Oregon Institute of Marine
Biology (888-2581)
John S. Reynolds, Director, Solar Energy Center (3656)
Welcome to the
University of Oregon
Learning and Research
Four generations of outstanding leaders and
citizens have studied at the University of
Oregon since it opened in 1876, Today's
students, like the 300,000 who came before
them, have access to the most current
knowledge in classes, laboratories, and
seminars conducted by active researchers, In
turn, by sharing their research through
teaching, professors are beller able to articulate
their findings and to join their specialized
studies with broader areas of knowledge, And
their students learn that knowledge is a vital and
changing commodity, that learning should be a
lifelong activity,
UO students select their courses from depart-
ments and programs in the College of Arts and
Sciences and from seven professional schools
and colleges, More than 950 full-time faculty
members, 550 part-time faculty members, and
1,000 graduate teaching and research
assistants serve as mentors, colleagues, and
friends to the 17,000 undergraduate and
graduate students currently enrolled at the
University. '
Although most students are from Oregol'1,. about
21 percent come from other states and9
percent from foreign countries. The mix of
backgrounds gives students a chance to know
people they might not meet otherwise-a real
asset in a world where national and international
relations often affect everyday life.
Teaching, research, and a spirit of sharing are
characteristics of the entire campus learning
community, In the past year, faculty members
and students engaged in ongoing research
have won for the University almost $42 million
in research grants, primarily from federal
agencies. UO science departments are winning
national allention for their work in such areas
as biomechanics, computers, genetics, lasers,
and neuroscience, Education college special-
ists are working cooperatively with local school
districts to extend the use of computers in
teaching. The College of Business Administra-
tion has developed a major new emphasis in
international business studies at both the
graduate and undergraduate levels. The
College of Arts and Sciences has, with the help
of several major grants, increased its efforts to
provide solid humanities education to more
students.
The Campus
The University's 250-acre campus is an
arboretum of more than 2,000 varieties of trees,
Campus buildings range from Deady Hall,
opened in 1876, to the Earle A. Chiles Business
Center, completed in 1986. A three-building
science complex includes comprehensive
laboratories and research facilities, The
Museum of Natural History is opening its doors
this fall in a brand new building at 15th Avenue
and Columbia Street. Across campus is the
Museum of Art, noted for its collections of _
,Oriental and Northwest art, and the 1.5-million-
volume University Library, a member of the
Association of Research Libraries and an
important research facility for scholars allover
the Northwest.
Campus athletic facilities include the 41,000-
seat Autzen Stadium, McArthur Court, leighton
Pool, Esslinger Hall's gymnasiums and courts,
Gerlinger Annex's gymnasiums and dance
studios, Hayward Field's all-weathertrack, and
both open and covered tennis courts.
Guided tours of the University are offered by
Information and Tour Services (ITS), located on
the first floor of Oregon Hall, Monday through
Friday, starting at 10:30 a.m. and 2:30 p,m.
Tours at other times may be arranged by calling
(503) 686-3014. In addition, ITS distributes
campus maps and a variety of pamphlets
describing University programs, sells University
of Oregon bulletins, and has information about
services, office locations, and general questions
about the University.
Public Service
The sharing of knowledge and the love of
learning do not stop at the borders of ,the
campus, Public service is also important to the
University.
Members of the UO faculty share their
experience and knowledge in numerous
community activities, including service in local
~nd state governments. They also serve as
professional consultants for businesses,
industries, school districts, and government
agencies, Students work as interns in a wide
variety of education programs in the community
and volunteer their help in service activities,
Several University programs are designed
specifically to serve the public, The UO's fine
arts radio station, KWAX-FM, is an affiliate of
American Public Radio, KWBX-FM, a sister
station in Bend, began broadcasting in
September 1986, Together the two stations
reach some 30,000 listeners weekly, A
speakers' bureau helps groups around the state
who are looking for speakers or commentators
on various subjects, The University Forum
program regularly sponsors public lectures by
UO faculty members in many Oregon cities,
Evidence of the University's presence is also
found at its off-campus facilities-Pine
Mountain Observatory in central Oregon near
Bendand the coastal Oregon Institute of Marine
Biology at Charleston,
In addition to allracting major research funding
to Oregon, the UO is Lane County's largest
employer, with an annual payroll of about $85
million to about 6,700 faculty, staff, and student
employees,
Accreditation
The University of Oregon was elected to
membership in the Association of American
Universities in 1969. The University has full
accreditation from the Northwest Association of
Schools and Colleges and the Western
Interstate Commission for Higher Education,
The University's professional schools and
colleges are accredited by the following
organizations, as appropriate:
Accrediting Council on Education in Journalism
and Mass Communications
American Assembly of Collegiate Schools of
Business
American Bar Association
American Chemical Society
American Planning Association
American Psychological Association
American Society of Landscape Architects
Association of American Law Schools
Foundation for Interior Design, Education, and
Research
National Architectural Accrediting Board
National Association of Schools of Music
National Association of Schools of Public Affairs
and Administration
National Athletic Trainers Association
National Council for the Accreditation of
Teacher Education
National Council on the Accreditation of the
National Recreation and Park Association/
American Association of Leisure and
Recreation
Teacher Standards and Practices Commission
2Contents
General Information
Welcome to the University of Oregon
4 Academic Majors and Minors
6 Reader's Guide to the General Bulletin
9 Academic Calendar
11 Entering the University
Admissions and Records
13 Registration and Academic Policies
20 Tuition and Fees
22 Student Financial Aid
28 Student Housing
30 Academic and Career Planning
New Series
University of Oregon Bulletin
Number 56
July 1987
(USPS 363-910)
Issued quarterly each year: July, September, October, and March.
Copies of this pUblication are available for $3,00. Published by the
Oregon State System of Higher Education at the University of Oregon,
Eugene OR 97403. Second-class postage paid at Eugene OR 97403.
Send mail orders and address changes to:
General Bulletin
PO Box 3237
University of Oregon
Eugene OR 97403
Zip code must be included in the return address. Copies are avaiiable
on campus at the University of Oregon Bookstore. the Erb Memorial
Union, and Information and Tour Services on the first floor of Oregon Hall.
The 1988-89 General BUlletin will be published in July 1988 and may
be purchased in the same manner. The 1987-88 SchoolofLawBulletin
will be published in September 1987. Address requests to the School
of Law. The third publication in the University's bulletin series, Oregon
Preview. will be published in October 1987. It is available from the Office
of Admissions and·Records. The 1988 SummerSession Bulletin, fourth
in the series, will be published in March 1988. Address requests to
Summer Session. The latter three publications are available at no charge.
While every effort is made to ensure the accuracy of the information in
this bulletin, the University of Oregon and the Oregon State Board of
Higher Education have the right to make changes at any time without
prior notice. This bulletin is not a contract between the University of
Oregon and current or prospective students.
©1987 University of Oregon
Courses and Curricula, Arts and Sciences
33 College of Arts and Sciences
38 American Studies
39 Anthropology
42 Asian Studies
44 Australian Studies
Biology
50 Canadian Studies
Chemistry
55 Classics
Greek, Latin
58 Cognitive Science
Comparative Literature
60 Computer and Information Science
64 East Asian Languages and Literatures
Chinese, Japanese
65 Economics
68 English, Writing
73 Environmental Studies
74 Folklore and Ethnic Studies
76 General Science
77 Geography
80 Geological Sciences
84 Germanic Languages and Literatures
German, Scandinavian
88 History
92 Honors College
Independent Study
94 Humanities
95 InternationalStudies
98 Latin American Studies
99 Linguistics
101 Mathematics
106 Medieval Studies
Neuroscience
107 Peace Studies
108 Philosophy
109 Physics
113 Political Science
117 Psychology
122 Religious Studies
124 Romance Languages
French, Italian, Portuguese and Provengal, Spanish
129 Russian
Slavic
132 Russian and East European Studies
133 Sociology
137 Speech
Rhetoric and Communication, Telecommunication and Film,
'Theater Arts
144 Statistics
145 Women'sStudies
147 Preparatory Programs and Special Studies
Preparatory Programs
Engineering, Preparatory
Health Sciences, Preparatory
152 Law, Preparatory
Library Science. Preparatory
Master of Business Administration. Preparatory
Social Work, Preparatory
153 Special Studies
Academic Learning Services
Air Force ROTC, Army ROTC
Continuing Education Off Campus
154 Foreign Study
Labor Education and Research Center
155 Library
Microcomputer Laboratories
Military Science
Courses and Curricula, Professional Schools
158 School of Architecture and Allied Arts
159 Architecture
165 Art Education
167 Art History
170 Fine and Applied Arts
173 Historic Preservation
174 Interior Architecture
1n Landscape Architecture
180 Planning, Public Policy and Management
187 College of Business Administration
188 Undergraduate School of Business
190 Graduate School of Management
Institute of Industrial Relations
194 Accounting
196 Decision Sciences
197 Finance
198 Management
200 Marketing, Transportation, and Business Environment
203 College of Education
204 Counseling and Educational Psychology
208 Educational Policy and Management
210 Special Education and Rehabilitation
Speech Pathology-Audiology
216 Teacher Education
Curriculum and Instruction
Elementary Education
Secondary Education
Special Education (Mildly Handicapped)
225 College of Human Development and Performance
226 Dance
229 Gerontology
232 Hurnan Services
234 Leisure Studies and Services
237 Physical Education and Hurnan Movement Studies
245 School and Community Health
253 School of Journalism
259 School of Law
265 School of Music
Music Education
277 Graduate School
278 Generallnforrnation
279 General Requirements and Policies
280 Graduate Tuition, Fees, and Financial Aid
281 Master's Degrees
283 Doctoral Degrees
Contents 3
Academic and Student Services. Indexes
287 Campus and Community Resources
Continuation Center
Museums
289 Research Institutes
292 University Computing
293 University Library
295 Services for Students
Academic Advising and Student Services
296 Affirmative Action
Associated Students of the University ofOregon
298 Career Planning and Placement
Counseling
Erb Memorial Union
299 Health Services
International Services
300 Public Safety
Recreation and Sports
301 Special Services
302 Student Conduct
Student Development
304 Student University Relations Council
Tel-Info
305 University of OregonBookstore
307 Living in Oregon
308 Faculty Index
312 Subject Index
317 EnrollmentStatistics
318 Campus Map
Note: Names of University administrative officers appear on
the inside front cover; board members and administrators of
the Oregon State System of Higher Education are listed on
the inside back cover.
4Academic Majors
and Minors
Colleges and Schools
I
I
AM: School of Architecture and Allied Arts
A&S: College of Arts and Sciences
BA: College of Business Administration UI
ED: College of Education -..
.e
GRAD: Graduate School . 0 UI III
HOP: College of Human Development and Performance Gi -.. ....
.e 0JOUR: School of Journalism 0 r. 't)
School of Law I: U
1/1
LAW:
:i III III 0MUS: School of Music m :!1 c
Accounting (BA) • • •
American Studies (A&S) • •
Anthropology (A&S) • • • •
Architecture (AAA) • • •
Art Education (AAA) • • •
Art History (AAA) • • • •
Asian Studies (A&S) • •
Biology (A&S) • • • •
Business Administration (BA) •
Ceramics (AAA) • •
Chemistry (A&S) • • • •
Chinese (A&S) •
Classical Civilization (A&S) •
Classics (A&S) .. •
Coaching (HOP) •
Comparative Literature (A&S) • • •
Computer and Information Science (A&S) • • • •
Counseling (ED) •
Counseling Psychology (ED) •
Creative Writing (A&S) •
Curriculum and Instruction (ED) • • •
Curriculum and Supervision (ED) •
Dance (HOP) • • •
Decision Sciences (BA) • • •
Decision Sciences: Business Statistics (BA) • • •
Decision Sciences: Production and Operations Mg~t (BA) • • •
Early Childhood Education (ED) •
Economics (A&S) • • • •
Educational Policy and Management (ED) • •
Educational Psychology (ED) • •
Elementary Education (ED) • • •
English (A&S) • • • •
Ethnic Studies (A&S) •
I
1/1
.e".. 1/10 III
Gi ".. ....
.e 00 r.
't)I: U UI
:i III III 0m :!1 c
Finance (BA) • • •
Fine and Applied Arts (AAA) • • .'
Folklore and Ethnic Studies (A&S) Ce Iflc te
Forest Industries Management (BA) •
French (A&S) • • •
General Science (A&S) •
Geography (A&S) • • .' •
Geology (A&S) • • .', ,.
German (A&S) • • • •
Gerontology (HOP) • • ce~.
Greek (A&S) •
Health Education (HOP) ••• • •
Health Education: Community Health (HOP) • •
Health Education: Gerontology (HOP) .. •
Health Education: Safety and Driver Education (HOP) •
Health Education: School and Community Health (HOP) •
Health Education: School Health (HOP) • •
Historic Preservation (AAA) • •
History (A&S) • • • •
Humanities (A&S) •
Human Services (HOP) •
Independent Study (A&S) •
Instructional Systems Technology (ED) •
Interdisciplinary Studies (GRAD) •
Interior Architecture (AAA) • • •
International Studies (A&S) • •
Italian (A&S) • • •
Japanese (A&S) •
Journalism (JOUR) • •
Journalism: Advertising (JOUR) • •
Journalism: Magazine (JOUR) • •
, Journalism: News-Editorial (JOUR) • •
Journalism: Public Relations (JOUR) • •
Majors, Minors, Options,
and Certificates
All University of Oregon students
must complete an academic
major to graduate. Under-
graduates may also complete a
minor. Options within majors or
minors are further ways of focus-
in()J academic interests, but they
do not appear on grade tran-
scripts or diplomas. Other terms
used for options include areas of
concentration, areas of emphasis,
areas of focus, areas of special-
ization, preparatory programs,
primary and secondary areas or
subjects, and tracks. Because
some majors require several
years of study in fixed sequences,
firm decisions about majors
should be made by the middle of
the sophomore year.
Certificates of completion are
offered for a few specific pro-
grams in addition to and sepa-
rately from major degree pro-
grams. Teaching certificates and
endorsements are awarded by
the State of Oregon in conjunction
with completion of a degree at the
University. See Teacher Education
in this bulletin for more informa-
tion.
Colleges and Schools
AAA: School of Archifecture and Allied Arts '
A&S' College of Arts and Sciences
BA: College of Business Administration III
ED: College of Education -... S
GRAD: Graduate School 0 III I!!HOP: College at Human Development and Performance 4i -...... ell 0
JOUR: School of Journalism 0 .c:. 'Iii Uc ULAW: School of Law ::i III III 0MUS: School of Music m :i Q
Journalism: Radio-Television (JOllR) • •
Juvenile and Criminal Justice (HOP) •
Landscape Architecture (AAA) • •
Latin (A&S) •
Law(LAW) •
Leisure Studies and Services (HOP) • • • •
Linguistics (A&S) • • • •
Management (BA) • • •
Management: Corporate Strategy and Policy (BA) •
Management: General Business (BA) •
Management: Human Resources (BA) •
Management: Organizational Studies (BA) •
Marketing (BA) • • •
Marketing: International Business (BA) • •
Mathematics (A&S) • • • •
Medieval Studies (A&S) •
Metalsmithing and Jewelry (AAA) • •
Music(MUS) • • • •
Music: Choral Conducting •
Music Composition (MUS) • • •
Music Education (MUS) • • •
Music Education: Choral-General (MUS) • • •
, Music Education: Choral-Instrumental (MUS) • • •
Music Education: Instrumental (MUS) • • •
Music: Elementary Music Education •
Music History (MUS) • •
Music Merchandising (MUS) •
Music Performance: Instrumental (MUS) • • •
Music Performance: Keyboard (MUS) • • •
Music Performance: Percuss~on (MUS) • • •
Music Performance: Voice (MUS) • • •
Music: Piano Pedagogy (MUS) •
Music Theory (MUS) • • •
Painting (AAA) • •
Peace Studies (A&S) '.
Philosophy (A&S) • • • •
Academic Majors and Minors 5
'" Si.. III0 I!!L 4i ....... Gl 00 .c:. 1ii ...... c u u
::i III III 0m :i Q
Physical Education (HOP) • • •
Physics (A&S) • • • •
Planning, Public Policy and Management (AAA) • •
Political Science (A&S) • • • •
Printmaking (AAA) • •
PsyChology (A&S) • • • •
Public Affairs (AAA) •
Reading and language Arts (ED) •
Religious Studie,s (A&S) • •
Romance Languages (A&S) • • •
Russian (A&S) '.' • •
Russian and East European Studies (A&S) Ce !fIe~e
Scandinavian (A&S) •
School Psycholoav (ED) • •
$culpture (AAA) • •
Secondary Education (ED) • •
Sociology (A&S) • • • •
Spanish (A&S) • • •
Special Education (ED) • •
Special Education: Developmental Disabilities (ED) • •
Special Education: Handicapped Learner (ED) • •
Special Education: Rehabilitation (ED) •
Speech: Rhetoric and Communication (A&S) • • • •
Speech: Telecommunication and Film (A&S) • • •
Speech: Theater Arts (A&S) • • • •
Speech Pathology~ology(ED) • • •
Talented and Gifted~) •
Urban and Regional Planning (AAA) •
Visual Design (AAA) • •
Weaving (AAA) • •
Women's Studies (A&S) Ce !fIe Ie
\'
.
<
"
6Reader's Guide to the
General Bulletin
ACTG
ALS
AMS
ANTH
Courses
Abbreviations
The following abbreviations are used in course
descriptions.
Arr: credits to be arranged
Coreq: corequisite
PIN: passIno Pj3ss
Prereq: prerequisite
R: repeatable for credit
S: must be taken in sequence
Sample Course Listings
The following examples are from Interior
Architecture (IARC):
288 [lARC co~trse number] Creative Problems in
Interior Architecture [course titleJ(6) [course credits]
PIN only. [grade option] The planning processes by
which interior spaces and forms are studied and
executed. [course description] Prereq: ARCH 181,
182; IARC 204. [prereq~tisites]
370,371 [lARC course number] Materials ot Interior
Design [course title] (3,3) [credits each term] The
properties, manufacture, and application of materials
used in construction and interior design; field trips
to supply sources. [course description] Open to
nonmajors with instructor's consent. [enrollment
limitation]
ARCH [home-department course prefix] 424 [course
number] (G) [major graduate credit] Advanced
Design Development Media [course title] (3) [credits]
See description under Architecture. [cross-reference]
588 [lARC cmtrse number] Advanced Interior
Design [cmtrse title] (1-12R) [variable credits;
repeatable for credit] PIN only. [grade option]
Studio-based investigation of special aspects of
interior design. [course description] Prereq: fifth-year
or graduate standing and instructor's consent.
(prerequisites] Majors only. [enrollment limitation]
Course Prefixes
The following course prefixes are used at the
University of Oregon and other Oregon State
System of Higher Education schools. They
appear in all University of Oregon bulletins and
in the Time Schedule of Classes.
AAA Architecture and Allied Arts
AAAP Architecture and Allied Arts:
Historic Preservation
Accounting
Academic Learning Services
American Studies
Anthropology
Discipline. A branch of learning or field of Stand-alone. A single approved group-
study, e.g., mathematics, history, psychology. satisfying course.
Electives. Courses that students may choose >Term. Approximately one-third of the academic
to take, as contrasted with required courses. / :ear, either fall, winter, or spring.
Grade Point Average (GPA). The GPA is To Waive. To set aside without credit certain
, determined by dividing the total points for all requirements for a degree by petitioning for an
..--grades, A, B, C, D, F, and N (after 15 cumulative examination.
credits of N) by the total credits. Note: Academic terms particuiar to the College
Interdisciplinary. A course of study from more of Education are defined in that section of this
than one academic discipline. bulletin.
Major. A primary field of specialized study.
Minor. A secondary field of specialized study.
. Open-ended Courses. Those courses,
numbered 400-410 or 500-51 0, for Which credit
is variable· and the instructor's permission is
usually required.
Option. A subarea of specialized study within
a major or minor.
Preparatory Programs. Undergraduate
courses of study taken in preparation for
professional or graduate degrees.
Prerequisite. A course or other educational
requirement that must be completed prior to
another course or before proceeding to more
advanced study.
Reading and Conference. A particular
selection of material to be read by an individual
student and discussed in conference with a
professor.
Repeatable for Credit. Only course numbers
designated R may be repeated for credit. In
most cases, the circumstances under which a
course may be repeated for credit are restricted.
Residence Credit. Academic work completed
while the student is formally admitted and
officially registered at the Universityof Oregon.
SEARCH. Experimental courses that are
student initiated and usually student taught.
'- semest.er. One-half the academic year, appli-
Aable to the UO School of Law.
1 semester Credit. Indicates one semester
credit hour, which equals one and one-half
quarter credit hours.
Seminar. A small group of students studying a
subject under a professor. Although practices
vary, students may do original research and
exchange results through informal lectures,
reports, and discussions.7 Sequence. Two orthree closely related courses
• that usually must be taken in a specifiedorder.
Specialized Major. A major in a specific area
of a larger discipline. An example is Decision
Sciences: Business Statistics.
Where To Find It
This bulletin has three sections. The first
contains information about admission, registra-
tion, tuition and fees, financial aid, and housing.
Next is the curriculum section, which describes
all the University's academic programs in detail:
faculty members, degree and nondegree
programs, and course listings. This section is
organized by colleges and schools, beginning
with the Oollege o/Arts and Sciences, with its
departments and programs arranged alphabet~
ically. The seven professional schools and
colleges follow in alphabetical order, and the
Graduate School concludes this section. The
last section covers academic and student
services ..
The academic terms defined below are used
throughout this bulletin.
~ Cluster. An approved set of three interrelated
courses taken outside the major department.
Competency. A specific skill in a specific area.
Corequisite. A course or other educational
requirement that must be completed simultane-
ously with another course.> Course. A subject, or an instructional subdivi-
sion pf a subject, offeredthrough a single term.
~ 1 Credit. Represents approximately three hou rs
of the student's time each week for one term.
This usually means one hour inthe lecture hall
or laboratory in addition to two hours spent in
outside preparation. The number of lecture,
recitation, laboratory, or other periods required
per week for any course may be found in the
Time Schedule of Classes published each term.
~ 3 Credits. Generally requires three lecture
hours per week in addition to six hours of
outside preparation.
Curriculum. An organized program of stUdy
arranged to provide integrated cultural or
professional education.
Still Can't Find It?
in addition to the Contents, the Subject and
Faculty Indexes at the back are invaluable aids
for locating a topic or faculty member quickly.
Cross-references within the text refer to listings
in the Subject Index; the ones in darker type
are major headings.
Definitions
Organization
The University of Oregon's largest academic
units are its colleges and professional schools.
Each consists of smaller units called depart-
,"ments, programs, or divisions. The academic
~ear is. divided into three terms (fall, winter,
spring) and one summer session.
Reader's Guide 7
Field Studies (1-2R) ,
Workshop or Laboratory Projects
or Colloquium (1-2R)
Special Studies: [Term Subject]
(1-3R)
SEARCH: [Term Subject] (1-3R)
Special Studies: [Term Subject]
(1-4R)
SEARCH: [Term Subject] (1-3R)
Research
Thesis
Reading and Conference:
[Term Subject]
Field Studies or Special
Problems
Seminar: [Term Subject]
Workshop or Laboratory
Projects or Colloquium
Supervised Tutoring or
,Practicum: [Term Subject]
Experimental Course:
[Term Subject]
Research
Supervised College Teaching
Thesis
Reading and Conference:
[Term Subject]
Field Studies or Special'
Problems
Seminar: [Term Subject]
Workshop or Special Topics
or Colloquium '
Terminal Project or Practicum or
Supervised Tutoring: [Term
Subject]
Experimental Course:
[Term Subject]
410
409
406
407
408
506
501
502
503
505
509
507
508
199
510
600·699
Professional or technical courses that apply
toward professional degrees but not toward
advanced academic degrees such as the M.A.,
M.S., or PhD.
Open-ended Courses
Certain numbers are reserved for courses that
may be repeated for credit (R) under the same
number. Credit is assigned according to the
work load in a particular course. Credit ranges
indicate minimum and maximum credits
available in a single course. Departments
determine credit ranges unless specified
below. Except in the School of Law, courses
numbered 501 and 503 are offered passIno
pass only.
196
198
200
399
400
401
403
405
ARCH Architecture MUS Music
ARE Art Education OCTR Overseas Centers
ARH Art History PE-A Physical Education: Aquatics
ART Fine and Applied Arts PE-C Physical Education: Combative
ARTC Art: Ceramics Activities
ARTJ Art: Metalsmithing and Jewelry PE-F Physical Education: Individual
ARTP Art: Painting Fitness
ARTR Art: Printmaking , PE-G Physical Education:
ARTS Art: Sculpture Gymnastic Activities
ARTV At:!: Visual Design PE-H Physical Education:
ARTW Art: Weaving Human Action
BE Business Enviro'nment PE-I Physical Education: Individual
BI Biology and Dual Sports
CH Chemistry PE-O Physical Education: Outdoor
CHN. Chinese Pursuits
CI Curriculum and Instruction PE-S Physical Education: Club Sports
CIS Computer and Information PE-T Physical Education: Team Sports
SCience PE-V Physical Education: Inter-
CL Classics collegiate Athletics
CLiT Comparative Literature PEP Physical Education: Professional
CPSY Counseling Psychology PH Physics
DP Dance: Professional PHL Philosophy
DS Dance: Service PORT Portuguese
DSC DecisionSciences PPPM Planning, Public Policy and
EC Economics Management
EDPM Educational Policy and PS Political Science
Management PSY Psychology
ELED Elementary Education R Religious Studies
ENG ,English RHCM Rhetoric and Communication
EPSY Educational Psychology RL Romance Languages
ES Folklore and EthnicStudies RUSS Russian
FINL Finqnce SCAN Scandinavian
FR French SEED Secondary Education
GEOG Geography, SLAV Siavic
GEOL Geology SOC Sociology
GER German SPA Speech Pathology-Audiology
GERO Gerontology SPAN Spanish
GRK Greek SPED Special Education
HBR Hebrew TA Theater Arts
HC Honors College TCF Telecommunication and Film
HDEV Human Development and TRN Transportation
Performance WR Writing
HEP Health Education: Professional WST Women's Studies
HES Health Education: Service
HS Human Services Course Numbering SystemHST History
HUM Humanities Courses in University of Oregon bulletins are
IARC Interior Architecture numbered in accordance with the course-INTL International StUdies
1ST Interdisciplinary Studies njJmbering plan of the schools in the Oregon
ITAL Italian State System of Higher Education.
J Journalism 1·99
JPN Japanese Remedial, terminal, semiprofessional, or
L Law noncredit courses that do not apply toward
LA Landscape Architecture degree requiremelJtsLAT Latin
LERC Labor Education and 100-299
, Research Center Lower-division (freshman- and sophomore-
LIB Library level) courses
LING Linguistics 300-499LSS Leisure Studies and Services Upper-division (junior- and senior-level)MGMT Management
MGRK Modern Greek courses. 400-level courses designated (G) or
MIL Military Science (M) may be offered for graduate credit. The (M)
MKTG Marketing limits such credit to nonmajofs; both majors and
MTH Mathematics nonmajors may earn graduate credit in (G)
MUE Music Education, courses
MUP Music Performance 500-599
Graduate-level courses; seniors may be
admitted by instructor's consent
The University of Oregon Bookstore will mark 68 years of service to students and faculty and staff members in 1988. This is the ninth year the
Bookstore has assisted in funding the General Bulletin's full-color covers, which reiterates the Bookstore's continued support of the University's academic
programs. Information concerning the Bookstore is in the Services for Students section of this bulletin.
Academic Calendar
9
Fall Term 1987
New Student Orientation
Sunday to Saturday, September 20-26
Registration
Thursday and Friday, September 24-25
Classes begin
Monday, September 28
Last day to pay fees without penalty
Wednesday, September 30
Last day for fali term registration
Friday, October 9
Last day to add courses
Friday, October 9
Last day to drop courses
without recorded "W"
Friday, October 16
Thanksgiving vacation
Thursday to Sunday, November 26-29
Fall term final examinations
Monday to Saturday, December 14-19
Christmas vacation
December20 to January 3
Winter Term 1988
Registration
Monday and Tuesday,January 4-e;'
Classes begin .
Wednesday, January 6
Last day to pay fees without penalty
Friday; January 8 .
~ast day for winter term'registration
Friday, January 15
Last day to add courses
Tuesday, January 19
Last day to drop courses
without recorded "W"
Tuesday, January 26
Wintenerm final examinations
Monday to Saturday, March 14-19
Spring vacation
March 20-27
Spring Term 1988
Registration
Monday and Tuesday, March 28-29
Classes begin
Wednesday, March 30
Last day to pay fees without penalty
Friday, April 1
Last day for spring term registration
Friday, April 8
Last day to change courses
Tuesday, April 12
Last day to drop courses
without recorded "W"
Tuesday, April 19
Memorial Day
Monday, May 30
Spring term final examinations
Monday to Saturday, June 6-11
Alumni Day
Saturday, June 11
Commencement Day
Sunday, June 12
Summer Session 1988
Registration
Monday, June 20
Classes begin
Tuesday, June 21
Last day to pay fees without penalty
Friday, June 24
Last day to add cou rses
Thursday, June 30
Last day for summer session registration
Friday, July 1
Independence Day holiday
:~ Monday, July 4
Eight-week session ends
Friday, August 12
Summer session graduation convocation
Saturday, August 13
Eleven-week session .ends
Friday, September 2
Labor Day
Monday, September 5
Fall Term 1988
New Student ,Orientation
Sunday to Saturday, September 18-24
Registration
Thursday and Friday, September 22-23
Classes begin
Monday, September 26
Last day to pay fees without penalty
Wednesday, September 28
Last day for fall term registration
Friday, October 7
Last day to add courses
Friday, October 7
Last day to drop courses
without recorded "W"
Friday, October 14
Thanksgiving vacation
Thursday to Sunday, November 24-27
Fall term final examinations
Monday to Saturday, December 12-17
Christmas vacation
December 18 to January 8
'I.
1987
September
12345
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20 21 22 23 24 25 26
27 28 29 30
October
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1988
January
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February
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May'
S M T W T F S
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June
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October
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1989
January
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April
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23 24 25 26 27 28 29
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May
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18 19 20 21 22 23 24
25 26 27 28 29 30

11
Entering the University
divided by total credits for which grades are
received.
Computing Grade Point Indexes
A numerical point value is assigned to graded
work as follows: A =4 points per credit, S = 3
points per credit, C = 2 points per credit, D= 1
point per credit, and For N = 0 points per credit.
The grade point index (GPI) equals the total
points divided by the total credits for which
grades are received inclUding grades of F(fail)
and N (no pass). Grades of P (pass) are not
included in the calculation of the GPI.
Admission Exceptions
Oregon State System of Higher Education
policy permits the University to admit a limited
number of freshmen who do not meet the
minimum requirements. Arequest for admission
as an exception is reviewed by the Admissions
Policy Committee., For information about this
option, write or visit the Office of Admissions
and Records. .
Summer Prefreshman Program
Students whose high school record and test
results do not meet the minimum requirements
may still qualify for admission by satisfactorily
completing a summer session Prefreshman
~ Program. In this program,s,tudents enrol,l during.the summer for 12 graded credits-3 credits ofwriting and 9 credits selected from arts and
letters, social science, or science. Students
attending the summer Prefreshman Program
must have their class schedules approved by
the director of Admissions and Records before
enrolling.
To qualify for admission, a studentmusttake all
courses on a graded basis and earn a grade
of C- or better in all courses.
Placement Examinations
New freshmen and transfer students who have
'- earned fewer than 30 quarter credits are
, required to submit the results of the SAT or the
ACT. The Test of Standard Written English
(TSWE), a part of the SAT, is used for placement
in the University's required writing courses.
Therefore, students who have only taken the
ACT and transfers who have not completed an
English composition course are required to take
the TSWE on the UO campus. The TSWE is
given each term during registration.
Special testing arrangements can be made for
physically limited applicants. For physically
limited applicants who are unable to take the
test, the University applies alternate admission
criteria.
The 1987-88 national test dates for the SAT are
October 10, November 7, December 5, January
23, March 19, May 7, and June 4. ACT test
dates are October 24, December 12, February
27, April 16, and June 11. Special test dates
are also available on campus just before or
during registration each term. Call or write the
fine and performing arts, or other college
preparatory electives may satisfy this require-
ment.
Fourteen total units (one unit equals one year)
of college preparatory course work are required.
Freshman Application Procedures
Freshman applicants are required to submitthe
following to the Office of Admissions and
Records:
1. A completed application for admission and
a nonrefundable $25.00 application fee
2. A transcript of the applicant's high school
record
3. The results of either the Scholastic Aptitude
Test (SAT) or the American College Test
(ACT)
Students may apply any time after October 15
of their senior year in high school. Resident
applicants use special forms available in
Oregon high schools. Nonresidents should use
University of Oregon application forms
available from the Office of Admissions and
Records.
,- Computing Grade Point Averages
, A numerical point value is assigned to all
graded work as follows: A=4 points per credit,
S=3 points per credit, C =2 points per credit,
D = 1 point per credit, F= 0 points. The grade
point average (GPA) equals the total points
Freshman Admission
Requirements
1. To be admitted to the University of Oregon,
students must have
a. Graduated from a standard oraccredited
high school and
b. Completed the course requirements
outlined above and
c. Obtained a score of 30 on the Test of
Standard Written English (TSWE) or a
score of 12 on the English portion of the
American College Test (ACT)
2. Students must also meet one of the following
requirements:
.\.. a. For admissio~ in fall, winter, or spring7' term, a 3.00 high school grade point
average (GPA) or better in all high school
subjects taken toward graduation or~b. A predicted first-term GPA of 2.00 or
better, based on a combination of high
school GPAand SAT or ACT scores Or
> c. A minimum grade of C- or better in 12credits of prescribed course work takenduring the summer session at the
University of Oregon
Note: Students who have not graduated from
high school may be considered for admission
on the basis of the Test of General Educational
Development (GED). Inquire at the Office of
Admissions and Records for further details.
270 Oregon Hall
Telephone (503) 686·3201
James Buch, Director
Maryan Anderson, Associate Director
Fred Mohr and Wayne Nishimura,
Assistant Directors
Admissions
and Records
Admission Procedures
Admission requirements apply to all
,",students seeking to enroll at the University
of Oregon. Several professional schools,
departments, and special programs have
additional admission requirements. Students
who plan to enter the University as majors in
Architecture, Interior Architecture, Landscape
Architecture, Music, or Physical Education, or
who hope to enroll inthe Honors College, should
be aware of the special admission requirements
and application deadlines. Details are in the
departmental sections of this bulletin.
The University also is concerned with an
applicant's mental and emotional capacities to
participate in the learning experiences of
college life, and this is taken into consideration
in reviewing applications for admission.
Freshman Admission
To be admitted to the University of Oregon,
students must complete the minimum number
of years of study in certain disciplines and meet
the grade point average or test score alterna-
tives outlined beiow.
Specific course requirements include:
English-four years. All four years should be
in preparatory composition and literature with
an emphasis on, and frequent practice in,
writing expository prose.
Mathematics-three years. Study must
include first-year algebra and two additional
years of college preparatory mathematics such
as geometry, advanced algebra, trigonometry,
analytical geometry, or calculus (algebra and
geometry taken prior to the ninth grade will be
accepted). It is recommended that an advanced
mathematics course be taken in the senior year.
Science-two years. Study must include a
year each in two fields of college preparatory
science such as biology, chemistry, physics, or
earth and physical science (one recommeAded'
as laboratory science).
Social studies-three years. Study must
include one year of United States history, one
year of global studies (for example, world
history, geography), and one year of a social
studies elective (American government strongly
recommended).
Other college preparatory course work-two
years. It is recommended that these years be
in foreign language study. Computer science,
12 Admission
Students planning to earn graduate degrees at
the University mList be admitted to the Graduate
School and the departments in which they plan
to study. The general admission requirements
for the Graduate School are described in that
section of this bulletin. Each school and
department in the University determines its own
specific requirements and application dead-
lines for graduate admission. For this reason,
inquiries concerning ,graduate admission
should be sent directly to the department or
school of interest.
Specialized admission assistance is available
to adult learners, ethnic minority students, and
students with disabilities.
Adult Learners. Inquire at the Office of
Academic Advising and Student Services, 164
Oregon Hall; telephone (503) 686-3211, or the
Office of Admissions and Records, 270 Oregon
Hall; telephone (503) 686~3201. See also the
Academic Advising and Student Services
section of this bulletin.
Ethnic Minority Students. Inquire at the
Council for Minority Education, 314 Oregon
Hall; telephone (503) 686-3479. See also the
Special Services section of this bulletin. '
Students with Disabilities. Inquire at the Office
of Academic Advising and Student Services,
164 Oregon Hall; telephone (503) 686-3211.
See also the Academic Advising and Student
Services section of this bulletin.
Graduate Admission
Students who have earned a bachelor;s degree
and want to earn a second undergraduate
deg ree, or take additional work without entering
a formal degree or certification program, may
be admitted with postbaccalaureate non-
graduate (G6) status. These students pay
appropriate undergraduate fees. Applications
and information are available from the Office of
Admissions and Records.
Specialized Admission
Assistance
Postbaccalaureate
Admission
upper-division students as majors. Transfer
students, particularly juniors and seniors, may
,need to take this intoaccouiit. See departmental
sections of this bulletin for details.
Office of Admissions and Records for more
information.
Students who have taken two ormore years of
a foreign language should take the College
Entrance Examination Boards (CEEB) Achieve- Transfer of Credit
ment Test in that language. The score is used The amount of credittransferred depends upon
to help students determine their college entry the nature of the applicant's previous work,
level in the language. Students with a high which is evaluated according to the academic
CEEB foreign language score can sometimes requirements of the University. Records from
waive the language requirement for the institutions fully accredited by appropriate
bachelor of arts degree (see Bachelor's Degree accrediting associations are evaluated before
Requirements). -.. admission is granted. Up to 108 credits from an
Advanced Placement Program / accredited community o~ junior college may be
Students receiving satisfactory grades in applied to the bachelor s de.gre~.
advanced placement examinations adminis- Usually, no advanced st.andlng IS gr~nted at
tered by the College Entrance Examination entrance for work done In nonaccredited
Boards may, on admission to the University, be schools. Howev~r, such credit may be .
granted credit toward a bachelor's degree in transferred orv,~lidated f?rtr~nsfer by examIna-
comparable University courses. tion or by petition. ~redlt wl!1 be allowe~ only
Thefields included in the Advanced Placement for courses substantially equivalent to University
Program are English composition and literature, courses. .
art history, American history, European history, See Group ReqUirements.: Plan. I. under
biology, chemistry, physics, mathematics, Regi~tration and Ac.ademlc Policies for group
computer and information science, music, requirements applying to all new under-
French, .German, Spanish, and Latin. For graduates.
information about advanced placement, inquire Transfer Application Procedures
at the Office of Admissions and Records. f' I' t . d t b't the
' Trans er app Ican s are require 0 su ml
Transfer Admission following to the Office of Admissions and
Records:
~tudents who have completed 12 or more 1. A completed application fofadmission andred its of graded, transferable work with a a nonrefundable $25.00 application feeminimum GPA of 2.00 (2.25 for nonresidents)
may be admitted if their high school records, 2. An officiai transcript from each college and
meet the requirements specified under university attended
Freshman Admission, above. Those whose Transfer students may submit their applications
records do not meet these requirements must up to one year before they plan to enroll at the
~ complete amini~um of 30 transferable c~lIege University. Applications should be received by
"-credits, 24 of which must be graded, with a the University at least 30 days before the
cumulative GPAof2.00(2.25 for nonresidents) beginning of the term to allow time for a
to qualify. complete evaluation of the transferred credits.
A student may be placed on probation if his or • •
her supplementary transcripts do not meet the Foreign AdmiSSion
minimum admission requirements. The Applicants who are not United States citizens
student's academic record is automatically or immigrants are considered for admission to
reviewed by the Scholastic Review Committee the University as foreign students. Proficiency
at the end of the first term's enrollment. The in the English language is vital to the academic
University academic standing regulations are success of foreign students. All students whose
explained in the Registration and Academic native language is not Engli,sh are required to,
Policies section of this bulletin, supply results olthe Test of English as a Foreign'
Premajor Status Language (TOEFL) as part of the application Applica'l'ion Deadlines
The departments listed below aqmit new process. The TOEFL is given worldwide. For Applications should be received at least 30
students only as premajors. The premajor further information write to days before the beginning of the term to allow
student is eligible to take advantage of the TOEFL adequate time for preparation of registration
department's advising services and, in most PO Box 899 materials. Late applications are considered, but
cases, complete lower-division course work Princeton NJ 08540 people who apply latemay have to register for
required for the major. Each of these depart- USA classes late.
ments then screens enrolled premajor students The admission requirements for foreign. . Students planning to major in Architecture or
who have completed some University study and applicants are established by the AdmiSSions >InteriorArchitecture must ap, ply to the Universitydecides if they will be advanced to major status. Policy Committee. For undergraduates, ~ GPA by January 15 of the year for which they seek
Professional schools and departments with of2.25isrequiredtotransferfr?man~m~rrcan admission. All departmental application
premajor admission requirements are the university or college. To obtain application materials must be filed with the Architecture
College of Business Administration; School of forms, grad,uate applicants should write directly 'Department by February 1 for undergraduateJour~alism; and t.he Human. Services, ~eisure tothe departments or schools in which they plan r and graduate students. Undergraduates
Studies and SerVices, ~hyslcal Education and to study. applying for admission to major in Landscape
Human ~ovement Studies, and School and Applicants from foreign countries are admitted Architecture must file for University admission
Community Health ~epartments., fall term only. The admission deadline is> by Fe~ruary 1 and must have all departmental
A few departments In the College of Arts and >May 1. Late applications may not be processed materrals to th~ Department by March .t.
Sciences, e.g., the Department of Computer in time for the term of first preference. Graduate applicants to Landscape Architecture
and Information Science and the Department of
Economics, have stringent criteriafor accepting
must file both the application for University
admission and departmental materials by
~ February 1.
Music majors audition for placement and take
a musicianship examination scheduled on
several dates throughout the spring.
Details of these special admission deadlines
are in the departmental sections of this bulletin.
Residence Classification
Students enrolled at the University are classified
for admission and fee purposes as either
resident or nonresident. The residence
classification regulations appear in Chapter
580, Division 10, of Oregon Administrative
Rules.
(1) For purposes of admission and fee assessment,
the university classifies all students (except students
attending a summer session) as resident or
nonresident.
(2) For this purpose Oregon residence means abona
fide fixed and permanent physical presence
established and maintained in Oregon. Determina-
tion of residence shall be based on consideration of
all relevant objective factors, including but not
limited to: abandonment of prior out-of-state
residence; history, duration and natureofnoneduca-
tional activities in Oregon; sources of financial
support, including location ofsource ofsupport and
amounts of support; location of family; ownership
ofrea I property; presence ofhousehold goods; filing
of Oregon income tax return; and place of vehicle
and voter registration. Residence is not established
by mere attendance at an institution of higher
education and phySical presence in the state while
attending such an institution.
(3) A student who resides continuously in Oregon
for at least six consecutive months immediatelyprior
to the time Of initial registration and who also
qualifies as an Oregon resident under the other
requirements of Section (2) of this rule, shall be
considered aresident for purposes ofthe instruction
fee unless the student attended a public or
independent institution of higher education in
Oregon (including acommunity college) during any
part of the six-month period.
(4) A student who resides continously in Oregon for
twelve consecutive months immediately prior to the
term for which residence status is requested and who
also qualifies as an Oregon resident under the other
requirements of Section (2) of this rule shall be
considered aresident for purposes ofthe instruction
fee even if the student attended an institution of
highereducation in Oregon during the twelve-month
period.
(5) The objective factors described in Section (2) of
this rule will also be used to determine whether a
resident who has moved from the state has established
a non"Oregon residence.
(6) If institution records show that the residence of
astudent or the student's legal custodian is outside
ofOregon, the student shall continue to be classified
as a nonresident until entitlement to resident
classification is shown. The burden of prOOf will be
upon the student to show that the classification
should be changed.
Residence Classification of
Federal Service Personnel
(1) A person in federal military service on afull-time
basis is qualified for resident classification for fee
purposes if that person is assigned to duty in this
state, performs duties within the geographical limits
ofOregon, and is residing within the state. Claiming
Oregon as the person's residence ofrecord for tax or
other such purposes is not the equivalent ofresidence
in this state.
(2) An Oregon resident entering federal military
service retains Oregon residence classification until
the claim is voluntarily relinquished.
(3) An Oregon resident who has been in federal
military service and assigned to duty outside of
Oregon is required to return to Oregon wlthin 60
days after completing federal military service to
retain classification as an Oregon resident.
(4) A person who continues to reside in Oregon after
separation from federal military service may count
the time spent in the state while in federal military
service to support a claim for classification as an
Oregon resident.
Residence Classification of Aliens
(1) An alien holding an immigrant visa or an A, E,
G, I, or Kvisa, or otherwise admitted for permanent
residence in the United States, shall be regarded as
a citizen for the purpose ofdetermining residence,
effective on the date ofreceipt ofthe immigrant visa.
(2) An alien possessing anonresident or temporary
(i.e., B, C, D, F, H, J, L, or M) visa cannot be
classified as a resident.
Changes in Residence
Classification
(1) An entering freshman who enrolls in a
Department institution within one year after
graduating from an Oregon high school shall be
considered a resident student provided the student
attended the Oregon high school one school year
immediately prior .to graduation. If an Oregon,
resident student transfers to an institution outside·'....
of Oregon and later seeks to re-enroll in a
Department institution, the residence classification
ofthat student shall be re-examined and determined
on the same basis as for any other student.
(2) A student whose nonresident legal custodian
establishes a permanent Oregon residence during a
school term shall be entitled to register as aresident
student at the beginning of the next term.
(3) Once established, classification as a resident
continues so long as the student remains in
continuous academic-year enrollment in the
classifying institution.
(4) A student whoseeks classification as a resident
under these rules may be required to complete and
submit anotarized Residence Information Affidavit.
If the affidavit is required, it must be submitted by
the last day to register for the term in which resident
status is sought.
For further information about residence rules,
call or visit the Office of Admissions and
Records.
Note: Students who knowingly submit
altered transcripts or falsified applica-
tions jeopardiZe their admission status
and could have their registration can·
celed. All records submitted, filed, and
accumulated in the Office of Admissions
and Records and the Office of the
Registrar become the property of the
University..
Grading Systems 13
Registration
and Academic
Policies
217 Oregon Hall
Telephone (503) 686-3195
Herbert Chereck, Registrar
Kathryn Johnson, Associate Registrar
Dave Puckett, Assistant to the Registrar
Academic Year
The University divides the academic year
into three terms of approximately 12 weeks
each (except for the School of Law, which
uses a semester calendar).
Thesummer session supplements the work
of the regular year; a special bulletin and
announcements are issued for that session.
Students may enter the University at the
beginning of any term, with the exception of
architecture' students, who should see
Application Deadlines under Admissions
and Records. For en a transfer ~
students who e r fall ter eUniversity
hasan annLJal NeStu rientation and
recommends that a new students attend.
See the Academic Calendar detailed list of
this and other important events during the
current academic year.
Students are held responsible for familiarity
with University requirements governing
such matters as registration, academic
standards, student activities, student
conduct, and organizations. Complete
academic reguiations are included each
term in the separately published. Time
Schedule of Classes, which is furnished to
each student at registration.
This publication, the University of Oregon
General Bulletin, is an annual statement of
University rules, regulations, and calendars,
which become effective at the opening of
the summer session. A student who is
admitted and enrolls at the University.during
any academic year may graduate under the
general requirement provisions of the
bulletin in effect that year. A student may
choose to graduate underthe general
requirements of a subs~quent bulletin,
provided he or she completes all of those
requirements. Major requirements are
determined by the academic departments
and programs and are subject to change for
students not in continuous enrollment.
Undergraduate and graduate degrees and
certificates are listed in the Academic Majors
. and Minors section of this bulletin. For details
on graduate degrees offered, see the
Graduate School section.
Details on major classification and proce-
dures for change appear in the current Time
Schedule of Classes.
Grading Systems
The University has two grading systems.
When regulations permit, a student may
elect to be evaluated foran individual class
on either a graded or a passino pass (PIN)
basis. Graded work is designated A, S, C,
D, or F. Passino pass work is designated P
or N. See Bachelor's Degree Requirements
for regulations on graded credits.
14 GradingSystems
Satisfactory Work
Graduation from the University requires a
minimum 2.00 UO cumulative grade point
average.
Bachelor's Degrees with Honors
Departmental Honors. Departments in the
College of Arts and Sciences that offer a
bachelor's degree with honors include Anthro-
pology, Comparative Literature, Economics:
English, Germanic Languages and Literatures,
History, Mathematics, Philosophy, Physics,
Political Science, Psychology, Romance
languages (French, Italian, Spanish), Russian,
Sociology, and Speech. All departments in the
professional schools and colleges award
bachelor's degrees with honors. For specific
requirements, see the departmental sections.
Honors College. The Robert Donald Clark
Honors College offers a four-year program of
study leading to a bachelor of arts (BA) degree
in a departmental major. For further information,
see the Honors College section of this bulletin.
'-Latin Honors. Graduating seniors who have
Jearned at least 90 credits in residence at the
University of Oregon and have successfully
compieted all other University degree require-
ments are eligible for University graduation with
honors. These distinctions are based on
students' percentile rankings in their respective
graduating classes, as follows:
Top 10% cum laude
Top 5% magna cum laude
Top 2% summa cum laude
Other Honors. For information on the Dean's
List and Dean's Scholars, Phi Beta Kappa and
other honor societies, see Honoraries and
Awards in the Student Development section of
this bulletin. Fellowship and scholarship infor-
mation is in the Student Financial Aid and
departmental sections of this bulletin.
Basic Courses
The following basic courses are required for all
undergraduate degrees:
of I, W, X, Y, P, and the student's first 1S. Residency ,
cumulatlv~ credits of N are disregarded In the ~fter completing 126 credits of the 186 required,
computation of the grade pOint average. All. N 160 credits of the 220 required, or 171 credits ..
grades beyond 15..Qll1dlts are treated as credits of the 231 required, each student must complete
gr~ded F and ~PLJrtrn' as such In the grade 45 credits at the University as a formally
POint average. The. grade pOint average Isthe admitted student. Credits earned through the
~uotl~nt of total pOints divided by total cre~lts Community Education Program do not satisfy
In which A, B, C, D, F, and N(after 15 cumulative this requirement
credits of N) are received. Neither term nor .
cumulative grade point averages may exceed Graded Credits
4.00. >125 graded credits must be earned.
A minimum of 45 graded credits must be earned
at the University of Oregon as a formally
admitted student. Credits earned through the
Community Education Program do not qualify.
Courses required in the major and designated
PIN only in the Time Schedule of Classes may
be counted toward the 45-credit requirement
only if the 125-credit requirement has been
satisfied.
Application for a Degree
Students who plan to receive a degree from the
University of Oregon must file an application in
the Office of the Registrar during the second
week of classes in the term preceding the term
of anticipated graduation.
Such advance notice to the Office of the
Registrarof the intenttograduate permits timely
reviewof degree requirements and also allows
students to plan or change their course
schedules to ensure completion of all
requirements.
All University academic obligations must be
satisfied before any degree is conferred.
Each department, school, or special program
establishes regulations on passino pass
courses for its majors. Before exercising the PIN
option, students should confer with advisers; >
Students must choose their grading option at./
the time of registration and are permitted to
change it only within the period allowed. See
the academic calendar in the Time Schedule of
Classes.
Graded
Student work is graded as follows:-A, excellent;
B, good; C, satisfactory; D, inferior; F, unsatis-
factory (no credit awarded). Instructors may
affix + or - to the grades A, B, C, and D.
Pass/No Pass
Student work may be graded as follows: P
(pass), satisfactory performance (C- or better
for undergraduates, B-or better for graduates),
or N(no pass), unsatisfactory performance, no
credit awarded (D + or worse for under-
graduates, C + or worse for graduates). This
bulletin and the Time Schedule of Classes
designate those courses that are available only
on a passino pass basis. Passing credits are
also aWarded for"a'dvanceg placement work
and for work taken at another'collegiate institu-
tion if the director ofAdmissi~s and Records Bachelor's Degree
cannot equate the quality of the work to the.
University grading system. Requirements
Marks To earn a University of Oregon bachelor's
I (incomplete). An instructor-initiated mark. A degree, students must satisfy the following
mark 011 may be reported only when the quality requirements:
of work is satisfactory but a minor yet essential Credits
requirement of the course has not been com-
pleted for reasons acceptable to the instructor. > 186 credits with passing grades are required
To remove an incomplete, the student must for the bachelor of arts, bachelor of science,
complete the required work within the next four bachelor of education, bachelor of music, and
terms of residence at the University or, if absent bachelor of physical education. 220 credits are
from campus, no later than three calendar years required for the bachelor of fine arts, bachelor
after the incomplete was awarded, or at such of interior architecture, and bachelor of land-
earlier date as the instructor, dean, or depart- scape architecture. For students admitted
ment head specifies. Graduate students should summer 1987 and thereafter, 231 credits are
refer to the Graduate School section of this required for the bachelor of architecture.
bulletin for time limits on the removal of incom- Academic Major
pletes. ~ All bachelor's degrees must be awardedwith a
W (withdrawal). A student-initiated mark. . major. Minimum requirements are 36 credits in
Students may withdraw from a course by filing the major, including 24 in upper-division work.
the proper forms in the Office of the Registrar Specific requirements are listed under indi-
in accordance with University regulations. See vidual departments. Although the University of
the Time Schedule of Classes for deadlines. Oregon does not award concurrent degrees
X (no grade or incorrect grading option (e.g., BA and B.S.), a student may be awarded
reported). A registrar-initiated mark. The a bachelor's degree with more than one major
instructor either did not report a grade or by completing all general University degree
reported a grade that was inconsistent with the requirements appropriate to the designated
student's grading option. degree and all requirements in each major as
specified by the appropriate departments,
Y (no basis for grade). An instructor-initiated schools, or colleges.
mark. There is no basis for evaluating the
student's performance. Academic Minor
Grade Point Average ~ Unless specified by a particular department, a
minor is not required for a bachelor's degree.
Grade points are computed on the basis of 4 Students choosing to complete a minor must
points for each credit of A, 3 points for each
credit of B, 2 points for each credit of C, 1 point earn a minimum of 24 credits, including 15 in
upper-division work. Minor requirements,
for each credit of D, and 0 points for each credit including residency, are listed under depart-
of For N (after 15 cumulative credits of N). The ment headings. A minor may be awarded only ~ritten English. Two courses (WR 121 and
plusorminus marks affixed tothe letter grades at the time a bachelor's degree is received ither WR 122 or 123 or equiva,lentS) with
A through D are assigned the value of 0.30 of • • • . gradesofC-orbetter. For placement, prerequi-
a grade point; the plus sign increases the grade Upper-DIvIsion Work sites, or exemption, see policy in the Englishpointsas~igne~thelettergradeO.30percr~dit >A minimum of 62 credits in upper-division section of this bulletin.
and. the minus sign decreases the grad~ pOints courses (300 level or higher) are required. Health Education. One course, either a
aSSigned the letter grade 0.30 per credit. Marks ~deSignated HES 199 course (see Time
/ Schedule of Classes) or HES 211 or HES 250
Group Requirements: Arts and Letters 15
or, for elementary education majors only, HEP
440. Appeals for exceptions to the health
education requirement should be directed to
the Department of School and Community
Health, 250 Esslinger Hall, University of Oregon,
Eugene OR 97403.
PROFESSIONAL SCHOOL AND
COLLEGE MAJORS EXCEPT
BUSINESS ADMINISTRATION
Students must complete three approved
courses in each of three groups-arts and
letters, social science, and sCience-and
an additional three courses in anyone or
combination of groups. The 12 total .
courses must include two clusters in
different groups.
Group Requirements
To promote educational breadth all students are
required to complete work in each of three
groups representing comprehensive fields of
knowledge: arts and letters, social science, and
science.
Group-satisfying requirements are determined
by the college or school in which the degree is
granted.
Only those departments and courses listed
below may be used to satisfy group require-
ments. Courses refer to the current year only.
For prioryears, consult earlier General Bulletins.
GROUP REQUIREMENTS: PLAN I
PLAN I applies to all new students who have
been formally admitted and enrolled at the
University.
Clusters
1. A cluster is an approved set of three inter-
related courses; most clusters are within
a single department, but a few are inter-
disciplinary.
2. Clusters must be completed in courses
outside the major department awarding the
degree.
3. No more than three group-satisfying courses
may be taken from anyone department to
satisfy the group requirements.
4. All courses must be 3 or more credits.
5. Beyond the original major, each additional
major or minor in a general education area
(arts and letters, social science, and sci-
ence) may be substituted for one cluster.
Any such substitution, however, must be
consistent with the policies on cluster
distribution.
Group I: Arts and Letters
American Studies
STAND-ALONES
AMS 101, 102, 103 Introduction to American Studies
ENG 321, 322, 323 English Novel
ENG 391, 392, 393 American Novel
ENG 394, 395, 396 20th-Century Literature
CLUSTERS
ENG 104,105,106
ENG 107, 108, 109
ENG 151, 240, 250
ENG 201, 202, 203
ENG 204, 205, 206
ENG 253, 254, 255
Choose three from ENG 301, 302, 303, 304, 305
ENG 310, 311, 312 .
ENG 394, 395, 396
Germanic Languages and Literatures: German
STAND-ALONES
GER 201, 202, 203 Second-Year German
GER 204, 205 Intensive Second-Year German
GER 250 Goethe "nd His Contemporaries in
Translation
GER 251 Thomas Mann, Kafka, and Hesse in
Translation
GER 252 Brecht and Modern German Drama in
Translation
GER 255 Medieval German Literature in Translation
GER 257 Contemporary German Fiction in Translation
GER 301,302,303 Masterpieces of German Literature
GER 324, 325, 326 Introduction to German Literature
GER 334, 335, 336 German Composition and
Conversation
GER 340, 341 German Culture and Civilization
CLUSTERS
GER 250, 251, 252
GER 301, 302, 303
Germanic Languages and Literatures: Scandinavian
STAND-ALONES
SCAN 204, 205, 206 Second-Year Norwegian
SCAN 207, 208, 209 Second-Year Swedish
SCAN 214,215,216 Second-Year Danish
SCAN 351 Ibsen to Hamsun in Translation
SCAN 352 August Strindberg to Ingmar Bergman in
Translation
SCAN 353 Readings in Translation: Scandinavian
Literature and Society
SCAN 354, 355, 356 Third-Year Norwegian
SCAN 357, 358, 359 Third-Year Swedish
CLUSTER
SCAN 351, 352, 353
Humanities
STAND-ALONES
HUM 101, 102, 103 Introduction to the Humanities
I, II, III
CLUSTER
HUM 101,102,103
Interdisciplinary Arts and Letters Cluster
"Italian Art and Literature"
ARH 205 History of Western Art
ITAL 307, 30BSurvey of Italian Literature
Linguistics
STAND-ALONE
LING 150 Structure of English Words
NO CLUSTERS
Music
STAND-ALONES
MUS 125 Basic Music
MUS 201, 202, 203 Introduction to Music and Its
Literature
MUS 258 Music in World Cultures
MUS 355 History of Jazz
CLUSTER
MUS 201, 202, 203
Philosophy
STAND-ALONES
PHL 201,202, 203 Introduction to Philosophy: Ethics,
Theory of Knowledge, Metaphysics
PHL 204 Introduction to Philosophy of Religion
PHL 212 Existentialism
PHL 222 Elementary Aesthetics
PHL 301, 302, 303 History of Ancient Philosophy
PHL 304, 305, 306 History of Modern Philosophy
CLUSTERS
Choose three from PHL 201, 202, 203, 204
PHL 301,302,303
PHL 304, 305, 306
CLUSTER
AMS 101, 102, 103
Art History
STAND-ALONES
ARH 201, 202, 203 Survey of the Visual Arts
ARH 204, 205, 206 History of Western Art
ARH 207, 208, 209 History of Oriental Art
ARH 311, 312, 313 History of Western
Architecture
ARH 341 History of Modern Art
ARH 381 History of Photography
CLUSTERS
ARH 201, 202, 203
ARH 204, 205, 206
ARH 207, 208, 209
ARH 311, 312, 313
See also Interdisciplinary Arts and Letters Cluster
Classics: Greek
STAND-ALONES
GRK 301, 302, 303 Authors: [Term Subject]
NO CLUSTERS
Classics: Latin
STAND-ALONES
LAT 301,302,303 Authors: [Term SUbject]
NO CLUSTERS
Classics in English Translation
STAND-ALONES
CL 301 Greek and Roman Epic
CL 302 Greek and Roman Tragedy
CL 303 Literature: Greek Philosophy
CL 304 Classical Comedy
CL 305 Latin Literature
CL 321 Classic Myths
CLUSTER
Choose three from CL 301, 302, 303, 304, 305
Comparative Literature
STAND-ALONES
CLiT 201, 202, 203 Comparative Literature: Epic,
Drama, Fiction
CLUSTER
CLiT 201, 202, 203
Dance
STAND-ALONES
DP 251 Introduction to Dance
NO CLUSTERS
East Asian Languages and Literatures: Chinese
STAND-ALONES
CHN 201, 202, 203 Second-Year Chinese
CHN 305 Classical Chinese Thought and Literature
CHN 306 Political Tradition of Chinese Literature
CHN 307 20th-Century Chinese Literature
CHN 330, 331, 332 Chinese Composition and
Conversation
CLUSTER
CHN 305, 306, 307
East AsIan Languages and Literatures: Japanese
STAND-ALONES
JPN 204, 205, 206 Second-Year Japanese
JPN 301,302, 303 Introduction to Japanese Literature
JPN 327, 328, 329 Japanese Composition and
Conversation
CLUSTER
JPN 301, 302, 303
English
STAND-ALONES
ENG 104, 105, 106 Introduction to Literature
ENG 107, 108, 109 World Literature
ENG 151 Introduction to Afro-American Literature
ENG 201, 202, 203 Shakespeare .
ENG 204, 205, 206 Survey of English Literature
ENG 240 Introduction to Native American
Literature
ENG 250 Introduction to Folklore and Myth
ENG 253, 254, 255 Survey of American
Literature
ENG 260 Introduction to Women Writers
ENG 301 Tragedy
ENG 302 Romance
ENG 303 Epic
ENG 304 Comedy
ENG 305 Satire
ENG 310 Afro-American Prose
ENG 311 Afro-American Poetry
ENG 312 Afro-American Drama
{
"
COLLEGE OF ARTS AND SCIENCES
AND COLLEGE OF BUSINESS
t: ADMINISTRATION MAJORS
~ Students must complete one cluster andD three additional approved stand-alone1\ courses in each of three groups: arts and
Y letters, social science, and science-18total courses.f----------'---"------------i
f
1\
,
N
~
16 Group Requirements: Arts and Letters
Religious Studies
STAND-ALONES
R 111 Introduction to the Study of the Bible
NO CLUSTERS
Romance Languages: French
STAND-ALONES
FR 201,202,203 Second-Year French
FR 301, 302,303 Introduction to French Literature
FR 304, 305, 306 The French Novel
FR 317 French Poetry
FR 318 Contemporary French Theater
FR 319 Baudelaire, Verlaine, Rimbaud
FR 320 Short Fiction
FR 321, 322, 323 French Composition and
Conversation
CLUSTERS
FR 301, 302, 303
FR 318, 320, and either 317 or 319
Romance Languages: Italian
STAND-ALONES
ITAl 204, 205, 206 Second-Year Italian
ITAl 307, 308, 309 Survey of Italian Literature
ITAl374, 375, 376 Italian Composition and
Conversation
ITAl 377,378, 379 Introduction to Italian Literature
CLUSTER
ITAl 307,308,309
See also Interdisciplinary Arts and letters Cluster
Romance Languages: Spanish
STAND-ALONES
SPAN 207, 208, 209 Second-Year Spanish
SPAN 219,220 Second-Year Spanish (intensive)
SPAN 311 Introduction to the Reading of Spanish
Literature
SPAN 312 Medieval Spanish Literature,
SPAN 313 The Golden Age
SPAN 314 Modern Spanish Literature
SPAN 315 Introduction to Spanish-American Literature
SPAN 328 Chicano Literature
SPAN 347, 348, 349 Spanish Composition and
Conversation
SPAN 360 Cervantes
CLUSTERS
SPAN 311 and any two from 312, 313, 314,
315,360
Russian
STAND-ALONES
RUSS 201, 202, 203 Second-Year Russian
RUSS 204,205, 206 Introduction to Russian Literature
RUSS 207, 208, 209 Great Russian Novels, Short
Stories, Plays
RUSS 316, 317, 318 Third-Year Russian
CLUSTERS
RUSS 204, 205, 206
RUSS 207, 208, 209
Speech: Rhetoric and Communication
STAND-ALONES
RHCM 301,302,303 Theory and Literature of Rhetoric
CLUSTER
RHCM 301, 302, 303
Speech: Telecommunication and Film
STAND-ALONES
TCF 255, 256, 257 History of the Motion Picture
TCF 292, 293, 294 The Great Filmmakers
CLUSTER
TCF 255, 256, 257
Speech: Theater Arts
STAND-ALONES
TA 271, 272, 273 Introduction to Theater Arts I, II, III
TA 367,368,369 History of the Theater I,ll, III
CLUSTER
TA 271, 272, 273
Note: A minor or second major in the following may be
substituted for an arts and letters cluster: American
Studies, Art History, English, French, German, Italian,
Medieval Studies, Music, Philosophy, Rhetoric and
Communication, Russian, Scandinavian, Spanish,
Theater Arts.
Group II: Social Science
Anthropology
STAND-ALONES
ANTH 107 Introduction to Archaeology
ANTH 120 Introduction to Cultural Anthropology
ANTH 121 Introduction to language and Culture
ANTH 215 Archaeological Analysis and Interpretation
ANTH 301 Ethnology of Hunters and Gatherers
ANTH 302 Ethnology of Tribal Societies
ANTH 303 Ethnology of Peasant Societies
ANTH 350 Asian and Pacific Archaeology
CLUSTERS
ANTH 107, 120, 121
ANTH 301, 302, 303
Dance
STAND-ALONE
DP 257 Cultural Backgrounds of Folk Dance, Music,
and Art
NO CLUSTERS
Economics
STAND-ALONES
EC 101 Economics of Current Social Issues
EC 201 Introduction to Economic Analysis:
Microeconomics
EC 202 Introduction to Economic Analysis:
Macroeconomics
EC 203 Introductory Economic Analysis
EC311 Money and Banking
EC 315 Urban Economic Problems
EC 329 Introduction to Public Economics
EC 332 Issues in Resource Economics
EC 333 Issues in Environmental Economics
EC 335 Human Capital: Problems and Issues
EC 340 Introduction to International Economics
EC 344 labor Market Issues
EC 350 The Market System and Its Critics
EC 357 Problems and Issues in the Developing
Economies
EC 360 Private Industry and Public Policy
EC 370 The Evolution of Economic Ideas
EC 390 The Rise of the Western Economies
CLUSTERS
EC 201 ,202, and anyone of the 300-level stand-aIones
Folklore and Ethnic Studies
STAND-ALONES
ES 101,102 Introduction to Ethnicity and Ethnic
Communities
ES 103 Ethnic Groups and the American Experience
CLUSTER
ES 101,102,103
Geography
STAND-ALONES
GEOG 103 landscape, Environment, and Culture
GEOG 105 Urban Environment
GEOG 201 Geography of Europe
GEOG 202 Geography of latin America
GEOG 203 Geography of Asia
GEOG 204 Geography of the Soviet Union
GEOG 205 Geography of Africa
GEOG 206 Geography of Oregon
GEOG 207 Geography of the United States
GEOG 208 Geography of Eastern Europe
CLUSTERS
GEOG 103, 105, and one from 201-208
History
STAND·ALONES
HST 101, 102, 103 History of Western Civilization
HST 110, 111, 112 World History
HST 201, 202,203 History of the United States
HST 216 War and the Modern World
HST 221, 222, 223 Afro-American History
HST 290 Foundations of East Asian Civilization
HST 291 China, Past and Present
HST 292 Japan, Past and Present
HST 301, 302, 303 EUrope since 1789
HST 304, 305, 306 English History
HST 321,322 History of American Foreign Relations
since 1941
HST 331 Perceptions and Roles of Women from the
Greeks through the 17th Century
HST 332 Women and Social Movements in Europe
from 1750 to the Present
HST 350, 351, 352 History of latin America
HST 374 History of Religious Life in the United States
CLUSTERS
HST 101,102,103
HST 110,111,112
HST 201, 202, 203
HST 221, 222, 223
HST 290, 291, 292
HST 301, 302, 303
HST 350,351,352
See also Interdisciplinary Social Science Cluster
Interdisciplinary Social Science Cluster
"International Relations"
Choose three from:
HST 321, 322 History of American Foreign Relations
since 1941
PS 205 International Reiations
PS 325 United States Foreign PoliCy
Linguistics
STAND-ALONES
LING 290 Introduction to Linguistics
LING 295 language, Culture, and Society
LING 311 languages olthe World
CLUSTER
LING 290, 295, 311
Philosophy
STAND·ALONES
PHl 205 Contemporary Moral Issues
PHl 210 Free Will and Determinism
PHl221 Elementary logic
PHl 307, 308 Social and Political Philosophy
PHl 325, 326 Philosophy of language
PHl 339, 340 Introduction to Philosophy of Science
NO CLUSTERS
Political Science
STAND-ALONES
PS 101 Modern World Governments
PS 201 American Government
PS 202 Introduction to Political Theory
PS 203 State and local Government
PS 204 Introduction to Comparative Politics
PS 205 International Relations
PS207 Introduction to Political Science
PS 225 Political Ideologies
PS 230 Introduction to Urban POlitics
PS 240 Introduction to Public Policy
PS 28P Introduction to Political Psychology
PS 321 Introduction to Political Analysis
PS 325 United States Foreign Policy
PS 326 Theories of International Politics
PS 335 Communist Political Systems
PS 347 Political Power, Influence, and Control
PS 351 Introduction to Public Administration
CLUSTERS
PS201 and two from 203, 230, 240
PS 202 or 207 and two from 225, 280, 347
PS 204 or 205 and two from 325, 326, 335
See also Interdisciplinary Social Science Cluster
Psychology
STAND-ALONES
PSY 204, 205 Psychology as a Social Science
PSY 310 Personality and Psychopathology
PSY 311 Child Development
PSY 357 Pseudopsychologies
CLUSTERS
PSY 204, 205 and one from 310, 311, 357
Religious Studies
STAND-ALONES
R 201, 202, 203 Great Religions of the World
R 301 Religions of India
R 302 Chinese Religions
R 303 Japanese Religions
R 311,312,313 Ancient Near Eastern and
Mediterranean Religions I, II, III
R 321, 322, 323 History of Christianity
R 324, 325 History of Eastern Christianity
CLUSTERS
R 201, 202, 203
R 301, 302, 303
Sociology
STAND-ALONES
SOC 201 Introduction to Sociology .
SOC 206 Introduction to Social Psychology
SOC 210 Communities, Population, and Resources
SOC 211 Social Deviancy and Social Control
SOc.212 Race, Class, and Ethnic Groups in America
SOC 213 Organizations and Occupations
SOC 214 Education and Society
SOC 215 Social Issues and Social Movements
SOC 216 Introduction to the Sociology of Women
SOC 301 American Society
SOC 303 World PopUlation and Social Structure
SOC 304 The Community
SOC 314 Socialization and Society
CLUSTERS
SOC 201, 206, 211
SOC 201 and two from 210,212,213,215
Bachelor of Arts Requirements 17
?
Speech: Rhetoric and Communication
STAND-ALONES
RHCM 321 The Logic of Argument
RHCM 322 Persuasion
RHCM 323 Group Communication
NO CLUSTERS
Speech: Telecommunication and Film
STAND-ALONES
TCF 241, 242, 243 Communication, Technology, and
Society
CLUSTER
TCF 241,242,243
Women's Studies
STAND-ALONES
WST 101 Introduction to Women's Studies
WST 333,334 History of Women in the United States I, II
CLUSTER
WST 101, 333, 334
Note: A minor or second major in the following may be
substituted for a social science cluster: Economics,
Ethnic Studies, History, Peace Studies, Religious
Studies, Sociology, Women's Studies, Students should
inquire at the Anthropology, Geography, Linguistics,
and Psychology Departments regarding possible
substitution of a minor in these disciplines for a social
science cluster. In general, a minor or second major
consisting of courses in the Plan I social science group
substitute for a social science cluster, and courses in
the Plan I science group substitute for a science
ciuster. A minor or second major containing courses
from both groups may be substituted for a cluster from
either group but not both.
Group III: Science
Anthropology
STAND-ALONES
ANTH 110 Introduction to Human Evolution
ANTH 111 Evolution of Monkeys and Apes
ANTH 112 Introduction to Human Sociobiology
ANTH 113 Evolution of Human Sexuality
ANTH 223 Human Adaptation
ANTH 322 Human Biological Variation
CLUSTERS
Choose three from ANTH 110,111,112,113
See also Interdisciplinary Science Clusters
Biology
STAND-ALONES
BI 102 Human Biology: Reproduction and
Development
BI 103 Human Biology: Physiology
BI 107 Human Biology: Genetics
BI 108 Human Biology: The Environment
BI 112 Cells and Inheritance: Biology of Cancer
BI 113 Cells and Inheritance: Life of the Cell
BI 114 Cells and Inheritance: Physical Basis of Life
BI 120 Explaining Life's Diversity: Evolution
BI 121 Explaining Life's Diversity: Ecology
BI 122 Explaining Life's Diversity: Plants
BI 123 Explaining Life'.s Diversity: Animals
BI 124 Explaining Life's Diversity: Animal Behavior
BI 141 Habitats: Life of the Forest
BI 142 Habitats: Freshwater Biology
BI 143 Habitats: Marine Biology
BI 155 Fishes: A Resource
BI 156 Natural History of Birds
BI157 Flora of Western Oregon
BI 160 Biology of Common Plants
BI 201 General Biology I: How Cells Work
BI 202 General Biology II: How Organisms Function
BI 203 General Biology III: The Living World
BI 242 Paleobiology and Evolution of Plants
CLUSTERS
BI102 or 112 and any two from 103, 107, 108
BI102 or 112, and 113, 114
BI 120 or 121,122, and either 123 or 124
BI 141, 142, 143
BI201,202,203
See also Interdisciplinary Science Clusters
Chemistry
STAND-ALONES
CH 10l, 102,103 Survey of General, Organic, and
Biochemistry
CH 1040'105, 106 General Chemistry
CH 121 Chemistry, Nutrition, and World Food
CH 123 Chemical Origins of Life
CH 204, 205, 206 General Chemistry
CLUSTERS
CH 101, 102, 103
CH 104, 105, 106
CH 204, 205, 206
See also Interdisciplinary Science Clusters
Computer and Information Science
STAND-ALONES
CIS 121 Concepts of Computing
CIS 133 Introduction to Numerical Computation
CIS 134 Problem Solving in Pascal
CIS 210, 211, 212 Computer Science I, II, III
CIS 234 Advanced Numerical Computation
CLUSTER
CIS 210,211,212
Geography
STAND-ALONES
GEOG 101 The Natural Environment
GEOG 301 Geomorphology
GEOG 302 Climatology
GEOG 303 Biogeography
CLUSTERS
Choose three from GEOG 101, 301, 302, 303
See also Interdisciplinary Science Clusters
Geological Sciences
STAND-ALONES
GEOL 101 General Geology: The Earth's Dynamic
Interior
GEOL 102 General Geology: The Face of the Earth
GEOL 103 General Geology: Earth History
GEOL 201, 202, 203 General Geology
GEOL 291 Rocks and Minerals
GEOL 304 The Fossil Record
GEOL 321 Mineral Resources and the Environment
GEOL 350 Mountains and Glaciers
GEOL.351 Volcanoes and Earthquakes
GEOL 352 Geology of Oregon arid the Pacific
Northwest
GEOL 353 Oceanography
GEOL 354 Geology of the Moon and Planets
CLUSTERS
GEOL 101,102,103
GEOL 201, 202, 203
Choose three from GEOL 350, 351, 352, 353
See also Interdisciplinary Science Clusters
Interdisciplinary Science Clusters
"Energy and Environment"
PH 114 Physics of Energy and Environment
PH 116 The Sun as a Future Energy Source
Either PH .115 The Energy Laboratory. or GEOL 321
Mineral Resources and the Environment
"Food, Plants, and Humanity"
BI 160 Biology of Common Plants
CH 121 Chemistry, Nutrition, and World Food
GEOG 101 The Natural Environment
"Human Biology"
Either ANTH 110 Introduction to Human Evolution
or BI 102 Human Biology: Reproduction and
Development
BI 107 Human Biology: Genetics
Either ANTH 223 Human Adaptation or
ANTH 322 Human Biological Variation
"Origins"
.;. Choose three from:
BI 120 Explaining Life's Diversity: Evolution
BI 242 Paleobiology and Evolution of Plants
CH 123 Chemical Origins of Life
GEOL 304 The Fossil Record
Mathematics
STAND-ALONES
MTH 150 Introduction to Probability
MTH 151 Combinatorics
MTH 152 Mathematical Symmetry
MTH 153 Introduction to Game Theory
MTH 154 Mathematical Milestones
MTH 156 Concepts of Statistics
MTH 157 Elementary Theory of Numbers
MTH 201, 202, 203 Calculus
MTH 207, 208 Calculus for the Nonphysical Sciences
MTH 209 Probability and Statistics with Calculus
MTH 231, 232 Elements of Discrete Mathematics
CLUSTERS
MTH 201, 202, and either 203 or 209
MTH 207, 208, 209
Physics
STAND-ALONES
PH 101, 102, 103 Essentials of Physics
PH 104, 105, 106 Descriptive Astronomy
PH 108, 109 Elemeritary Astronomy .
PH 112 Space, Time, and Motion
PH 114 Physics of Energy and Environment
PH 115 The Energy Laboratory
PH 116 The Sun as a Future Energy Source
PH 118 Physics of Light and Color .
PH 120 Frontiers in Astronomy
PH 121 Lasers
PH 131 Physics of Sound and Music
PH 154, 155, 156 Physical Science Survey
PH 201,202, 203 General Physics
PH 211, 212, 213 General Physics with Calculus
PH 220 Cosmology
CLUSTERS
PH 101,102,103
PH 104, 105, 106
PH 108, 109, 120
PH 154, 155, 156
PH 201, 202, 203
PH211,212,213
See also Interdisciplinary Science Clusters
Psychology
STAND-ALONES
.PSY 202, 203 Psychology as a Science
'PSY 304 Biological Psychology
CLUSTER
. PSY 202, 203, 304
Note: A minor or second major in the followingmay be
substifuted for a science cluster: Biology, Chemistry,
Computer and Information Science, Geological
Sciences, Mathematics, Physics. Students should
inquire at the Anthropology, Geography, linguistics,
and Psychology Departments regarding possible
substitution of a minor in these disciplines for a science
cluster. In general, a minor or second major consisting
of courses in the Plan Isocial science group substitute
for a social science cluster, and courses in the Plan I
science group substitute fora sc.ience cluster. A minor
or second major containing courses from both groups
may be substituted for a c1ustedrom either group but
not both.
Requirements for
Bachelor of Arts and
Bachelor of Science
Students must choose to graduate with a
specific degree (for example, Bachelor of Arts
in Chemistry or Bachelor of Science in Chemis-
try). See degrees listed in the Academic Majors
and Minors section of this bulletin.
Bachelor of Arts (B.A.)
Requirements
The BA degree requires 36 credits of language
and literaturea,nd proficiency in a foreign
language.
1. The language and literature requirement can
be satisfied only by the following fields of
study: Chinese, Classics, comparative
literature, English, Germanic languages and
literatures, Honors College (HC 101-103,
211-213), Japanese, linguistics (LING 150),
Romance languages, Russian, speech
(excluding RHCM 321-323, TCF 241-243),
writing
Note: The language and literature fields are
not identical to the arts and letters group.
2. The for~ign language requirement may be
met in one of the following ways:
a. Completion of at least the third term,
~ second year of a foreign language course
taught in the language, with a grade of C-
or P or better
18 Bachelor of Arts Requirements
the scope of a particular course, Exceptions
to this policy require written approval from
an academic adviser and must be
petitioned through the Academic Require-
ments Committee
>
Second Bachelor's
Degree
A student who has been awarded a bachelor's
degree from an accredited institution may earn
an additional bachelor's degree at the University
of Oregon. The student must satisfactorily
complete all departmental, school,or college
requirements 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
7 student if the prior bachelor's degree wasawarded by the University of Oregon, or anadditional 45 credits in residence if the prior
bachelor's degree was awarded by another
institution.
2. A minimum cumulative University of Oregon
GPA of 2.00.is required for all credits
satisfying requirements 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. 75 percent of all course work required in the
second degree major must be completed
after the conferral of the first degree
5. The bachelor of arts degree requires 36
credits of language and literature and
proficiency in a foreign language. The
bachelor of science degree requires 36
credits of science or 36 credits of social
science and (since fall 1985) proficiency in
mathematics
A maximum of 108 credits may be trans-
ferred from an accredited junior or commu-
nity college .
A maximum of 60 credits maybe earned in
correspondence study
A maximum of 48 credits .in law, medicine,
dentistry, technology, or any combination
may be accepted toward a degree other
than a professional degree
A maximum of 24 credits may be earned in
any of the following areas with not more than
12 in anyone:
a. Lower-division vocational technical
courses
d. Satisfactory completion (C-or Por better)
of one of the following courses or its
transfer equivalent: MTH 201, 208, 232:
CIS 211,234 .
*Exclusion: MTH 115 does not count to-
ward the requirement for students who
take MTH 101 or 102
Note: CIS 210, 211, 212 have corequisites.
Students may not enroll for credit in courses
that are prerequisites for those in which they
are concurrently enrolled or for which credit has
already been received, For example, a student
may not receive credit for MTH 101 following
successful completion of MTH 207 or its transfer
equivalent: credit will be deducted for MTH 101.
For questions about other similar situations,
contact a Mathematics adviser.
b. Physical Education activity courses,
except for majors in the Leisure Studies
and Services, Physical Education and
Human Movement Studies, and School
and Community Health Departments
c. Studio instruction in music, except for
majors in Music
For Music majors, a maximum of 24 credits
in studio instruction, of which not more than Academic Standing
12 may be taken in the student's freshman
and sophomore years, may count toward The faculty Scholastic Review Committee
requirements for the BA or B.S. degree administers the regulations governing
A maximum of 12 credits in ALS (Academic academic standing of undergraduate students,
Learning Services) courses may be counted esta~lishing the s.tandards. for academic .
toward the 186 220 or 231 required for a w.arnln~,. ac~demlc pr~bat.lon, and acad.emlc
bachelor's deg~ee ' disqualification. T? malntal~ go~d standing, a
. . student must achieve a University of Oregon
7. Changes of grades, Including removal of ~grade point average (GPA) of 2.00 each term
incompletes, must be filed in the Office of < regardless of the cumulative University of '
the Registrar within 30 days after the Oregon GPA.
granting of a degree Academic Warning. A student who earns a
8. Unde~gr~duate credits earned by credit by term GPA of less than 2.00, regardless of the
examination (cours~ ch.allenge) and the cumulative University of Oregon GPA, is placed
College-Level Examination ~rogr~m (CLEP) on academic warning. The academic wari'ling
are counted toward the satisfaction of all notation is recorded on the grade report but not
bachelor's degree requirements except on the permanent record.
) res.iden?y and the 45 graded. cre~its at the Academic Probation. A student who earns aUnlverslty.of Oregon. The Unlversl~y grants cumulative University of Oregon GPA of less
pass credit for successful completion of than 200 . I d d' b t'CLEP examinations '. I~ P~?e on aca· emlc pro a Ion.
. Probation signifies that the student's perform-
9. Courses cann?t be r~pea:ted for credit ance is below the minimum required for gradu-
unless otherWise deSignated as repeatable ation. The academic probation notation is
(R) by the University Committee on the recorded on the grade report and on the
Curriculum: therefore credit for duplicate permanent record. A student on acad~e'
courses is deducted prior to the granting of ) probation may not register for more th 1
the degree credits a term. Academic probation is re ov
10. No courses are open for credit to students
whose competence in that area exceeds
General Limitations
>1.
b. Satisfactory completion of an examination
administered by the appropriate language
department, showing language profi-
ciency equivalent to that attained at the
end of two years ofcollege study. Scores
on the foreign language examination
taken by incoming freshmen indicate the
level at which students might begin, not
where they must begin
c. For students whose native language is not
English: providing high school or college
transcripts as evidence of formal training
in the native language and satisfactory
completion of WR 121 and either 122
or 123
Bachelor of Science (B.S.)
Requirements
1. The B.S. degree requires 36 credits from
'/
approved social science fields or36 credits
from approved science fields. -
a. Approved social science fields are
anthropology (except courses listed
under science), economics, ethnic ~ 2.
studies, geography (except courses 4'"
listed under science), history, Honors. 3,
College (HC 204-206), linguistics (LING '?
290, 295, 311, 490), philosophy, political
science, psychology (except courses
listed under science), religious studies, ,
sociology, speech (RHCM 321-323, TCF C 4.
241-243), women's studies. Note: The
social science fields are not identical to
the social science group
b. Approved science fields are anthropology "-
(ANTH 110-113, 211, 223, 320-324, 375, r
470, 474-480), biology, chemistry, com-
puter and information science, general
science, geography(GEOG 101,301-303,
482, 485, 487, 489), geology,Honors
College (HC 207-209), linguistics (LING
411, 421, 426, 450-452, 460, 470),
mathematics, physics, psychology (PSY
202,203,217,218,302, 304, 305, and :) 5,
courses of at least 3 credits numbered
430-450). Note: The science fields are not
identical to the science group
2. All newly admitted undergraduate students 6
must demonstrate proficiency in mathemat-) ,
ics in one of the following ways:
a. Satisfactory completion of an examination,
administered by the Department of
Mathematics, demonstrating mathemati-
cal competency equivalent to that attained
at the end of one year of college,level
mathematics
b. Satisfactory completion (C-or Por better)
of three of the following courses or their
transfer equivalents: MTH j 01, 102, 115*,
150,151,152,153,156,157,190,191,
192, 201, 207, 208, 209, 231, 232: CIS
133,134,210,211,212,234.Elementary
Education majors may complete the
requirement by taking MTH 121, 122, 123
c. Satisfactory completion (C- or Por better)
of one of the following or its transfer
equivalent: MTH 102, 115, 207,231: CIS
133, 134,210 andsatisfactory completion
of one more course from the list in b
above, except MTH 101 or 115
Alternate Ways,to,.Earn Credit 19
better on each general examination earns 9
credits toward graduation and may fulfill a
portion of the group requirements for the
bachelor's degree.
The University will accept for transfercredit,
upon admission to theUniversity, tile successful
c'ompletion of CLEP subject and general
examinations by students..
Credit by Examination
A formally admitted student may challenge
undergraduate University courses by examina-
tion without formally registering in the courseS.
1. The student's petition to the Academic
RequirementsCommittee (available through
the Registrar's Office) must have the ap-
proval of theindJvidual faculty member',
administering, the te,st and of the appropriate
dean, or department head.
2. Arrangements for the examination must be
completed at least one month before the
examination date.
3. The student must pay, in advance, a special
examination fee of $25.00 per course.
4. The student is allowed only one opportunity
to qualify for credit by examination in any
given course.
5. The student may request that thecreditbe
recorded as a pass (P = satisfactory) or
graded A, B, C, D, consistent with options'
listed in the Time Schf!dule of Classes.
6. Credit by examination may.not be counted
toward the satisfaction of the residency
~ ,requ,irement orthe requirement of 45 graded
",,- credits at the University of Oregon. The
grading option for credit by examination is
on thebasisof the course listing ill the Time
Schedule of Classes.,
',7. Credit by examination may b.eearned only
in courses whose contentis identified by title
in the University of Oregon bylletin; credit by
examination may not be earned for Field
Studies (196), Workshops, Laboratory
Projects, or Colloquium (198), Special
Studies (199),' courses numbered 50-99,
200, 399-41 0, first-~ear foreign languages,
or MTH 100. '
. .- . .
8. A student may not receive credit by examina-
tion in courses tllat
a. would substantially duplicate credit
already. received or
b. are more elementary than courses in
which previous credit hasbeehreceived
or status has been established. '>
9. A student must be formally admitted arid
registered for classes during the term in f
which the examination is administered:
Community Education Program
Individuals who want to enroll for a limited
~ number (Tor fewer credits) of-regular University
courses without theformalilV of applying for
admission may do so through the. Oommu'nity
Education Program: Awide variety of courses
is available for part-time students of all ages '
who are not formally admitted to theUniversity.
Further information on regulations governing
enrollment andcredit'isavailable at the Univer-
sity Continuation Center, 333 Oregon Hall,
telephone (503) 686-5614.
,~
term or more must notify the Office of Admis-
sions and Records by filingareenrollment card
several weeks before registration to'allow'time
for the preparation of registration materials.
Reenrollment procedures for graduate students
are described in the Graduate School section
of this bulletin.
Summer Session
Students planning to register in a summer
session should file, well in advance, an Intent
to Register form, which is provided in the
Summer Session Bulletin. It is also available
from the University Continuation Center and'the
Office of Admissions and Records.
Transcripts
All students are required to file official tran-
scripts of any academic work taken at other
institutions. A student's official record must be
kept complete at all times. Exceptions are made
only for special and provisional studentswho
are formally admitted under individual arrange-
ments, and for summer transient and Commu-
nity Education students who are not formally
admitted. Failure to file all required records can
result in the cancellation of admission, registra-
tion, and credits.
Concurrent Enrollment
University of Oregon students paying full-time
tuition may enroll for courses through other
colleges and universities of the Oregon State
System of Higher Education up to overtime
levels at no additional cost. Complete details of
policies and procedures 'are available in the
Office of the Registrar.
The University has established programs in
which students may earncredittoward gradua-
tion and, at the same time, decrease the cost
and time required for the usual four years of
undergraduate study. Brief descriptions of
these programs appear below. Additional
information is available from the Office of
Admissions and Records and from the Office
of Academic Advising and Student Services.
Advanced Placement
Enrolled students who have completed college-
level studies in high school under the Advanced
Placement Program sponsored by the College
Entrance Examination Boards, and w,ho have
received grades that meet the University
requirement for creditable work, may be
granted credit in comparable University
courses.
Alternate Ways
to Earn Credit
Time Schedule
and Handbook
The Time Schedule of Classes and Student
Handbook are published shortly before registra-
tion each term. Copies are available at the
Office of the Registrar in Oregon Hall and,
during registration, at McArthur Court.
The time schedule displays all classes currently
offered for the year and specifies which terms
they are available; it also describes registration
procedures. The booklet includes important
dates, deadlines, and explanations of various
academic regulations and financial aid proce-
dures, as well as current figures fortuition, fees,
and other charges.
The handbook offers other information useful for
students attending the University, including
abbreviated versions of the Code of Student
Conduct, the Student Records Policy, grievance
procedures, and other policies relevant to a
student's welfare and academic career.
from the record when the cumulative University
of Oregon GPA is 2.00 or better.
Academic Disqualification. The record is
reviewed for academic disqualification for any
of the following:
1. After two terms of attendance, a freshman
or transfer student has a cumulative Univer-
sity of Oregon GPA of less than 1.50
2. A freshman with a cumulative University of
~regonGPA of less than 2.00, uniess the~ average olthe lasttwo terms is 2.00 or better
3. Asophomore or upper-division student with
less than a 2.00 cumulative University of
Oregon GPA
A student may apply for reinstatement if one of
the following conditions is met:
1. Eleven months have elapsed since the date
of the academic disqualification'
2. Satisfactory completion of a minimum of 24
~ trans,ferable credits applicable to a Univer-
r sity of Oregon degree. No grade may be
lower than C-
A disqualified student may not enroll in the
Community Education Program, Application for
reinstatement is made in the Office of Academic
Advising and Student Services.
Registering for Classes,
Registration
Before the start of classes each term, a registra-
tion period is set aside; the dates are published
in advance. Students are not officially registered
and not entitled to attend classes until they have' College-Level Examination
completed the prescribed registration proce- Program
dures and paid tuition. For some courses, departments have au,
Freshman Preregistration thorized the use of subject examinations~Entering freshmen with 44 or fewer credits prepared by the College-Level Examination
qualify for the Early Orientation and Registration Program (CL~P). Examinati?ns are ~va.ilable,
Program (EaRP) offered in late July and early for exa~ple, In American hl~tory, principles of
August. After being notified of admission to the economiCS, calculUS, and ~Iology. Students
University of Oregon for fall term, freshmen who have not completed their sophomore year,
receive information regarding this preregistra- ""(feWer than 9~ cr~dlts) may also ta~~ CLE~
tion program. Space is limited, and the sign-up general examln~tlon~ In the humanities, SCI-
deadline is early in July. ences, and SOCial sCiences. A score of 500 or
Reenrollment
Students planning to register in a term of the
regular academic year after an absence of a
Tuition
Tuition and Fees
First Floor, Oregon Hall
Telephone (503) 686·3165
Sherri C. McDowell, Director, Business
Affairs
D. L Thomas, Assistant Business Manager
107.00
$1 ,396.5~i~
177.5tf
287.00
397.00
507.00
617.00
726.00
836.00
953.00
1,064.00
1,174.00
1,285.00
32.00
102.50
137.00
172.00
207.00
242.00
276.00
311.00
352.00
388.00
423.00
459.00
ition Schedule
Undergraduate
Tuition Resident Nonresident
Full-time registration (one term):
12-21 credits , ... ,.,.... $ 495.150
Part-time registration:
1 Credit .. , .. ", .... ,.,
2 credits , , . , , , .
3 credits , , '.
4 credits ,. , , .
5 credits , . , , .
6 credits .. , . , .
7 credits
8 credits , '
9 credits . , , .. , .
10 credits. " .. '
11 credits. , .. , , , .
ach additional credit
beyond 21 .... , ..... ,
Regular tuition is a basic charge paid by all
students enrolled atthe University of. Oregon.
Tuition includes instruction costs, health service
fees, incidental fees, and building fees. For a
full-time student in 1986-87, the health service
fee was $34.00, the incidental fee was $61.00,
the building fee was $12.50. The fees are
subject to change for 1987-88.
, Payment of tuition entities students to many
services, inciuding instruction in University
courses; use of the University Library; use of
laboratory and course equipment and certain,
materials in connection with courses for which
a student is registered; medical attention althe
Student Health Center at reduced rates; and
use of gymnasium equipment, suits, and
iaundry service for Physical Education courses.
No reduction is made for students who do not
want to use some of these services. Health
services and some incidental fee benefits are
not available to students enrolled in the Commu,
nity Education Program.
Tuition is paid by all students under the usual
conditions of undergraduate or graduate study,
and it is payable as specified in the Time
Schedule ofClasses or other official notices at
the time of registration each term. Special fees
are paid under the special conditions noted.
The University's policies on student charges
and refunds follow the guidelines recom-
mended by the American Council on Education,
Details of the policies are available at the Office
of Business Affairs, Oregon Hall.
In the following schedule, tuition is specified for
one term only. There are three terms in the
regular academic year; fall, winter, and spring
(except for the School of Law, which operates
on a two-semester system).
The amounts listed for tuition are tentative,
When this bulletin went to press, the Oregon
State Board of Higher Education had not yet
approved tuition levels for the 1987-88
academic year. The Board reserves the right to
make changes in the tuition schedule, The final
tuition schedule will appear in the fall term TifT/e
Schedule of Classes and other supplemeniary
publications.
20 Tuition and Fees
Special Fees
Special fees, fines, penalties, service charges,
and other additional charges for specific
A city bus system connects the University with
most community areas.
Reinstatement: $2.00. Assessed whenever a
student is permitted to continue studies after
having had registration canceled for failure to
comply with University regulations.
Replacement of Certificate of Paid Tuition:
$2.00.
Replacement of Photo 1.0. Card: $6.00.
Returned Check: $1 0.00. Charge imposed on
the writer of any check that is returned to the
University by the bank. Exceptions are bank or
University errors. If not paid within 30 days,
returned checks may be subject to a fine of
$100 to $500.
Senior Citizens: No charge. People 65 years
of age and older neither seeking academic
credit nor working toward a degree are auc
thorized to attend classes on a space-available
basis. Charges may be made for any special
materials. Incidental fee services are not
provided.
Staff: $11.00 per credit. University employees
are permitted to enroll in University classes with
the approval of the Office of the Registrar.
Full-time empioyees are limited to 6 credits of
work in any term; part-time employees may
enroll for a maximum of 10 credits. The fee is
nonrefundable.
Transcripts: $5.00. The first official copy of a
student's University academic record is $5.00.
Each additional copy furnished at the same time
is $1.00. The University reserves the right to
withhold transcripts of those who have unpaid
financial obligations to the institution. Debtors
who are contesting their accounts should
r contact the Collections Department, located on
'. the·first floor of Oregon Hall, for counseling and
instruction on the written appeai. Write or call
Collections Department, Office of Business
Affairs, University of Oregon, PO Box 3237,
Eugene OR 97403; telephone (503) 686-3215.
Tuition and Fee Refunds
In the event of complete withdrawal from the
Universityor a reduction in course load,refunds
may be granted to students in accordancewith
the refund schedule on file in the Office of
Business Affairs, Oregon Hall. Refunds may,
take ·from four to six weeks to process. All
,'" refunds are subject to the following regulations.
The University has an appeals process for
students or parents contending that individual
circumstances warrant exceptions from pub-
lished policy. For assistance, inquire at the
Office. of Academic Advising and Student
Services, 164 Oregon Hall.
1. Withdrawal or course reduction does not
automatically result in a refund. Any claim
for refund must be made in writing no later
than the end of the following term.
2. Refunds are caiculated from the date the
student officially withd raws from the Univer-
sity, not from the date the student ceased
attending classes, except in unusual cases
when formal withdrawal has been delayed
through causes largely beyond the control
of the student.
Refunds 21
classes, services, or supplies not covered in
the tuition fee, as well ascertain fines and
penalties, are set forth on a list, available in any
departmental office or in the Office of Business
Affairs. (This list is issued each year in accord-
ance with OAR 571-60-005.)
The following fees are assessed to University
students under the special conditions noted:
Application Fee: $25.00. Required of students
not previously enrolled at the University of
Oregon and payable when the application for
admission is submitted. The fee is
nonrefundable.
Auditor. Fees for students registering totally as
auditors are assessed on the basis of course
level. A student's academic record carries no
entry of audited courses.
Fees for other students are assessed according
to the Tuition Schedule. •
Bicycles. Bicycle registration with the Office qf, .1...
Public Safety is mandatory; there is no charge '
for a permanent permit. Bicycle racks and
ramps are provided throughout the campus,
and the development of cycling paths is under
way both on campus and in the community.
Copies of the complete University bicycle
parking regulations and fines are available at
the Office of Public Safety. .
Change of Program: $8.00. Required for each
course withdrawal in a student's official pro-
gram.
Counseling and Testing: $10.00.
Credit by Examination: $25.00 per course.
Assessed for taking an examination for ad-
vanced credit. The fee applies to each special
examination regardless of the number of
credits sought.
Exceptions to Procedures: $1.00-$25.00.
Approved exceptions to procedural deadlines
are subject to this fee.
Graduate Qualifying Examination: $1.00-
$15.00. Assessed to students taking the
Graduate Record Examinations (GRE) or other
standard tests of ability to do graduate work.
Late Registration: $15.00. Students registering
late will be charged a fee of $15,00 for the first
late day plus $5.00 for each late day thereafter.
Registration paid by a returned check is subject
to a $10.00charge as well as the late-registra-'
tion fine to the, d5\Y the check is paid. The
regulation applies to both full-time and part-time
students. The late-registration fee policy is on
file at the Office of Business Affairs, Oregon
Hall. Following are the final dates in 1987-88 to
register and pay fees without penalty: fall term,
September 30, 1987; winter term, January 8,
1988; spring term, April 1, 1988.
Parking Fees. A minimum amount of parking
space is available near residence halls and on
city streets. Students using University parking
lots must purchase and display proper parking
permits. Student parking permits are $21.00 for
automobiles and $12.00 for motorcycles during
the regular school year; student permits are
$9.00 during summersession. All such fees are
subject to change.
Parking permits may be purchased during
registration in the Erb Memorial Union and at
" other times from the Office of Public Safety,
" ..Straub Hall. Parking regulations are enforced at
all times.
107,50
116,00
174.00
186,50
306,00
426,00
546,00
666,00
786,00
905.00
1,030,00
$2,027.25
313.00
526.00
738.00
951.00
1,163.00
1,376.00
1,589.00
1,809.00
6800
107,50
138.50
210.00
282,00
354,00
426.00
498,00
569.00
649.00
102.00
Graduate
Tuition Resident Nonresident
Full-time registration (one term):
9-16credits ., $ 722.50 $1,151,50
Part-time registration:
1 credit , .
2 credits .
3 credits .
4 credits , ,
5 credits, '
6 credits , ,
7 credits .
8 credits,
Each additional credit
beyond 16 , ,
raduate assistant
(9-16 credits) .. , ..... ,
Law School
Tuition Resident Nonresident
ull-time registration (one semester):
9-16 credits, .. , ... " ... $1,383.75
1 credit .. , ... , 241.00
2 credits .. , .. , . . . . . 382.00
3 credits . . 522.00
4 credits . . 663.00
5 credits . . . 803.00
6 credits . . . 944.00
7 credits ... '. 1,085.00
8 credits. . . 1,237.00
Each additional credit
beyond 16 ... ,
General Deposit
All students who enroll for academic credit
(except Community Education Program stu-
dents, staff members, and auditors) must make
a general deposit of $50.00 payable at the time
of registration. The deposit is required for
protection of the University against loss of or
damage to institutional property such as
laboratory equipment, uniforms, library books,
and locker keys, and against failure to pay
promptly charges and assessments such as
library fines, campus traffic fines, and Student
Health Center charges. If at any time charges
against this deposit exceed $40.00, the student
may be called upon to reestablish the original
amount. Refund policies are stated in the Time
Schedule ofClasses and under Tuition and Fee
Refunds below. A separate $50.00 deposit is
required of all residence hall tenants.
Deferred Tuition
Students who have difficulty paying tuition at
the time of registration may apply inperson for
a deferred tuition ioan, one-third to be paid at
registration. The balance is payable in two
equal installments during the term. A service
charge of $6.00 is assessed.
Excluded from the deferred tuition loan are
room and board, family housing rent, fines,
deposits (including general deposit), program
changes, and other special charges and fees.
Complete details of the deferred tuition loan
program appear in the Time Schedule of
Classes.
Community Education Program
Tuition for Community Education Program
~students enrolling for 7 or fewer credits isr determined by the level of the courses taken.
Courses accepted for graduate credit are
assessed at the graduate tuition level; all others
are assessed at the undergraduate level. A
general deposit is not required.
?
22 Refunds
Applying for
Financial Aid
Undergraduate Students
1. Complete the Financial Aid Form (FAF) and
send it with the correct fee to the College
Scholarship Service for analysis. FAFs are
available from most financial aid offices or
high school counselors.
2. Check the boxon the FAFthat instructs the
College Scholarship Service to send copies
of the FAF to the Pel IGrant Program and to
any other agencies, colleges, or programs
listed. .
3. On the FAF, request that the University of
Oregon receive a copy.
4, If an Oregon resident, request that the
Oregon State Scholarship Commission
receive a copy of the FAF.
5. Transfer students must supply financial aid
records from all other postsecondary
schools they have attended at least halftime.
The appropriate forms, available at any
financial aid office, must be completed in
part by the student and sent to each post-
secondary institution previously attended.
The record is completed in that school's
financial aid office and returned to the
University.
Graduate Students
1. Complete a Financial Aid Form (FAF) and
send it with the correct fee to the College
Scholarship Service for analysis.
2. Check the box on the FAFthat instructs the
College Scholarship Service to send copies
of the FAF to any college, agency, or
program listed.
3. On the FAF, request that the University of
Oregon receive a copy.
4. Transfer students must supply financial aid
records from all other postsecondary
schools they have attended at least half time.
The appropriate forms, available at any
financial aid office, must be completed in
part by the student and sent to each post-
secondary institution previously attended.
The record is completed in that school's
financial aid office and returned to the
University.
Deadlines
To be given priority consideration for the Perkins
National Direct Student Loan, College Work-
Study Program, and Supplemental Educational
Opportunity Grant for all or part of any given
academic year, a copy of the Financial Aid Form
and need analysis from the College Scholarship
Service (and financial aid records, if any) must
> be in the Office of Student Financial Aid on orbefore ~rch 1.,gior to the academic year for
3,150.00
2,430.00
4,950.00
2,704.50
3,195.00
6,390.00
4,189.50
2,167.50
3,454.50
322,50
810.00
1,396,50
72250
1,151,50
107,50
2,130,00
1,050,00
1,650.00
One Term Three Terms
~-$ 367,00 $1,100,00
3. No refunds will be made for any amount less and field trips in addition to books. Students Booksand Supplies One.Ial:m..- Th~ms
l-JI'001'_ffiv---'G"'r@aQdul!'a""te"'s'---':"an'!'dL-------;,---~_=.,___."J---~;_;_;-=_=_---than $1.00. Iivirlg-a/ofte in an apartmefltef-aHl'l~unl'veF8ity undergraduates ... $115,00 $ 345,00
4. Refunds of incidental fees and health service Inn may spend more than the budgeted amount Law (semester) 250,00 500.00
fees are subject to return of the Certificate for meals and housing. Miscellaneous Personal Expenses
of Paid Tuition and removal of the term An annual general deposit of $50.00 is required Single , . $360.00 $1,08000
f· d th Married , 720.00 2,160,00sticker on the photo 10 card. to cover breakage, library Ines, an 0 er
I f II A transportation allowance is added to the budget of
5, Incase of complete withdrawal, students misce
t
IlatneouTshcharges'dlt is ptayabfe:~ya i~erm a dependent nonresidehntstuden1t
l
, dan indhePUendent
who received financial aid are responsible regis ra Ion. e unuse por lon, I, nonresident student w 0 IS enro e at t e nlverslty
returned approxl'mately S'IX weeks following the forthe first time, or aparticipant in the National Studentfor repayment.of that aid in accordance with Exchange.
the University Financial Aid Repayment end of the school year.
Policy. See Time Schedule of Classes for Residence hall room and board for 1986-87
details. ranged from $2,277 to $4,041. Cooperative
For complete withdrawal, obtain withdrawal housing costs were generally less than the
forms from the Office of Academic Advising and minimum residence hall rate. Sorority and
St dent Services 164 Oregon Hall. frat~rnity cos~s were somewhat higher than the
u, minimum residence hall rate.
To request a refund for course-load reduction, . ., .
. . t th Offi·· of the Registrar 220 Health Insura~ce IS optional for UMed States~qUlre aH lie ce , citizens. Foreign students are required to
regon a. ~Phase health insurance. Coverage by the
If circumstances of withdrawal or course-load ter r for a full 12-month period may be
reduction are beyond the student's control, chased through the Associated Students of
petitions for exception to the refund policy may the University of Oregon (ASUO). Coverage for
be obtained from the Tuition Refund Clerk, dependents of students is also available.
~~C?Un~i.~§ gepartm~~ii Office of Business Personal expenses are governed by individual
airs, regon. preference but may include such Items as car
General Deposit Refund insurance, maintenance, and operation; a
The $50.00 general deposit, less any deduction University parking permit; va?atlon and .
for outstanding debts, is refundable in the term v,veekend travel; theater, mOVie, and athletic
following the term of withdrawal if a request is tickets and other entertainment;. and s~ch
made in writing to the Office of Business Affairs. I~cldentals as laundry, toilet articles, giftS, and
Otherwise an automatic refund is made not dining out.
earlier than the sixth week following the close Note: The figures in the following table were the
of the academic year. tuition and fees for a full-time student in 1986-87.
Tuition and fee schedules are subject to revision
by the Oregon State Board of Higher Education
and may be increased for 1987-88. See the
Tuition and Fees section of this builetin.
> Student Classification OneTerm Three.IermsUndergraduate....... ,.--
resident , , . . .. $ 495.50 $1,486.50.
Undergraduate
nonresident. , , . , .
Graduate resident .
Graduate nonresident .
Graduate assistant .
Law resident(semester) .... , . . . . . . . 1,352.25
Law nonresident(semester) 1,976.25 3,952.50
The expenses in the following tables are those
used by the Office of Student Financial Aid to
estimate a student's educational cost for the
1987-88 academic year.
~Meals and Housing
, Single commuter
(Ilvin.9 with parents)
Single (living in
University residence
halls) ..... ' ... , ..... '
Single (living
off campus) '.. 1,065.00
Single parent (living
off campus) .
Single parent (liVing
in Westmoreland or
Amazon family
housing) ., .....
Married (living
off campus)
Married (living in
Westmoreland or
Amazon family
housing) , .1,530.00 4,590.00
Adependent's allowance of $150 per month is added
to the budget for each dependent child living with the
student.
260 Oregon Hall
Telephone (503) 686·3221
Edmond Vignoul, Director
James Gilmour, Associate Dir,ector
Elizabeth Bickford, Andrea Cook, .
E. Carol Richard, and Charlene Simpson,
Assistant Directors
Linda Strahm and Betty Wiegner, Counselors
Financial aid in the form of scholarships, grants,
loans, and employment is available at the
University of Oregon to eligible students who
need assistance to attend school. The Office of
Student Financial Aid provides counseling and
information services to students and parents,
and it administers a comprehensive program of
financial assistance. Financial aid counselors
are available on adropcin basis and by appoint-
ment. Office hours are 8:00 a.m. to 5:00 p.m.,
Monday through Friday.
Attendance Costs
The following information is provided to help
students estimate the total cost of attending the
University of Oregon.
Budgets established for financial aid purposes
are based on average expenses, except for
tuition and fees. Some students have higher
costs in one category or another. Forexample,
students in the School of ArChitecture and Allied
Arts, some of the science departments, and the
School of Music have expenses ranging from
$30.00 to $300 per year for equipment, supplies,
Student
Financial Aid
Financial Aid 23
,;f'
",,_, f
necessary documents are filed, the financial aid
package will be revised to include the actual
amount of the Pell Grant.
The Office of Student Financial Aid will deter-
mine the student's eligibility for, and the amount
of assistance the student may receive from, the
Perkins National Direct Student Loan, the
Guaranteed Student Loan, the Supplemental
Educational Opportunity Grant, and College
Work-Study programs.
A student may not receive assistance from the
,.' Pell Grant, Perkins National Direct Student
. Loan, Supplemental Educational Opportunity
Grant, College Work-Study Program, State
Need Grant or Cash Award, Guaranteed
Student Loan, Supplemental Loan for Students,
.~or Parent Loan for Undergraduate Students if:
'" , 1. The student is in default on any loan made
from the National Direct Student Loan
Program or on a loan made, insured, or
'guaranteed under the Guaranteed Student
Loan, Supplemental Loan for Students, or
Parent Loan for Undergraduate Students
programs for attendance at any institution.
2. The student owes a refund on grants
previously received for attendance at any
institution under Pell Grant, Supplemental
Educational Opportunity Grant, or State
Need Grant or Cash Award programs.
Financial aid offers are made in accordance
with federal regulations and University policies
as described below.
Perkins National Direct Student Loan (NDSL).
The amount is determined by a financial aid
counselor and based on the student's financial
aid eligibility. The maximums are $4,500 for the
first two years and $9,000 total for under-
graduate study.
Supplemental Educational Opportunity
Grant (SEOG). The student's total grant aid
(pell Grant, State Need Grant or Cash Award,
in addition to the Supplemental Educational
Opportunity Grant) must not exceed a certain
percentage of the financial aid eligibility.
The student's remaining eligibility will be met
from the Perkins National Direct Student Loan,
College Work-Study, and Guaranteed Student
Loan programs. Expected student earnings
above the minimum contribution of $900 will be
used in place of the Guaranteed Student Loan.
College Work-Study Program (CWSP). The
minimum and maximum amounts are estab-
lished each year..
Guaranteed Student Loan (GSL). A suggested
amount may be included in the financial aid
package. The maximum amount is $2,625 a
year for the first two years of undergraduate
study; $4,000a year for the remaining years of
undergradu~te study, up to a total of $17,250.
Graduate Students
The Office of Student Financial Aid will deter- .
• mine eligibility and the amount of assista.nce
that may be received from the Perkins NatiOnal
. Direct Student Loan, Guaranteed Student Loan,
and the College Work-Study programs. Offe'rs
are made in accordancewith federal regulations
and certain University policies, as follows:
Perkins National Direct Student Loan (NDSL).
The mClximumamount is established each year.
expenses, whichever is larger. This standard
is for a dependent student living at home
during the summer and not attending
summer session.
Financial Aid Packages
After the student's financial aid eligibility has
been established, the financial aid counselor
determines the award, e.g., financial aid
package, based on the aid programs for which
the student is eligible. The Office of Student
Financial Aid attempts to meet each student's
financial aid eligibility. When that becomes
impossible because of limited funds, students
are advised of other sources of financial aid.
Undergraduates
Pell Grants, University scholarships that.are not
from an academic department, and State Need
Grants or Cash Awards are considered to be
part of th.e student's financial aid package,
although the Office of Student Financiai Aid
does not determine eligibility for these pro-
grams. ,. .
If it appears from the Financial Aid Form that a
student is eligible for a Pell Grant but has not
submitted a Student Aid Report to the Office of
Student Financial Aid, an estimate of the amount
of the Pell Grant will be included in the offer.
When the Student Aid Report and any other
2. For independent students not attending
summer session, the expected contribution
is a percentage of earnings minus taxes and .
a summer living allowance, or a minimum of
~ $300 per term, whichever is larger. The living
'" allowance is the standard budget amount for
meals, housing, personal expenses, and
dependent children, ifany.
3. Foreither"dependent or independent
students attending summer session full time,
the anticipated contribution is a percentage
of earnings minus taxes, or a minimum of
::1>$300 per term, whichever is larger.
4. AlsO considered resources are such direct
payments as socis,l. seCl,(rtW-benefits,
veterans' benefits, and welfare; scholar-
ships, grants, and loans from other sources;
tuition waivers; graduate teaching fellow-
ships; in-kind value of services in exchange.
for food and housing.
Spouse's Contribution. For the 1987-88
academic year, the expected contribution fromA~ses~i!1Q .Financial a spouse who is not attending school is based
Aid Eligibility on resources earned and received during
The University uses the College Scholarship summer 1987 and through the end of the
Service's formula to determine what may be -':::::>foIiOWin9aSprin~ term. These ~esources include
reasonable contribution from the student and- r a percentage f ~mrllngs minus taxes and a
family toward the cost of the student's educa- summer living allowance if the student spouse
tion. This system, approved by the federal . is not attending summer school, or a minimum
government as a uniform method of evaluating of one-half the appropriate bUdget amount for
a family's ability to meet educational expenses, meals, housing, and miscellaneous personal
assures that students receive consistent and expenses.
equitable treatment. Financial aid counselors Parents' Contribution. Parental contributions
review unique circumstances on an individual for the 1987-88 academic year are based on
basis. parents' income and assets fOr 1986.Taken into
Financial aid eligibility is determined by sub- oonsideration in estimating the appropriate
tracting the student's resources from the cost financial assistance from pare.nts are such
of education. Student resources include allowances as taxes, unusual medical and
parents' contribution, if any, the student's own dental expenses, employment expenses for a
contribution, the contribution of a spouse not single parent Or two working parents, and
attending school, and other sources of financial minimum maintenance costs based on the
assistance. number of family members. The number of
If a student is married and both husband and dependents in college is also considered ..
wife are attending the University, estimates of
contributions will be adjusted accordingly.
If the student and spouse are attending different
schools, a single student budget will be used
in the estimations; however, in certain circum-
stances, a contribution from the spouse may be
expected.
Thevarious kinds offinancial contributions to a
student's educational support may be sum-
marized as follows:
Student Contribution. The student's antici-
pated contribution for living and educational
expenses for the 1987-88 academic year is
based on (a) resources earned during summer
1987 and through the end of the following spring
term and (p) a percentage of any assets. The
calculations do not include College Work-Study
funds earned while attending school. These
earned resources include the following:
.,:::).. A minimum of $300 per term, or a percentag.e
;;J of earnings minus taxes and the standard
budgetamount for miscellaneous personal
which the student is applying. To meet this.
deadline, the FAF must be received by the
~Ollege Scholarship Service no later than.r _ebruary 16.
Eligibility
Financial aid eligibility for any student is the
difference between the cost of education at the
University of Oregon and the anticipated
financial contribution of the student's family (a
contribution from the student and parents if the
student is a dependent; a contribution from
student and spouse if student is married).
Students (and their families, if appropriate) are
expected to bear the primary responsibility for
meeting educational costs. However, when a
student's resou rces are less than the cost of
education, every effort will be made by the
University to meet the difference with financial
aid. The contribution from the student (and
either parents or spouse when appropriate) is
considered a part of resources in the computa-
tion of eligibility for aid. If a student does not
have this resource, an appointment should be
made to discuss this financial situation with a
financial aid counselor.
24 Financial Aid
Carl D. Perkins National Direct
Student Loan (NDSL)
The Perkins National Direct Student Loan
program provides long-term, low-interest loans
to eligible students who are admitted and
enrolled in good standing at least halt time.
The amount a student may borrow is determined
by a financial aid counselor and based on the
student's financial aid eligibility. The maXimum
that may be loaned is $4,500 for the first two
years of undergraduate study, $9,000 for
undergraduate study, $18,000 combined total
for both undergraduate and graduate study.
Repayment of a Perkins NDSL begins six
months (nine months for new borrowers) after
the student ceases to be enrolled at least half
time. The minimum repayment is $30.00 a
month, $90.00 a term because the University
bills quarterly throughout the year. The
maximum repayment period is 10 years.
However, the actual amount of payments and
the length of the repayment period depend
upon the size of the debt. Interest on loans
made on or after October 1, 1981, is charged
during the repayment period at the rate of 5
percent a year on the unpaid balance.
Repayment of a Perkins NDSL that is not
delinquent Or in default may be deferred if a
borrower is enrolled at least half time in an
. eligible institution. An NDSL made on or
.after October 1, 1981, may be deferred for no
more than th ree years for any of the following
borrowers:
1. A member of the U.S. Armed Forces or an
officer'in the U.S. Public Health Service
Commissioned Corps or a,person on active
duty in the National Oceanic and Atmo-
spheric Administration Corps
2. A full-time volunteer in the Peace Corps or
a service determined by federal regulation
to be comparable to service in the Peace
Corps or under the Domestic Volunteer
Service Act
3. A borrower who is temporarily totally dis-
abled or unable to secure employment
because it is necessary to provide care for
a dependent who is temporarily totally
disabled
The Perkins NDSL may be deferred for no more
than two years if the borrower is serving an
internship required to begin professional
service or practice.
The Perkins NDSL may be deferred up to six
months for parental leave and up to 12 months
for mothers with preschool-age chiidren who
are just entering or reentering the work force
and who earn no more than $1.00 an hOur above
the minimum wage.
Repayment ota Perkins NDSL may be canceled
if the borrower Is teaching full time in designated
low-income schools or teaching handicapped
children full time in a public or other nonprofit
elementary or secondary school, if the borrower
is a member ofthe United States Armed Forces
in an area of hostilities or a member of the Peace
Corps (effective July 1, 1987, for new borrow-
ers), if the borrower has a permanent and total
disability, or if the borrower dies.
Note: Public Law 95-598 generally prohibits
student-loan borrowers from the routine dis-
charge of their debts by declaring bankruptcy
within five years after the repayment period
begins.
.J:\
the College Work-Study Program, the National
Direct Student Loan, the Guaranteed Student
Loan, the Supplemental Loan for Students, the
Parent Loan for Undergraduate Students, and
the State Need Grant and Cash Award, all of
which are described below.
College Work-Study
Program (CWSP)
The College Work-Study Program provides jobs
for students who qualify for financial aid and are
enrolled in good standing at least half time
(6 credits a term).
The amount a student may earn is determined
'
by eligibility for aid. Students earn an hourly
wage based onthe kind of work and their skills
>
.and expe,rience. Students may work a maxim.u.m.
of 20 hours a week while school is in session.
Campus offices and off-campus agencies that
are nonprofit and perform services in the public
interest list available jobs with the Work-Study
Placement Office, 1511 Agate Street. Funds are
deposited with the University by the federal
government to pay a portion of the student
wages; the remainder is paid by the employer.
Financial Aid Programs
To be eligible for certain financial aid programs
that are dependent upon federal or state
funding, the student must be a citizen of the
United States or in the United States for other
than a temporary purpose and with the intention
of becoming a permanent resident. Under
certain circumstances, students who are
citizens of the Marshall Islands or the Federated
States of Micronesia may continue receiving
suCh financial aid for a limited time. This is an
eligibility standard for the Pell Grant, the
Supplemental Educational Opportunity Grant,
The maximum for both undergraduate and
graduate loans combined is $18,000.
College Work-Study Program (CWSP).
The minimum and maximum amounts are
established each year.
Guaranteed Student Loan (GSL). A suggested
amount may be included in the financial aid Pell Grant Program
package. The maximum amount is $7,500 a Thisprogramprovidesgrants(fundsthatdonot •
year; $54,750 combined total for undergraduate require repayment) to eligible undergraduates.
and graduate study. To be eligible for a Pell Grant, a student must
Note: Federal and state regulations are.s~bject ~e admitted to the University and enrolled in
to change and may affect current policies and ~ood standing for a minimumof ~ grerljtsdtft{ij),
procedures. (half time).
Not"lf"lcat"lon of The award amount for any student is determinedby the student's aid index and allowableFinancial Aid >educational expenses. The grant is reduced ','
'proportionately if the student is enrolled less
~Notifications offinancial aid eligibility are mailed than full time L1.2 credits a term).
between April 15 and May 1to all students who . . ....
have supplied the necessary information tothe ThePell.Grant Program ~etermlnes ell,g.lbllity on
Office' of Student Financial Aid on or before the baSIS of the student s or parents Income
~March 1. Notifications are mailed during the and assets. The University disburses the money.
summer to all students who have supplied the To apply for a Pell Grant in addition to other
necessary information between March 2 and federal aid, students must use the Financial Aid
>July 31, Notifications to students may be Form. Under certain circumstances a Special
delayed pending notice of appropriations from Condition Application may be used to apply for
the federal government. a Pell Grant. Use of this form may be appropriate
If aid is offered and accepted, the student (and ifthe ~tudent'sor the student's family's financial
spouse, if married) and the student's parents (if situation has cha~ged fo~ the worse beca~se
applicable) may be asked to provide the Office of death: separation or dlvor,ce, orlos~ of Job
of Student Financial Aid with documents, such or benefits.
as tax forms, to verify the information on the Applications are available in the Office of
application. Student Financial Aid. Students are sent a
To student applicants who are not eligible, a Stu~ent Aid Report from the Pell Gr.a~t Program
letter is sent suggesting other sources offunds. statl~g whether or n?t. they are eligible. To
If aid funds are depleted and assistance is receive the grant, eligible stude~ts must send
no longer possible, applicants are notified by all three page~ of the Student Aid Repo~ and
mail and informed of alternative sources of any other reqUIred documents to the Office of
assistance. Student Financial Aid.
Students should read the Offer of Financial Supplemental Educational
Assistance and the instructions carefully. Opportunity Grant (SEOG)
Acceptance must be returned to the Office of Supplemental grants, which need not be
Student Financial Aid by the date specified on repaid, are for undergraduates with exceptional
the document or the offer is canceled. need. To be eligible, a student must be admitted
An explanation of revision and appeal policies tothe University and enrolled in good standing
and procedures is included with the Offer of :>at least half time (6 credits a term). The Iimita-
Financial Assistance. The federal regulations tions on an SEOG are a minimum of $100 per
covering financial aid programs, the explanation academic year and a maximum of $2,000 per
of the College Scholarship Service's method of academic year. .
determining student and family contributions, SEOG funds are given to the University by
and the University policies and procedures for the federal government to award to eligible
offering financiai aid are available in the Office students.
of Student Financial Aid. Students are welcome
to review them at anytime during office hours.
Students may make an appointment to discuss
with a counselor either eligibility or financial aid
offers, or both, by calling theOffice of Student
Financial Aid at (503) 686-3221.
study under an eligible rehabilitation training
program for disabled individuals. Further
information should be obtained from the lender
about deferment for
1. Active duty in the United Stales Armed
Forces or National Oceanic and Atmospheric
Administration Corps
2. Volunteer service in the Peace Corps. VISTA,
ACTION, or a comparable tax-exempt
organization
.3. Full-time teaching inateacher shortage area:,'
4. Temporary disability
5. Duty as an officer in the Commissioned
Corps of the U,S. Public Health Service
6. Receiving limited earnings because of
maternal care for preschool-age children
7. Parental leave
A Supplemental or PLUS loan is canceled if the
borrower(and the borrower's cosigner)dies or ".1'
becomes totally and permanently disabled.
To apply for a Supplemental or PLUS loan:
Applications for the Oregon Supplemental Loan
for Students and Parent Loan for Underg raduate
Students are available in the Office of.Student
Financial Aid; addresses for obtaining forms for
other state supplemental and parent loan
programs are also available in that office. In
addition, the University requires completion of '.
a separate supplemental form. BOrrowers are
assessed a finance charge for each application.
Allow four to six weeks for processing these
loans.
Money available for Perkins NDSLs is deposited
with the University by the federal government
and collected from former University borrowers
to loan to eligible students. Disbursement,
repayment, deferment, and cancellation are
transacted with the Office of Business Affairs.
Guaranteed Student Loans (GSL)
Fed.eral and state Guaranteed Student Loan
programs make funds available through an
eligible lending institution, usually in the stu-
dent's state of legal residence. Students must
demonstrate need to qualify for a GSL. All
applicants must complete a Financial Aid Form
and the University of Oregon GSL supplemental
information form in addition to the GSL
application. Students must be enrolled in good
standing at least half time or have been ac-
cepted for admission.
The University and the lending institution
determine the amount the student may borrOw.
The maximums are $2,625 an academic year
forthe first two years, $4.000 an academic year
forthe remaining years of undergraduate study,
up to a total of $17,250; $7,500 an academic
year for graduates. $54,750 combined total for
both undergraduate and graduate study.
Repayment begins six months following gradu-
ation or termination of at least half-time enroll-
ment, and the interest is 8 percent a year on
the unpaid balance for new borrowers or 9
percent a year for returning borrowers. For
students who have outstanding loans made
prior to January 1. 1981. the grace period
continues to be nine months and the interest
rate 7 percent a year. For loans made on or
after October 1, 1981, the minimum monthly
payment is $50.00. For outstanding loans made
prior to that date the minimum monthly payment
is $30.00. The maximum repayment period is
10 years. However, the actual amount of
payments and the length of the repayment
period depend upon the size of the debt and
the arrangements with the lender. The federal
government pays the interest until repayment
begins. Borrowers ate assessed a 5 percent
origination fee. to offset a portion of the federal
interest contribution, in addition toa finance
charge for each loan and extension.
Deferring Repayment. Repayment of a GSL
that is not in default may be deferred if the
borrower is enrolled full time at an eligible
institution. Further information should be
obtained from the lender about deferment for
1. Active duty in the United States Armed
Forces or U.S. Public Health Service
2. Volunteer service in the Peace Corps or
comparable programs as designated by the
Title I Domestic Volunteer Service Act of 1973
3. Active duty in the National Oceanic and
Atmospheric Administration Corps
4. Teaching full time in a public or private
elementary or secondary school in a teacher
shortage area
5. Mothers who have preschool-age children,
are just entering or reentering the work force,
and do not earn more than $1.00 an hour
above the minimum wage
6. Parental leave
The lender should also be consulted about
Financial Aid 25
deferment during a period when the borrower
is temporarily totally disabled, is unemployed,
or must care for a dependent who is temporarily
totally disabled.
A GSL is canceled if the borrower dies or is
totally and permanently disabled.
Applications for the Oregon Guaranteed
Student Loan program are available in the
Office of Student Financial Aid; addresses for
obtaining forms for other state loan programs
are also available in that office.
To apply for a GSL:
1. Complete the appropriate application.
2. Complete the Financial Aid Form (FAF) and
send it with the correct fee to the College
Scholarship Service. Request that the
University of Oregon receive a cppy.
3. Transfer students must supply financial aid
records from all other postsecondary
schools they have attended at least half time.
The forms, available at any financial aid'
office, must be completed in part by the
student and sent to each school previously
attended. The record is completed in that
school's financial aid offiCe and returned to
the University.
4. Submit the application and information form
to the Office of Student Financial Aid.
5. Provide additional documents. such as
income tax forms. as requested.
6. After the Office of Student Financial Aid has
completed the school section a/the applica-
tion form, the student takes it to the appro-
priate lending institution for final approval. State of Oregon Cash'
Allow four to 12 weeks for processing these Awards and Need Grants
loans. Cash Awards are made to resident under-
Supplemental Loan for Students graduates who demonstrate high potential for
and Parent Loan for Under- academic success based on high school grade
point averages and scores on either the
graduate Students (PLUS) Scholastic Aptitude Test or the American
These federal and state programs provide loans College Test and who are also eligible for
through eligible lending institutions to indepen- financial aid. The award amount for the 1987-88
dent students and to parents of dependent academic year is $756:
undergraduate students. Students must be Need Grants areawarded to eligible under-
enrolled at least half time and be in good graduate Oregon residents who have also
standing or have been accepted for admission. applied for Pell Grants. Grant amounts for the
Independent students and parents of depen- 1987-88 academic year range from $294 to-
dent undergraduate students may borrow a $810. .
ma~imum of $4,000 a year or the school's ACashAward oraNeed Grant may be renewed
~stlm~ted Gost of attendance, les~ any other for 12 terms if the student applies each year,
financial aid the student may receive, for an demonstrates financial need, is enrolled full
aggregate total of $20,000. I time (12 credits a term), satisfactorily completes
The interest on the loans is variable, based on a minimum of 36 credits per academic year.
the one-year Treasury Bill rate plus 3.75 and does not have a bachelor's degree, ACash
percent, not to exceed 12 percent per annum, Award or Need Grant may be transferred to
with the first payment to be made within 60 days other eligible institutions inOregon.
of the date of disbursement. The borrower is To apply for a Need Grant
allowed at least five, but no more than 10, years or a Cash Award:
to repay and must meet the federal minimum of . . . .$600 a year. However, the actual amount of 1. ~omplete a FI~anclal Aid Form and submit
payments and length of repayment period It With the required fee to the College
depend upon the size of the debt and arrange- Scholarship Service.
ments with the lender. 2. Include on the form the instruction that the
These loans may be used to replace expected Ore~onState Scholarship Commission is to
family contributions required in determining receive a copy. .
eligibility for other financial aid programs. 3. Mark the box indicating that information is to
Deferring Repayment. Studentborrowers may,," be sent to t~e ~.S. Department of ~d.u~~tion
qualify for deferments of principal repayment /:t.,"' for determination of Pell Grant eligibility.
for periods.when the student borrower is in The State Scholarship Commission determines
full-time study at a school participating in the eligibility and notifies the student and the
program, is studying under an eligible graduate
fellowship program, or is taking courses of
26 Scholarships
University. The funds, which are provided by
the state and federal governments, are
disbursed by the University.
Academic Progress
Students receiving financial aid are reql)ired to
maintain satisfactory academic progress
toward the completion of their degree programs
within a reasonable period of time as estab-
lished by the University. A full-time under-
~graduatestudent must complete satis.factorilyminimum of 12 credits a term. A full-timegraduate student must complete satisfactorily
a minimum of 9 credits a term (or semester, for
a law student).
Students may receive financial assistance as
undergraduates only as long as the cumulative
number of credits attained, including any
transfer credits, is less than the number normally
~required for the completion of the bachelor's
rdegree(186 cred its for fou r-year prog rams, 220
or 231 credits for five-year programs). Students
wanting consideration for assistance beyond
this limit must file a petition with the Office of
Student Financial Aid.
Information concerning monitoring academic
progress and handling any deficiencies is
provided to each student who is offered
financial assistance from federal and state
. programs.
Scholarships
Scholarships Awarded
by a Department or School
Undergraduate and graduate students who
have selected a major field of study should
consult the appropriate school or department
about possible scholarships and application
procedures and requirements.
Graduate assistantships and fellowships, which
include a tuition waiver and a monthly stipend,
are offered to outstanding graduate students by
many departments. The College of Arts and
Sciences annually solicits and screens appli-
cants for Rhodes, Marshall, and Mellon
graduate fellowships.
Scholarships Awarded
through the Office
of Student Financial Aid
This is a group of University,wide scholarships
not attached to a particular department or
school. All of these scholarships require
academic achievement (merit), and most
require financial need. Less money is available
for merit-only scholarships than for need-based
scholarships. All scholarshipsadrninistered by
the Office of Student Financial Aid are governed
by the University Scholarship COmmittee,
whose members are faculty and students. This
committee reviews and formulates policies and
evaluates the applicant's academic qualifica-
tions; the Office of Student Financial Aid
determines the student's financial eligibility.
A single application form is used for all the
scholarships in this group. Application and
recommendation forms are available in the
Office of Student Financial Aid. The deadline
for submitting a scholarship application and
other necessary documents is February 16.
The University's policy when awarding financial
assistance is to refrain from any discrimination
on the basis of race, sex, religion, handicap,
age, national origin, or veteran or marital status.
The University acknowledges the existence of
some sex-restricted scholarships established
through wills and trusts. Many of the scholar-
ships were created before the advent otTitle IX
regulations. Students are selected for scholar-
ship awards on the basis of criteria other than
sex. After a student has been identified as a
potential recipient, the University Scholarship
Committee awards scholarships from both
sex-restrictive and nonrestrictive sources. If not
enough scholarship monies. are available
through nonrestrictive sources for members of
one sex, the University is required either to
obtain funds from other sources or to limit
awards from the sex-restricted sources.
Presidential Scholarships
In 1983 the University establishedlhe Presiden-
tial Scholarship Program to recognize and
reward outstanding Oregon high school
graduates. Candidates are nominated by their
high school principals and counselors and
invited to apply for the scholarships. The
University Scholarphip Committee selects
candidates to receive $1,000 scholarships for
each of their four years at the University.
Selection is based on academic achievement
and leadership. To retain the scholarships for
fouryears, recipients are expected to maintain
a high level of academic performance at the
University. .
National Merit Scholarships
The University of Oregon is the only public
institution in Oregon that sponsors the National
Merit Scholarship program. Several four-year
scholarships ranging from $500 to $2,000 per
aca~emic year are awarded. Interested high
school students should consult theirhigti school
counselors and arrange to take the Preliminary
Scholastic Aptitude Test/National Merit Scholar-
ship QualificationsTest (PSAT/NMSQT) intheir
junior year. This test is usually offered during
October.
UO Loan Fund
The University of Oregon ~oan Fund has been
established through donations and bequests
for the purpose of aiding University of Oregon
students in continuing their education. Informa-
tion on available funds and questions about
applications shouldbe directed to the Office of
Student Financial Aid. Loans are not disbursed
" between terms.
Each year the Fund has increased from interest
on loans or investments oLavailable cash. On
June 30, 1986, the total Loan Fund balance was
$1,182,688. The Fund is composed oftwo basic
categories, short-term and long-term loans.
Short-Term'Loans
Under the Short~Term Loan Program, a
maximum amount of $200 may be borrowed for
30 to 90 days. A small service charge is
assessed on the loans.
Borrowers must meet the following eligibility
requirements:
~ 1. Enrolled at least half time (6 credits, under-
graduate; 5 credits, graduate)
2. No more than one outstanding short-term
loan
3. No current or past delinquent University
accounts
4. No more than one previous short-term loan
during the academic year
A late charge is assessed if payment is not
made by the due date. Interest at 1 percent a
month accrues on the unpaid balance, begin-
ning six months after the due date.
Long-Term Loans
The University Long-Term Loan Program
provides loans with graduated borrowing limits:
$500 for freshmen and sophomores, $1,000 for
juniors and seniors, and $1,200 for graduate
students. Two cosigners with good credit
references are required. University of Oregon
faculty menibers, staff members, and students
are not eligible to cosign. The maximum amount
borrowed may not exceed $1,200.
Interest accrues at the rate of 5 percent annually
on the unpaid principal balance during at least
half-time enrollment. The interest accrues at
7 percent annually on'the unpaid principal when
the borrower terminates enrollment at the
University. A late charge of $5.00 is assessed
on each installment not paid by the due date.
A $10.00 service charge is assessed.
Loans are repayable in 24 equal monthly
installments, and the initial payment is due the
first day of the fou rth month after the borrower
terminates enrollment. Terms of the University
Long-Term Loan Program are subject to
change.
Available Loans
Donations and bequests have been made for
use as loans to students; special restrictions
apply in some instances. Information on anyof
the listed funds is available in the Office of
Student Financial Aid.
Unrestricted Funds
Unrestricted funds are considered within the
general Loan Fund and are disbursed accord-
ing to the policies described above. The
unrestricted fund balance on June 30, 1986,
was $890,882.
Alice Wrisley and Adelaide Church
A. P. McKinley Student Loan Fund
Associated Women Students
Benjamin Reed Estate
Bruce and Emma Brundage Short-Term Loan
Carson IV 1967-68
Catherine C.Fleming Fund
Charles A. Howard
Charles C. Rikhoff, Jr. StUdent Loan Fund
Class of 1911
Class of 1931
Class of 1932
Class of 1933
Class of 1934
Class of 1940 Endowment
Class of 1941 Endowment Fund
Class of 1942 Endowment Fund
David Turtledove Memorial
Day Churchman Memorial Student Loan Fund
Dean's Discretionary Fund
Disadvantaged Student Fund
Elizabeth Dudley Whitten Memorial
Eugene Fortnightly ClUb
Eugene Women's Choral Club Loan Fund
Eulalie Crosby Barnett Loan Fund
George C. Widmer Fund
Ida Lakin Bear Estate
Ida Stauffer Bequest
J. A. Murray Bequest
Joseph and George Widmer Fund
Lane Trust Loan Fund
Leullia Potts Estate
Lucille Gunderson Memorial Student Loan Fund
Student Employment 27
Thomas Robert Trust. Loans to students not to
exceed $200, with annual payments of 4 percent
interest. Notes are due on or before five years from
date issued.
University of Oregon Orchestra Loan Fund. Loans
for payment of music fees; If no music fees, the
purpose of loan fund is determined by the dean olthe
School·of Music.
University of Oregon School of Law. Advance to
United Student Aid Fund, which provides additional
loan funds at a ratio of 12.5 to one. Interest rate is
7 percent. Arrangements for repayment must be made
within three months after graduation. First monthly
;, payment is due on the first day olthe eleventh month
after leaving school.
Student Employment
Two-thirds of University of Oregon students are
employed in part-time work. The information
that follows is intended to help students looking
for employment either on campus or in the
community. The College Work-Study Program
is not included here because it is limited to those
students who have applied for financial aid and
have been awarded work-study certification
based on their financial aid eligibility.
The Job Location and Development Program
, locates and develops part-time, temporary
,. positions for University students. The office is
at 1511 Agate Street; telephone (503) 686-3214.
To obtain job referral inform~tion or make an
appointment to discusS specific job interests,
students must show verification of University of
Oregon admission or enrollment and complete
a Student Employment Registration card.
The Student Employment Office, which is a
/ part of the Oregon State Employment Division,
helps University students, their spouses, and
dependents find part-time work. No fee is
charged. Students who want employment
should visit this office upon arrival at the
University and after determining class
schedules. Openings are usually available in
child care, gardening, restaurant work, and
typing. Most other part-time jobs fluctuate with
the general employment situation in the Eugene
area. Address of the office is 1511 Agate Street;
telephone (503) 686-3239.
Residence Halls. Food service and resident
assistant positions for both men and women are
available in the residence halls. Residence hall
students are given priority for these positions.
Students interested in part-time food service
positions should consult residence hall food
supervisors upon arrival on campus.
The resident assistant positions, for both men
and women, provide room and board in
exchange for residence hall counseling and
administrative responsibilities. Appointments
are generally made by the end of April for the
following school year. Students wanting these
positions should apply directly to University
Housing, Walton Hall.
Student Union. Various.jobs, including food
service, are available in the Erb Memorial Union
(EMU). Inquiries should be sent to the personnel
clerk, Erb Memorial Union. .
Physical Plant. Students, both women and
men, who want custodial or grounds mainte-
nance work should inquire at the Student
Employment Office, University of Oregon.
Instruction and Research. Advanced students
who want to be considered for positions as
assistants in instruction and research should
apply to the heads of their departments. Grader
as majors in Architecture or in Fine and Applied Arts.
No cosigners are required. No ioan exceeds $200,
repayabie within one year from the date of issue, and
interestfree if paid in four months from the date issued.
After the first four-month period, the interest is 3
percent. Loans must be approved by the dean of the'
School of Architecture and Allied Arts.
Gamma Alpha Chi Fund. Short- or iong-term loans to
women majoring in' Journalism. The approval of the
dean of the School of Journalism is required.
Graduate Student Aid Fund. Loans of $200 maximum
for graduate students. Applications are made through
the Office of Student Financial Aid, and loans are
issued in accordance with University loan policy.
Harold and Mildred Bechtel Fund. Long- or short-term
loans to upper-division and graduate students;
Indian Student Loan Fund. Maximum loan is $50.00
for three months.
,f James Coyle Loan Fund. Loans of upto $2,000 for
·2 students from Wasco County, Oregon, for graduate
courses in engineering, law, or economics at Harvard
University or the University of California.
Jennie B. Harris Scholarship Loan Fund. Long- or
short-term loans to regularly enrolled women students.
Interest earnings are to be used for scholarships.
J. W. Walton Memorial Fund. Loans to be issued to
law students in accordance with regular loanpolicy.
Leroy Kerns Loan Fund. Loans to students in the
School of Architecture and Allied Arts (AAA). Applica-
tions require approval of AAA dean. Interest is 2
percent until graduation and 4 percent thereafter.
Lottie Lee Lamb Fund. Loans to be issued to women
in librarianship.
L. S. Cressman Loan Fund. Loans are noninterest
bearing and due four months from date issued. The
loans are available to Anthropology majors upon
approval olthe head of the Department of Anthropol-
ogy.
Luella Clay Carson Loan Fund. A general fund for
long- or short-term loans to women.
Mary E. McCornack Music Loan Fund. Regular
long-term loan fund for Music students preparing for
a life of religious work as singers and musicians.
Applications must be approved by the dean of the
Schooi of Music. Interest is 6 percent while a student
and 8 percent upon graduation.
Men's Emergency.Loan Fund of the Class of 1933.
Short-term loans to be issued to men oniy.
Minnie A. Morden Loan Fund. Loans to aid students
who have completed their first two years of pre-
medicine and who intend to specialize in internal
medicine. Loans issued in accordance with University
loan policy.
Miscellaneous Emergency. Loans not to exceed one
year; interest at the same rate as charged on long:term
student loans.
Oregon Journal Fund. Long-term loans for students
enrolied in the School of Journalism with a GPA of at
least 2.50. Borrowers are to be recommended by the
dean of the School of Journalism. No interest charges
while enrolled at the University of Oregon, and no
interestfortwo years after leaving the University. If any
portion of the loan remains unpaid two years after a
student leaves the University, the loan balance bears
interest at the regular student loan rate of 6 percent.
Oscar Brun Civil Engineering Fund. Long-term loan
funds for preengmeenng students progressing toward'
a civii engineenng degree. '
Panhelle'nic Emergency. Emergency loans to
sophomore. junior, or senior women not to exceed 60
days.
Phi Beta Alumnae Fund. Loans to students majoring
in Music, Rhetoric and Communication, or Theater Arts.
Phi Kappa Psi Gift. Loans for Phi Kappa Psi members
only with a GPA of 2.00 or better. Loans are due
September 1 of the foliowing year. Interest is 6 percent.
Ray Ellickson Memorial Fund. Loans are limited to
Physics students, graduate or undergraduate, to be
approved by the head of the Department of Physics.
Loans are for small amounts, $25.00-$50.00, for short
periods; University loan regulations apply.
Susan Campbell Fund. Loans not to exceed $500 to
upper-division students maintaining a 3.00 GPA.
Interest at the rate of 2 percent annually.
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 Memorjal Loan Fund
Rose M. Hollenbeck Loan Fund
Schroff Art Students
Selling Emergency Loan Fund
University of Oregon Foundation
University of Oregon Mothers Endowment Grant
and Loan Fund
Women's League Loan Fund
Restricted Funds
Funds with. special restrictions are described
below. The restricted fund balance on June 30,
1986, was $291,806.
American Association of University Women.
Emergency loans to women upon recommendation of
the Office of Academic Advising and Student Services,
subject to University regulations.
American Association of University Women
Regular Student Loan Fund. Loans to be issued to
women, subject to University loan rules and regula-
tions.
Arthur and Marian Rudd Journalism Fund. Reguiar
long-term loans are noninterest bearing during
enrollment and 6 percent annually after leaving the
University.
Charles Carpenter-Brice Busselle Loan Fund. Long-
or short-term loans to be issued to full-time law
students in accordance with University loan policy.
Requires approval of the assistant dean olthe School
of Law.
Chemistry Loan Fund. Loans are disbursed upon
recommendation of the head of the Department of
Chemistry with the concurrence of the director of
business affairs.
Class of 1896 Loan Fund. Loan preference is given
to lineal descendants of the Class of 1896. Loans may
also be given to other University students. Interest is
usually at 4 percent; trustees are sole judge of loan
terms. Loan eligibility in accordance with University
loan policy.
College of Business Administration. European
Exchange Program. Advance to United Student Aid
Fund, which provides additional loan funds at a ratio
of 12.5 to one. Interest rate is 7 percent. Arrangements
for repayment must be made within three months after
graduation. First monthiy payment is due on the first
day of the eieventh month after ieaving school.
Coos Bay-North Bend Rotary Scholarship Fund.
General fund available for short- or iong-term loans in
priority sequence of (1) 4-H scholarship students from
Coos Bay, North Bend, or Coos River; (2) other
students from Coos Bay, North Bend, or Coos River
high schools; and (3) any worthy student.
Dads' Club. Advance to United Student Aid Fund,
which provides additional loan funds at a ratio of 12.5
to one. Interest rate is 7 percent. Arrangements for
. repayment must be 'made within three months after
graduation. First monthly payment is due on the first
day of the eleventh month after leaving school.
Douglas and Myrtle Cossman Fund. Long- or
short-term loans SUbject to the University loan rules
and regulations. Interest earnings may be used for
scholarships.
Edith Kerns Chambers Scholarship Loan Fund.
Loans not to exceed $500 to upper-division students
maintaining a 3.00 GPA Interest at the rate of 2 percent
annually.
Eleanor Anderson Loan Fund. Noninterest-bearing
ioans approved by the Department of English and
disbursed in accordance with University loan policy.
Eugene Minerai Club. Loans limited to registered
Geology majors, $200 maximum. Applications must be
approved by the head of the Department of Geological
Sciences.
Foreign Student Fund. Loans to be issued to
internationai students in accordance with University
loan policy.
Fred and Elva Cuthbert Fund. Loans are to be issued
to married students in the fourth, fifth, or graduate year
28 Student Housing
Family Housing
University Apartments
University-owned apartment housing is avail-
able to married students with or without children
and to single students with children.
Westmoreland, three miles from campus,
consists of 408 one- and two-bedroom furnished
apartments. Rent is $115 and $144 a month
(subject to change) and includes water and
garbage-hauling service. The apartments have
electric heat and appliances. The grounds are
landscaped and maintained. There is city bus
service to campus. An elementary school and
shopping areas are nearby.
Amazon, an older complex within walking
distance of campus, has 246 unfurnished
two-bedroom apartments. Rent is $120 a month
(subject to change) and includes water and
garbage-hauling service.' Residents provide
stoves and refrigerators; rental appliances are
available from the University. Schools andparks
are nearby.
A $50.00 security deposit is required for
comply with the terms and conditions of
occupancy may lead to eviction.
Rooms are available only to those who agree
to room and board in a residence hall throughout
the entire school year (except summer session;
see below). However, while remaining in the
University, a student may be released from a
contract by providing a satisfactory replace-
ment or by the payment of $1.00 a day for the
remaining days in the school year; in either
case, the $50.00 deposit is forfeited. Students
who withdraw from the University are released
from their contracts.
Refund Policy. Charges for room and board
are made on a full-term basis. For students who
>
withdraw from the residence hall and the
University up to 10 days before the end of the
term, any unearned room and board payments
are refunded according to an established
schedule available at University Housing.
Board charges during an absence from Eugene
of 10 or more consecutive full days are refunded
at the rate of $2.00 a day.
Vacations. There is no food service during
vacation breaks. Students may remain in their
rooms during Thanksgiving vacation at no
charge. Students who stay on during Christmas
vacation and spring breaks may be moved to
one central unit and are charged an additional
fee (Christmas, $50.00; spring, $25.00; subject
to change).
Summer Session. Summer session students
may choose seven- or five-day board. A
contract for both room and board is required
for main campus residence halls. A contract for
room only is available at the University Inn.
During 'summer residence hall facilities are
available to married couples at the regular
double room and board rate for each person.
In addition, housing and food services are
available to workshop and conference groups.
Address inquiries to
University Housing
University of Oregon
Eugene OR 97403
washers and dryers, ironing boards; locked
storage space for luggage; pay phones and
phones for campus calls on each floor. Rooms
are furnished with bed linens and pillows,
carpeting, draperies, desk lamps, study chairs,
wastebaskets, and, in single rooms, lounge
chairs. Private phones and refrigerators are
available at an extra charge.
Residence Hall Costs
Student Housing
positions are also handled by the departments
or by individual instructors.
Community Employment
Students may be able to find jobs as apartment
managers and sales clerks. Employment also
is available in local restaurants and taverns.
There are a limited number of free-lance
engagements for musicians, actors, and other
entertainers. Students with the necessary skills
and equipment produce a wide variety of craft
items for sale at local markets, retail outlets, and
specialty shops, and at periodic outdoor events.
" These charges are payable either at the
~beginning of the term or in two installments, the
first at the beginning, the second at a fixed date
during the term. Payments become delinquent
after 10 calendar days. A late fine of $15.00 is
assessed for delinquent payments. If fees are
not paid within 15 days of the due date,
University eviction and collection procedures
Walton Hall are initiated.
Telephone (503) 686-4277
Marjory A. Ramey, Director Anticipated .residence hall rates' for 1987-88,
Fred Babcock, Food Service Director listed below, are subject to approval by the
Donald Moon lee, Associate Director Oregon State Board of Higher Education. Rates
Ronald l. Tendick, Business Manager may be increased during 1987-88 if costs
Richard Romm, Residence life Director exceed present estimates.
Suzanne M. Tamiesie, Family Housing Director MultipleRoom Single Room
and Board and Board
University of Oregon students may choose their ~ Fall $1,064 $1,382
own living arrangements from a variety of Winter . . . . . 711 972730Spring. . . . . 593
accommodations provided by the University Total $2,368 $3,075
and the community. Students liVing in the
residence halls and other University-owned The University Inn, at 1000 Patterson Street, of-
housing are expected to adhere to regulations fers additional services and private baths for
established by University Housing. In all living the following rates:
arrangements, the University expects students E~~~~~: E~~~:I~Y ~::,:
to conduct themselves with the same respect )F I $ $ $
for the comfort and property of others, the a I 1,382 1,796 1,886Winter . . . . . . . . . 923 1,199 1,259
payment of financial obligations, and the Spring. . . . . . . .. 770 999 1,049
general responsibility for order that is required Total $3,075 $3,994 $4,194
of all people living in the community. 'Included is a $4.00 hall charge each term for social
Th . f t' th t f II d 'b U' programs to be determined by the residents ine In orma Ion a a ows escn es nlver- each unit.
sity-owned housing and procedures for making
reservations. One section is devoted to private
rentals.
Residence Halls
Reservations,and Contracts
Reservation forms are available from University
Housing. Reservations should be made as soon
as possible, preferably with the application for
admission. A reservation may be made at a later
The University maintains six residence hall date, but the order in which room assignments
complexes, which house approximately 2,900 are made is determined by the dates applica-
students. The five main campus complexes are tions are received.
Bean, Carsor:l, Earl, Hamilton, and Walton. The
sixth, University Inn, is five blocks west of the The residence hall application form must be
campus. Most halls house freshmen and accompanied by a $50.00 deposit. Address
upper-division students together. Multiple inquiries to
rooms are available in all halls, including units University Housing
reserved for freshmen, upper-division, and University of Oregon
graduate students. A limited number of single Eugene OR 97403
rooms is ,available. Some living areas in the Cancellations. Cancellations of reservations
University Inn are sewe~ated. by s~x. Other )must be received in writing at University
complexes devote the liVing units entirely to o~e Housing no later than September 1for fall term,
sex or the other, and several halls have entire December 1 for winter term, or March 1 for
floors reserved alternately for men orforwomen. spring term. For cancellations that meet these
?pecial-int~rest hal!s hous~ students interested deadlines, $35.00 of the $50.00 deposit is
In ac~demlc pur~ult, creat~ve arts, ?ut~oor refunded; $15.00 of the deposit is retained as
purSUits, International studies, mUSIC, fitness, a processing fee. If notification of cancellation
and cross-cultural programs. is received after the deadlines, the entire $50.00
Residence Hall Facilities deposit is forfeited.
and Services Contracts. Residents are required to sign a
The residence halls provide 19 meals a week, contract-the terms and conditions of occu-
except during vacations. Common areas pancy-which explains rights, privileges, and
contain color television, table tennis, vending responsibilities of residence hall occupancy.
machines, computer terminals; basketball These terms are based on consideration for
standards, tennis courts; coin-operated . other residents, health and safety standards,
and compliance with established laws and the
University Code of Student Conduct. Failure to
Amazon and Westmoreland housing at the time
of assignment.
Eligibility. To be eligible for family housing,
students must be enrolled for a minimum of
'":>course work: graduate students, 9 credits;
/ undergraduates, 12 credits. Exceptions may be
requested by petition.
Those applicants with anet income low enough
to qualify for financial aid will be given special
consideration in assignment. All assignments
are made on the basis of class level, with
graduate students having the first priority and
undergraduates next priority. Date of applica-
tion is used to assign each priority classification.
Assignment is generally possible during the
school year.
Occupancy is restricted to members of an
immediate family, and the following maximums
are allowed in resident occupancy: one-
bedroom apartments allow two adults and one
child under the age of one year; two-bedroom
apartments allow two adults, two children over
the age of one year, and one child under the
age of one year,
East Campus Housing
The University also owns more than 100 houses
in a four-block area east of the campus. These
units are rented by University Housing to
~tudent families according to a lottery con-
~ucted each term. Pets are permitted in most
units. The rental contract is on a term basis and
currently includes a $70.00 security deposit.
All rental rates are subject to change by the
Oregon State Board of Higher Education; the
Board reserves the right to increase charges
during the 1987-88 year if actual expenses of
housing operations exCeed budgeted ex-
penses. Address inquiries to
University Housing
University of Oregon
Eugene OR 97403
Affiliated Housing
Fraternities and Sororities
Information about fraternities and sororities
affiliated with the University is available from the
Office of Student Development, 364 Oregon
Hall; telephone (503) 686-3216.
Fraternities and sororities are more than just a
housing option at the University of Oregon. They
are concerned with the cultural, social, and
academic growth of their members, as evi-
denced by programs that encourage interaction
with the faculty, community service, and
campus involvement. The small-group atmo-
sphere encourages cooperation among mem-
bers, providing living and learning opportunities
forthe individual The Greek-letter houses also
have functions such as formal get-togethers,
dances, philimthropic projects, parents'
weekends, Greek Week, and activities with
other fraternities and sororities.
The individually owned and operated houses
provide a comfortable and homelike atmo-
sphere at costs comparable to those charged
by residence halls. Meals are cooked and
served family style within each house. Quiet
sleep and study areas are maintained along
with living and recreational areas. Room and
board costs and social fees vary from house to
house, but yearly sorority costs average $2,300.
Fraternity costs average $2,200. In aqditic:m,
there are some one-time fees theiirst year.
Monthly or quarterly arrangements may be
made for payment.
Membership selection, known as "rush," which'
includes house visits, is scheduled during the
week before classes start in thefafl. This gives
new students a chance to get acquainted and
meet members of each of the fraternities and
sororities. Students. planning to participate in
rush should call or write the Interfraternity
Council (men) or Panhellenic Council (women),
in Suite 5, Erb Memorial Union; telephone (503)
686-3701 or -3888, or call the Office of Student
Development,(503) 686-3216. Students who do
not participate in fall rush may join a sorority or
fraternity at other times of the year through
informal rush,
Sororities at the University are Alpha 'chi
Omega, Alpha Omicron Pi, Alpha Phi, Chi
Omega, Delta Delta Delta, Delta Gamma, Delta
Zeta, Gamma Phi Beta, Kappa Alpha Theta,
Kappa Kappa Gamma, and Pi Beta Phi.
Active fraternities are Alpha Tau Omega, Beta
Theta Pi, Chi Psi, Delta Tau Delta, Delta Upsilon,
Kappa Sigma, Lambda Chi Alpha, Phi Delta
Theta, Phi Gamma Delta,Phi Kappa Psi, Sigma
Alpha Epsilon, SigmaChi, Sigma Nu, Sigma Phi
Epsilon, Tau Kappa Epsilon,and ThetaChi.
Off-Campus Private Housing
Through its free rent referral service, the
Associated Students of the University of Oregon
(ASUO) Off-Campus Housing office can help
students who are interested in renting a place
off campus. Listings of houses, duplexes,
apartments, studios, quads, rooms and room-
mates, and cooperatives are posted on bulletin
boards outside Suite 3 of the Erb Memorial
Union (EMU). In addition tothe referral service,
Off-Campus Housing has available, free of
charge, model rental agreements, inventory
and condition reports, Renter's Handbooks,
and a courtesy telephone. Following are a
variety of off-campus housing situations to
consider.
Houses and Duplexes. This type of hO<Jsing is
probably the most difficult to find, especially
near campus. Rents range from $300 to $600,
depending qn number of bedrooms and
proximity to campus.
Apartments. Apartments are abundant in the
Eugene-Springfield area. Many are located
close to campus; however, these normally have
higher rental rates than those in the outlying
areas. Following are average monthly rental
rates for area apartments: one-bedroom,
$200-275; two-bedroom, $275-400; and three-
bedroom, $375 or more.. Many of these apart-
ments require nine- to 12-month leases, refund-
able cleaning deposits or nonrefundable fees,
or security deposits. Many do not allow chlldren
or pets.
Studios and Quads. A studio is a single-room
apartment with private kitchen and bath
facilities. Rents for studio apartments range
from $175 to $275 a month. A quad is a single
sleeping room with kitchen facilities shared with
three other units. A quad may have either a
private or a shared bathroom. Rent ranges from
Off-Campus Housing 29
$159 to $280 a month during the academic
year, with reduced rates during the summer.
Rooms and Roommates. The most popular
style of off-campus living is shared housing.
Some students rent large apartments or houses,
and then rent out rooms or look for roommates.
There is also a large number of rooms available
in private homes. Shared housing costs any-
where from $110 to $250 a month. Usually,
enough choices are available that a student can
afford to be selective in finding a good housing
situation. .
Cooperatives. Although not University owned
or operated, cooperative houses offer an
inexpensive student living alternative because
each member shares in the household and
management duties. There are now six coopera-
tives:
The houses are Campbell Club, a coed house
at 1670 Alder Street, 683-3453: Chelsea House,
a coed Newman Center cooperative at 1306 E. "",~
18th Avenue, 343-7384 or -8094; Janet Smith
Cooperative House, a coed house at 1790Alder
Street, 683-3777; ParrTQwer, a coed residence
at 1648 Alder Street, 345-9163; Christus House,
a Christian coed living unit at1834 Potter Street,
687-0145; and the newly founded Bayit House,
a Jewish coed cooperative at 2266 Alder Street,
485-2851. All six are adjacent to the campus.
Students wanting further information about
individual cooperatives should write to the "
houses at the above addresses, Eugene OR
97403, or call a~ea Cbde(503) followed by the
appropriate telephone number listed above,
The Register-Guard, the Oregon Daily Emerald,
and the Springfield News carry classified
advertisements of rentals. The classifieds
should be checked daily because the best
places are rented quickly. Students may want
to call realtors directly to find out about their
rental units. Realtors' names, addresses, and
telephone numbers are listed with the Off-
Campus Housing office and in the yellow pages
of the Eugene-Springfield telephone directory.
When to Begin Looking. The best time to find
housing forfall·term is at the end of spring term,
especially if the student needs inexpensive
housing or has children or pets. If a student
plans to share ~ousing or live ina quad, it is
possible to Wait until September. Nevertheless,
it isa good idea to avoid the last-minute rush.
Landlord-Tenant Agreements. Off-Campus ..'
Housing helps students fill out inventory and- •.
condition reports, whicli detail the exact state
of the dwelling and contents when the tenant
moves both in and out. This report helps ensure
fair return of the deposit so that neither the
tenant nor the landlord feels cheated. Also
available is a handbook for renters and land-
lords that contains general information, as well . >
as explanations of the Oregon landlord-tenant
laws, advice to tenants, and model forms to start
a landlord-tenant relationship.
Inquire at theASUO Off-Campus HOUSing office
for further advice on deposits, written leases,
inventory and condition reports, or any problem
that may arise between student tenant and
landlord. For more information call the office at
(503) 686-3731, orstop by Suite3 onthe ground
floor of the EMU, or write to Off-Campus
Housing, Suite 3, Erb Memorial Union, University
of Oregon, EugeneOR 97403.
30
Academic and
Career Planning
Advising
The University of Oregon offers undergraduate
students a choice of more than 2,000 courses.
Qut of these courses highly individualistic
programs emerge, reflecting each student's
special interests, goals, and aspirations:
Translating these goals and interests into
courses, majors, and minors requires careful
panning. For this reason, all students are
required to seek the assistance of academic
> alvisersand may notcomplete their first term'sregistration without discussing options with an
a:Jviser.
TIle importance of program planning cannot be
<J/eremphasized. A sound academic program
l$ually shows growing intellectual maturation
IIId sharpening of focus. A poorly planned
~ogram demonstrates the lack of clear direc-
Ion and may appear to be only a collection of
ondomly assembled, unrelated courses.
he faculty adviser provides the student the
\ nlellectual framework in which intellige.nt
panning and decision making can be com- .
peted, so students are strongly urged to visit
lith advisers regularly. The University considers
rivising an extension of teaching and regards
ias a major responsibility of the fa9ulty. Time
Sset aside each term especially for advising.
IJlstudents with declared majors are assigned
bfaculty advisers within their departments. The
Office of Academic Advising and Student
!ervices coordinates advising of students who
lave not declared majors, classified as Arts and
~ciencespremajors, and of those interested in
iw and the health professions.
TIe Career Planning and Placement Service
iso serves as an important adjunct in the
~Ianning process.
General Principles in Program
Planning
)
1. To graduate in four years (12 terms),
students should average 15 or 16 credits per
term. In planning a term's studies, students
should anticipate that each credit taken
requires at least three hours each week for
class meetings and homework. A 15-credit
course load requires about 45 hours each
week.
> 2. Each term's schedule should be planned to
include the University Graduation Require-
ments for the Bachelor's Degree (see the
Registration and Academic Policies section
of this bulletin) and requirements of the
major. Major requirements are listed in this
catalog und~r the academic department
headings (see Contents). Students who
have not selectedtheir majors should spend
some time exploring possible majors.'
3. Students should read the course descrip-
tions in this bulletin and the notes in the Time
Schedule ofClasses, which indicate course
pre- or corequisites. Meeting prerequisites
for courses is the student's responsibility.
4. Many University majors and courses require
competence in mathematics. Mathematics
should be started in the freshman year.
5. A foreign language, whether required or
elective, also should be started in the
.freshman year if possible. Students planning
to study Clbroad on a foreign exchange
program during the SOPhomore or junior
year shouid 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 should discuss the program
with the assigned departmental faculty
adviser.
7. The Universityoffers several special options
for new students: Freshman Interest Groups,
Freshman Seminars, the Honors College,
and departmental orientation courses.
These options should be considered early
during the first year. Freshman Interest
Groups and Freshman Seminars are de-
scribed in the Academic Advising and
Student Services section of this bulletin. For
information about the Honors College, see
the section by that name.
8. It is sound planning to design a program that
combines courses demanding extensive
reading, daily exercises, laboratory work,
and lengthy papers. .
9. Planning might also include the use of
University resources for improving skills in
reading, computation, note taking, test
taking, and writing.
Academic Majors, Minors, and
Careers
All University of Oregon students must complete
an academic major to graduate. The major is
an opportunity to learn a subject in depth.
Faculty advisers in the respective departments
are the best sources of information on majors.
A Majors Guide is available for reading in the
Office of Academic Advising and Student
Services, 164 Oregon Hall, and in the Career
Planning and Placement Service, 244 Hendricks
Hall.
Minors are additional ways to focus studies
toward career and interest areas. Inquiries
about minors should be directed to specific
departments.
Establishing Goals
Students who are career oriented in a narrow
sense are often unaware of the distinctions
made among the terms employment, position,
vocation, occupation, and career. Resources in
the Office of Academic Advising and Student
Services and the Career Planning and Place-
ment Service, as well as the entire academic
experience at the University, are directed
toward providing students with an understand-
ing of these terms and their relation to educa-
tional planning.
A systematic approach to identifying educa-
tional and career goals and to selecting courses
and college activities is outlined in Focus Your .
Education. Free copies are available at the
Career Planning and Placement Service, 244
Hendricks Hall, and in the Office of Academic
Advising and Student Services, 164 Oregon
Hall.
Identifying a Career
Although the availability of immediate employ-
ment is important in choosing majors and
careers, it should not be the only consideration.
Students should determine if their strengths are
being used and developed in the major field
they have chosen and if their interests lie in that
field. Work is more satisfying when the skills
reqL!ired coincide with the talents of the worker.
Assistance indeten:nlning both strengths and
interests is available to students from a variety
of sources.
Enrolling in basic, introductory-level courses
provides students considerable information on~'
their performance and interests.
The Career Assessment Program uses tests
to Clarify interests, skills and abilities, work-
related values, and work environment prefer-
ences. A counselor helps interpret the results
recorded on a Career Fact Sheet. A fee is
assessed.
Career-Life Planning (CPSY 199), a Special
Studies course, helps students develop a
career plan based on assessment of interests,
values, and skills and application of various
psychological theories.
Gathering Career Information
Career information resources available to
students include:
Career Information Center, in the Career
Planning and Placement Service, with informa-
tion on more than 40,000 career areas or-
ganized for easy exploration.
Workshops and seminars, offered by the
Career Planning and Placement Service and by
the Office of Academic Advising and Student
Services, are for students in the exploratory
stages of planning or in the final stages of
preparation for work or graduate school.
Employer presentations are scheduled
throughout the year. Representatives describe
their company's organizational structure,
product or services, entry-level requirements,
and the characteristics sought in applicants.
These presentations are listed in the Oregon
Daily Emerald student newspaper.
Testing Career Decisions
Direct involvement in a career-related activity,
part-time job, class project; internship, or
practicum can be very useful. These experi-
ences improve skills, provide insights that allow
the translation of theory into practice, and
improve employment potential.
Calendar of Academic and Career Planning
Year in School Academic Planning
Academic and Career Planning 31
Career Planning
Complete writing, health, and at least half of group or
cluster requirements.
Decide on major by middle of sophomore year, seek
assistance as needed from Office of Academic Advising and
Student Services. Please note that some majors require more
than two and one-half years of planned study.
Consider some upper-division (300- and 400-level) course
work during sophomore year.
Pick up a free copy of Focus Your Education in 244
Hendricks Hall or 164 Oregon Hall.
Pick up transcript and progress report, prepared by Registrar's
Office, in major department (fall term, sophomores).
Pick up transcript and progress report, prepared by Registrar's
Office, in major department (fall term).
Consultwith departmental adviser on progress in 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 professional and
graduate programs (fall and spring terms).
Consider other postgraduate options such as FUibright grants
and Rotary scholarships.
Consider an academic minor or a double major.
Order a degree analysis from the Office of the Registrar, noting
upper-division credits and credits for the bachelor's degree
(spring term).
Pick up transcript and progress report, prepared by Registrar's
Office, in major department (fall term).
Consult with departmental adviser on progress in major (fall
term).
File for graduation during the second week of classes in the
term preceding the term of anticipated graduation.
Attend worksh'ops sponsored by the Office of Academic
Advising and Student Services on applying to professional and
graduate programs (fall and spring terms).
Obtain information about careers' through career planning
seminars, workshops, career alternatives ciass, and employer
presentations.
Discuss career options with major adviser and faCUlty.
Examine career information related to major by using career
information resources at Career Planning and Placement
Service.
Talk to family and friends about their professions and how they
entered them.
Enroll in Special Studies: Career/Life Planning (CPSY 199).
Apply for summer work related to your career goals (begin in
December).
Join curricular clubs.
Attend group presentations by companies to learn of entry-level
positions.
Attend Career Planning and Placement Service workshops or
register for Special Studies: College to Career-Job-Finding
Strategies (CPSY 199).
Arrange an internship or practicum through your major
department, Career Planning and Placement Service, or a
professional organization.
Interview individuals doing work of interest to you and
talk with your professors.
Begin developing job search, resume writing, and interview skills.
Apply for summer work related to your career goals.
Consider establishing a file of letters of recommendation to
support application forteaching employment orgraduate school
or both (begin in December).
Register for Special Studies: College to Career-Job-Finding
Strategies (CPSY 199) (fall or winter term).
Check with Career Planning and Piacement Service for current
job listings and campus interview scheduie.
Arrange interviews with organizations scheduled for Career
Planning and Placement Service visits.
Design and begin job search..
Internships and practica are·field-based
experiences required of some majors and may
be open to nonmajors a~ electives. Oppor-
tunities should be dis.cussed with an academic
adviser or with counselors at the Career
Planning and Placement Service.
Student organizations provide opportunities
to develop career-related experiences such as
interpersonal and organizational skills. There
are 200 student organizations on the University
campus to serve a variety of interests.
Part·time or summer work or volunteer
experiences also contribute to information
about possible careers and should be consid-
ered part of testing career decisions.
Placement Services
To further assist students in career planning,
the Career Planning and Placement Service
offers job listings; workshops on job search
strategies, resume writing, and interview skills;
employer interviews, directories, and recruiting
literature; and annual reports from a number of
firms.
32
33
College of
Arts and Sciences
work. It is essential, then, for a student to enroll
in such courses while previous course work in
mathematics or foreign languages is still fresh,
and before entering into more advanced
courses that assume mastery of mathematical
and verbal skills as a prerequisite.
With all this in mind, the College of Arts and
Sciences urges students, in close consultation
with their advisers, to develop academic
programs that maintain a balance .between
general preparation and more specific personal
career goals. Careful consideration is required
in choosing courses to satisfy the University's
general education group requirements and In
choosing those that satisfy the more specialized
requirements of the student's academic major.
A well-planned program does not meet those
requirements arbitrarily; it identifies the courses
that both satisfy requirements and address the
student's individual needs-career possibilities,
areas of academic strength and weakness. To
plan a meaningful program a student must ask
fundamental questions: "Who am I? Who do I
want to be?" Careful program planning begins
a process of discovery and development that
continues long after graduation.
Departments and Programs
The instructional departments of the College
include Anthropology, Biology, Chemistry,
Classics, Computer and Information Science,
East Asian Languages and Literatures,
Economics, English, Geography, Geological
Sciences, Germanic Languages and litera-
tures, History, Linguistics, Mathematics, Philos-
ophy, Physics, Political Science, Psychology,
Religious Studies, Romance Languages,
Russian, Sociology, and Speech.
The College supports numerous interdiscipli-
nary and special programs: American Studies,
Asian Studies, Australian Studies, Canadian
Studies, Cognitive Science, Comparative
Literature, Environmental Studies, Folklore and
Ethnic Studies, Humanities, International
Studies, General Science, Latin American
Studies, Medieval Studies, Neuroscience,
Peace Studies, Russian and East European
Studies, Statistics, and Women's Studies.
Preparatory programs for careers in dental
hygiene, dentistry, engineering, medical
technology, medicine, nuclear medical technol-
ogy, nursing, pharmacy, and veterinary
medicine are available through the sCience
departments of the College. For information
about these and other preparatory programs-
in law, library science, social work, and for the
Master of Business Administration-see the
Preparatory Programs section of this bulletin.
Western Interstate Commission for Higher
Education (WieHE) programs in physical and
occupational therapy, optometry, and podiatry
are also described in that section.
Minor programs have been developed in many
areas within the College. A student might profit
by fulfilling a minor in a discipline that comple-
114 Friendly Hall
Telephone (503) 686-3902
Donald R. Van Houten, Dean
Marianne S. Nicols, Associate Dean for
Fiscal Affairs
Richard L. Stein, Associate Dean for
Undergraduate Studies
Theodore W. Palmer, Associate Dean for
Academic Personnel
Jane M. Scheidecker, Associate Dean
for Development
G. Alison Giachetti, Assistant to the Dean
The College of Arts and Sciences is a centralacademic division of the University of
Oregon. It enrolls a majority of UO students and
provides the nucleus of basic courses in a wide
variety of programs, ranging from traditional
liberal arts to professional and preprofessional
study. Courses offered in the College include
both those designed to satisfy general educa-
tion requirements and those at a more advanced
level for majors and graduate students In
specialized fields. But the fundamenta.l
academic mission of the College within the
University is to supply a solid and broad general
education:.an introduction to social and intellec-
tual history; basic training in quantitative,
analytic, and communication skills; and an
understandingof the nature and uses of critical
thought. As President Paul Olum has com-
mented this strong .liberal arts core represents
"the str~ngth and excellence of the University
of Oregon."
Liberal Education
The increasingly technological nature of our
society makes this broad base increasingly
important. The Chronicle of Higher Education
recently noted a "growing recognition that a
solid foundation of liberal learning ... is an
essential part of all undergraduate education."
Even for students planning to move on to
specialized postgraduate careers, the funda-
mental tools developed in such a general
program constitute preparation for alifetime of
work and growth, in which the particular
demands of specific jobs require constant
re-education in new or changing fields. Law and
medical schools are placing increasing em-
phasis on the broad preparation of their
applicants. Job recruiters from a variety of .
business and technical fields also pay special
attention to evidence that candidates have the
capacity to learn and grow, that they have
acquired skills that will be adaptable to new
professional challenges in the future. For this
reason, students should particularly seek out
courses with strong emphasis on reading,
writing, and the analysis of various kinds of
ideas and data; courses that stress computa-
tional skills; and courses providing a basic
introduction to computing and statistics.
Whatever the student's major or career plans,
such training is valuabl~n:rncroften proves.- --
crucial to success in other areas of university
ments his or her major; the minor also offers a
student whose major is in the College of Arts
and Sciences the opportunity to gain some
expertise in one of the professional schools.
Journals
The College of Arts and Sciences cooperates
in the publication of two distinguished journals
at the University. Comparative Literature
provides a forum for scholars studying literature
from an international point of view. It has been
published quarterly since 1949.
Northwest Review is devoted to creative
writing, art, criticism, and commentary; it seeks
contributions of variety and substance from
throughout the country, and especially from the
Northwest. It has been published three times a
year for the past 28 years.
Arts and Sciences Premajors
Students who have declared a major, or who
consider themselves premajors within a particu-
lar field, plan their programs with advisers in
those major departments. Students should
choose their majors by the middle of their
sophomore year. A majority of entering
freshmen-and some students at more ad-
vanced stages-have not decided upon a
major or even the general direction of their
future academic work. Such students-officially
termed Arts and Sciences premajors-are
assigned academic advisers through the Office
of Academic Advising and Student Services,
which also assigns them to special advisers
from various departments in the College of Arts
and Sciences.
Sample Programs
The sample programs on the next few pages
are designed for Arts and Sciences and other
premajor students. They are not definitive and
should be supplemented through discussions
with an official adviser. But they do provide
general guidelines for students anticipating that
their major field will be chosen from one ofthe
three main areas represented in the College of
Arts and Sciences (arts and letters, social
science, and science) or from one of the
professional schools supplying sample pro-
grams. They are constructed to ensure that after
two years a student will have completed most
University requirements (including the foreign
language requirement for the bachelor of arts
degree and the mathematics requirement for
the bachelor of science degree) and will be in
a position to spend the junior and senior
years doing work in a major and in related
upper-division courses. For more specific
advice, students are urged to consult the
requirements of individual departments and
schools as outlined in this bulletin and to seek
out faculty advisers. These sample programs
provide a good introduction to the program-
planning process and can help make meetings
- --witl"iafaculty adviser more productive,-- - - --
34 Sample Programs
Each degree in the College of Arts and Sciences requires three stand-alone courses and one three-term cluster-an approved set of three
interrelated courses taken outside the major department-in each of three basic groups: arts and letters (A&L), social science (SS), and science
S). Group-satisfying courses and clusters are listed in the Group Requirements section of this bulletin.
The 8A degree requires proficiency in a foreign language and 36 credits in language and literature. The 8.S. degree requires 36 credits in
science or social science and proficiency in mathematics.
Bachelor of Arts in Arts and Letters
Fall Winter Spring Remarks
Freshman English Composition (WR 121) Health requirement English Composition (WR 122)
Year Foreign language Foreign language Foreign language First-year or higher
A&L cluster course A&L cluster course A&L cluster course Look for interrelated clusters,e.g., ENG 107, 108, 109 World
SS cluster course SS clustercourse SS cluster course Literature and HST 101, 102,
103 History of Western Civiliza-
tion.
Electives in mathematics, Electives in mathematics, Electives in mathematics, Possibly group satisfying
computer science, or science computer science, or science computer science, or science
Sophomore Foreign language Foreign language Foreign language Second-year or higher
Year Scluster course Scluster course Sclustercourse Choose some courses to
help select a major
SScourse SScourse SScourse
Elective Elective Elective
Bachelor of Science in Social Science
Freshman English Composition (WR 121) Health requirement English Composition (WR 122)
Year SS cluster course SS cluster course SS cluster course
Mathematics or computer science Mathematics or computer science Mathematics or computer science Group-satisfying courses, e.g.,
A&L cluster course A&L cluster course A&L cluster course the cluster Calculus for the
Nonphysical Sciences (MTH 207,
208) and Probability and Statis-
tics with Calculus (MTH 209)
Elective Elective Elective May be group satisfying
Sophomore SScourse SScourse SScourse Choose some courses to
Year help select a major
Scluster course S cluster course Scluster course
A&Lcourse A&Lcourse A&Lcourse
Elective Elective Elective
Bachelor of Science in Science
Freshman English Composition (WR 121) English Composition (WR 122) Health requireme~t
Year Calculus (MTH 201) Calculus(MTH 202) Calculus (MTH 203) or
Probability and Statistics
with Calculus (MTH 209)
Scluster course plus Scluster course plus Scluster course plus
appropriate laboratory appropriate laboratory appropriate laboratory
SS cluster course SS cluster course SS cluster course
Elective Elective Elective A&L group-satisfying courses
or a foreign language
Sophomore Additional mathematics or Additional mathematics or Additional mathematics or
Year computer science computer science computer science
Sgroup-satisfying course Sgroup-satisfying course Sgroup-satisfying course Choose some courses to
help select a major
A&L cluster cou rse A&L cluster course A&L cluster course
SS group-satisfying course SS group-satisfying course SS group-satisfying course
Elective Elective Elective
35
Each degree in the College of Business Administration requires three stand-alone courses and one three-term cluster~an approved setof three
interrelated courses taken outside the major department-in each of three basic groups: arts and letters (A&L), social science (SS), and science
(S). In all other professional schools or colleges, each degree requires three group-satisfying courses in each group and an additional three
courses in anyone or combination of groups. Two ciusters from different groups must be included. Group-satisfying courses and clusters are
listed in the Group Requirements section of this bulletin.
The BA degree requires proficiency in a foreign language and 36 credits in language and literature. The B,S. degree requires 36 credits in
science or social science and proficiency in mathematics,
Possible Business Majors: Bachelor of Science
The following sample program fulfilis the Conceptual Tools Core. A grade point average (GPA) of 2.75 is required for admission to major programs
in the College of Business Administration.Potential majors should consult an adviser as early as possible and make formal application spring term.
Fall Winter Spring Remarks
Freshman English Composition (WR 121) Heaith requirement English Composition (WR 122)
Year Mathematics Mathematics Mathematics IntermediateAlgebra (MTH 100),
College Algebra (MTH 101),
Calculusforthe Nonphysical
Sciences (MTH 207, 208),
Probability and Statistics
with Calculus (MTH 209),
beginning at appropriate level
SS group-satisfying course SS group-satisfying course SS group-satisfying course Sociology, psychology, or
anthropology
A&L cluster course A&L ciuster course A&L cluster course
Fundamentals of Management Fundamentals of Speech Elective
(MGMT 201) or Environment Communication (RHCM 121)
of Business (BE 125) or Fundamentals of Public
Speaking (RHCM 122)
Sophomore Mathematics Mathematics or Introduction Mathematics orCIS 131 MTH 100, 101,207,208,209,
Year to Business information beginning at appropriate
Processing (CIS 131) level
Introduction to Economic Introduction to Economic
Analysis: Microeconomics Analysis: Macroeconomics
(EC201) (EC202)
Introduction to Law (BE 226) Introduction toAccounting Managerial Accounting
(ACTG221) (ACTG260)
A&L group-satisfying course A&L group-satisfying course A&L group-satisfying course
Sgroup-satisfying course S group-satisfying course S group-satisfying course
Possible Journalism Majors: Bachelor of Arts or Science
Freshman English Composition (WR 121) Health requirement English Composition (WR 122)
Year Mathematics and/or foreign Mathematics and/or foreign Mathematics and/or foreign Coliege Algebra (MTH 101)
language language language recommended prior to EC 201
Literature Literature Literature A&Lcluster
History History History Possible cluster. Three
history courses required in
pre-Journalism program.
Elective Elective Introduction to Economic Electives are for students
Analysis: Microeconomics taking either a foreign
(EC201) language or mathematics,
not both. See Journalism
section of this bulletin
Sophomore Literature Literature Literature Six literature courses required
Year in pre-Journalism program
introduction to Economic Economics elective Elective Three economics courses
Analysis: Macroeconomics required in pre-Journalism
(EC 202) program
Mathematics and/or foreign Mathematics and/or foreign Mathematics and/or foreign
language language language
Grammar for Journalists Elective Elective E.g., The Mass Mediaand
(J250) Society(J 224), Production
for Publication (J 321),
Principles of Advertising
(J341)
Sgroup-satisfying course S group-satisfying course S group-satisfying course May be a cluster
36 Sample Programs
Architecture and Allied Arts: Bachelor's Degrees
The School of Architecture and Allied Arts (AAA) offers opportunities for study in the history, teaching, and practice of the arts as well as .
......
professional education in architecture; interior architecture; landscape architecture; and planning, public policy and management. Each AAAt> department has a distinctive character. Nonmajors are encouraged to enroll in the following courses: Survey of the Visual Arts (ARH 201, 202/
"
203); History of Western Art (ARH 204, 205, 206); History of Oriental Art (ARH 207, 208, 209); Drawing (ART 291), Basic Design (ART 295),
Drawing and Modeling (ART 297); Ceramics (ARTC 255); Jewelry and Metalsmithing (ARTJ 257); Painting (ARTP 290); Water Color (ART 292);
Elementary Sculpture (ARTS 293); Weaving (ARTW 256); Survey of Interior Design (IARC 204); Introduction to Landscape Architecture (LA 225).
All Architecture and Allied Arts departments recommend a studio art course such as Drawing (ART 291) and at least one 200-level sequence
, in art history. Professional school majors require three group-satisfying courses in each group-arts and letters (A&L), social science (SS), and
science (S)-and an additional three courses in anyone group or combination of groups. The 12 total courses must include two clusters inI~ferent groups. .
epending on the major, a student may earn a bachelor of architecture, bachelor of arts, bachelor of fine arts, bachelor of interior architecture,
bachelor of landscape architecture, or bachelor of science degree. Potential majors are urged to meet with an AAA faculty memberfor program
recommendations, advising, and information about admission policies for the various professional programs. Several departments have special
advising sessions each term, to which all students are welcome.
Interest in Environmental Design
Architecture; Interior Architecture; Landscape Architecture; Planning, PUblic Policy and Management
Fall Winter Spring Remarks
Freshman English Composition (WR 121) English Composition (WR 122) Community Health (HES 211)
Year
Survey of the Visual Arts .Survey of the Visual Arts Survey of the Visual Arts A&Lcluster in spatial, two-
(ARH 201) (ARH 202) (ARH203) dimensional, and plastic arts
Introduction to Landscape Survey of Interior Design Elective
Architectu re (LA 225) (IARC204)
Sor mathematics or Sor mathematics or Sor mathematics or S cluster
computer science computer science computer science
Drawing (ART 291 ) Basic Design (ART 295) Drawing (ART 291) Orother studio courses
Sophomore American Government Understanding Landscapes Essential Considerations Pre-Architecture students take
Year (PS201) (LA 260) in Architecture (ARCH 102) PH 201 , 202, 203
SS cluster course SS cluster course SS cluster course
Mathematics or foreign Mathematics or foreign Mathematics or foreign
language language language
Water Color (ARTP292) Water Color (ARTP 292) Elective Or other fine and applied
arts studio courses
Elective Elective Elective
Interest In Art
Art Education, Art History, Fine and Applied Arts
Freshman English Composition (WR 121) Health requirement English Composition (WR 122)
Year History of Western Art History of Western Art History of Western Art Sequence in ancient, medieval,
(ARH204) (ARH205) (ARH206) modern art history
Foreign language Foreign language Foreign language French or German
recommended
SS cluster course SS cluster course SS cluster course
Drawing (ART 291) Basic Design (ART 295) Drawing and Modeling
(ARTS 297)
Sophomore History of Oriental Art History of Oriental Art History of Oriental Art Sequence in Indian, Chinese,
Year (ARH207) (ARH208) (ARH209) and Japanese art history
Foreign language Foreign language Foreign language
Scourse Scourse Scourse Possible cluster
Introduction to Landscape Survey of Interior Design Or other fine and applied arts
Architecture (LA 225) (IARC204) studio courses
Elective Elective Elective
.:. Sample Programs 37
Elementary Education: Bachelor of Arts or Science
Fall Winter Spring Remarks
Freshman EngHsh Composition (WR 121) English Composition (WR 122) Elective
Year Mathematics for Elementary Mathematics for Elementary Mathematics for Elementary Satisfies College of Education
Teachers (MTH 121) Teachers (MTH 122) Teachers (MTH 123) and University requirement
Special Studies: Advising Elective Practicum: ESCAPE Public CI199 recommended, CI or
Seminar (CI199) Schools (CI409) or Practicum: ELED 409 required
September Experience
(ELED409)
A&Lcourse A&Lcourse A&Lcourse Possible cluster, Four A&L
courses required
History of the United SS course SScourse Possible cluster. Five
States (HST 201,202, or 203) additional SS courses
required in anthropology,
economics, folklore and ethnic
studies, geography, linguis-
tics, philosophy, sociology,
or speech
Foreign language or elective Foreign language or elective Foreign language or elective
Sophomore Environmental science course Scourse Scourse See adviser
Year
A&Lcourse 'Elective Elective
SScourse SScourse SS course
Elective Elective Elementary School Health Satisfies University and
Education (HEP 440) major requirement
Foreign language or elective Foreign language or elective Foreign language or elective Foreign language or elective
"
Leisure Studies and Services: Bachelor of Arts or Science
Freshman EngHsh Composition (WR 121) Personal Health (HES 250) English Composition (WR 122)
Year Scourse Scourse Scourse Possible cluster
A&Lcourse A&Lcou'rse A&Lcourse Possible cluster
Leisure in Society (LSS 150) LSS requirement
Physical education Introduction to Sociology Psychology as a Social SOC 201 and PSY 204
(SOC201) Science (PSY 204) may be part of acluster
Mathematics and/or foreign Mathematics and/or foreign Mathematics and/or foreign
language language language
Sophomore Additional A&L, SS, Sto Additional A&L, SS, Sto Additional A&L, SS, Sto
Year complete 36-credit requirement complete 36-credit requirement complete 36-credit requirement
Fundamentals of Small-Group Any term
Communication (RHCM 123)
LSS requirement LSS elective LSS elective See LSS adviser regarding
unspecified requirements
Mathematics and/or foreign Mathematics and/or foreign Mathematics and/or foreign
language language language
Electives Electives Electives At least 32 credits
38 American Studies
American Studies
Major ReqUirements
.'\. The American Studies major requires comple-
~ tion of 45 credits, including 15 in American
Studies Program courses and 30 from related
disciplines. Program courses are an introduc-
tory core sequence, a seminar on American
studies issues, and a senior thesis.
of the South (HST 370), History of Religious Life
in the United States (HST 374), American Towns
and Cities to 1900 (HST 375), History of the
American City (HST 376), American Business
History (HST 380), The United States and the
Problems of the Nuclear Age (HST 387), The
Era of Jacksonian Democracy (HST 457), The
Era ofthe Civil War (HST 458), The Era of
Reconstruction (HST 459), Origins of American
Culture (HST 460), History of Modern American
Thought and Culture (HST 461), American
Social History (HST 470), American Foreign
Relations (HST 473), The American West (HST
476), History of the Pacific Northwest (HST 478),
American Labor Movement (HST 479), The
United States in the 20th Century (HST 480),
Colonial America: 17th and 18th Centuries (HST
485), American Economic History (HST 487)
Literature
English. Introduction to Afro-American litera-
ture (ENG 151), Introduction to Native American
Literature (ENG 240), American Detective
Fiction (ENG 244), Introduction to Folklore and
Myth (ENG 250), Survey of American Literature
(ENG 253), Afro-American Prose (ENG 310),
Afro-American Poetry (ENG 311), Afro~Ameri­
can Drama (ENG 312), American Satire (ENG
324), Literature of the Northwest (ENG 325),
Western Americal1 Literature (ENG 326),
American Novel (ENG 391), American Folklore
(ENG 419), Film and Folklore (ENG 446),
American Popular Literature and Culture (ENG
447), Black Folklore (ENG 448), American
Literature before 1900 (ENG 477), Major
American Writers (ENG 481), Contemporary
American Literature (ENG 496)
Social Science
Anthropology. Oregon Native Americans
(ANTH 230), Native North Americans (ANTH
417), North American Prehistory (ANTH 461)
Educational Policy and Management. History
of American Education (EDPM 441), Educa-
tional History of American Women (EDPM 472),
History of Higher Education (EDPM 595)
Folklore and Ethnic Studies. Introduction to
Ethnicity and Ethnic Communities (ES 101,
102), Ethnic Groups and the American Experi-
ence (ES 103), Scandinavian Minorities in
America (ES 310), Introduction to the Asian-
American Experience (ES 315), Problems and
Issues in the Native American Community
(ES320)
Geography. Geography of Oregon (GEOG
206), Geography of the United States (GEOG
207), Environmental Alteration (GEOG 370),
Political Geography (GEOG 433), Urban
Geography (GEOG 435), Geographic Land-
scapes (GEOG 437), Ethnic Geography (GEOG
439), Eastern North America (GEOG 467),
Western North America (GEOG 468)
Journalism. Mass Media Law (J 485), History
of Mass Media (J 487)
Law. Seminar: American Legal Biography (L
507), Constitutional Law I (L 543)
Political Science. Problems in American
Politics (PS 104), U.S. at the Crossroads (PS
106), American Government (PS 201), State
and Local Government (PS 203), United States
Foreign Policy (PS 325), Problems in American
Political Economic Development (PS 341),
7 Program Courses 15 credits
" Introduction to American Studies (AMS 101,
102, 103) . 9
469 Prince Lucien Campbell Hall Seminar (AMS 407) . 3
Telephone (503) 686-3963 Thesis (AMS 403) . . . . . . . . . . . . . 3
C. H. Edson, Program Director Related Courses 30 credits
American Studies Advisory Council > The remaining 30 credits, 21 of which must be
Paul B. Armstrong, English upper division, are to be selected from the
Richard Maxwell Brown, History following four areas, with a minimum of two
Edwin L. Coleman II, English courses from each area: arts and humanities,
C. H. Edson, Educational Policy and Management history, literature, and social science. In addi-
Marion Sherman Goldman, Sociology tion, six of the 10 courses must be focused on
Kenneth I. Helphand, Landscape Architecture two organizational themes (three courses
James R. Klonoski, Political Science each). For example, a student might choose to
Glen A. Love, English study a historical period (e.g., the 1920s or the
Daniel A. Pope, HistoryLeland M. Roth, Art History 19th century) and a special topic (e.g., indus-
Sharon R. Sherman, English trialization, ethnicity, social patterns, or land
Robert E. Smith, Economics use).
Alvin W. UrqUhart, Geography Minor ReqUirements
The American Studies Program is an interdisci- ) The minor in American Studies is suitable
plinary bachelor's degree program built around especially, but not exclusively, for students with
a core course sequence that is team taught by majors in business or journalism and those who
faculty members in the arts, humanities, and plan careers in law or government service. The
social sciences. Complementing this core are minor requires completion of 24 credits: 9
courses taught by participating faculty mem- credits (three courses) in the core AMS se-
bers in the College of Arts and Sciences quence and 15 upper-division credits in the four
(Anthropology, English, Folklore and Ethnic areas described under Major Requirements,
Studies, Geography, History, Political Science, above. Students must take at least one course
Romance Languages, Sociology, Speech), the in each of the four areas, and three of the five
School of Architecture and Allied Arts (Architec- courses must focus on a common historical
ture, Art History, Landscape Architecture), the period or theme.
College of Education (Educational Policy and Courses from Other
Management), the College of Human Develop- Departments
ment and Performance (Dance), the School of . .
Journalism the School of Law and the School Listed below are courses that might be used to
of Music. T'hrough this interdis~iplinary ap- ,> fulfill the 3D-credit requirement forth~ major or
proach, students can build a flexible program the 1,s-credlt requirement for the minor. Note:
of study designed to help them understand the The lists are Illustrative and Include only the first
complexities of American culture and discover term of recommended sequences.
how America has become what it is today. ( Arts and Humanities
t S Architecture. Settlement Patterns (ARCH 431)Undergradua e tudies Art History. American Painting and Sculpture
In consultation with an American Studies (ARH 354), Architecture of Urban America(ARH
adviser, students majoring in American Studies 379), 20th-Century Art (ARH 446), 17th-Century
plan an individualized program leading to the American Architecture (ARH 471), 18th-Century
bachelor of arts (BA) degree. The program American Architecture (ARH 472), 19th-Century
must include University-required courses in American Architecture (ARH 473), 20th-Century
health and writing and courses fulfilling group American Architecture (ARH 474)
and cluster requirements, and it must meet all Landscape Architecture. Contemporary
other requirements for the BA degree, includ- American Landscape (LA 491)
ing foreign language. For further information, Music. Special Studies: Music since 1900 (MUS
see the Requirements for Bachelor of Arts 199), Introduction to 20th-Century Music (MUS
Degree in the Registration and Academic 354), History of Jazz (MUS 355), Chorus:
Policies section of this bulletin. University Gospel Ensemble (MUS 197, 397)
Requirements for both majors and minors in Romance Languages. Chicano Literature
American Studies are outlined below. Formal (SPAN 328)
approval of each student's program-either
major or minor-is granted by the American Speech. Introduction to Theater Arts II, III (TA
272,273), History of the American Theater (TA
Studies Advisory Council, which oversees the 420), Public Discourse in the United States
American Studies Program. Council members (RHCM422), Freedom of Speech (RHCM 425),
are representative of the many disciplines of Background of Black Protest Rhetoric (RHCM
American studies. Sample programs of study 426), Contemporary Protest Rhetoric (RHCM
appear on the American Studies advising
handout, available in the American Studies 427), Film Directors and Genres (TCF 495)
office. History
History. History of the United States (HST 201),
Afro-American History (HST 221), American
Radicalism (HST 307), History of American
Foreign Relations since 1941 (HST 321), History
. .~.
AnthropologyJ( .JUt
308 Condon Hall
Telephone (503) 686-5102
Philip D. Young, Department Head
Mass Media and American Politics (PS 349),
Political Parties inthe U.S. (PS 414), Compara-
tive Political Parties (PS 415), Urban Politics (PS
438), Elections and Opinions (PS 452), The
American Presidency (PS 467), Congress (PS
468), The Supreme Court in America (PS 484),
Civil Rights and Civil Liberties (PS 485)
Sociology. Communities, Population, and
Resources (SOC 21 0), Race, Class, and Ethnic
Groups in America (SOC 212), Organizations
and Occupations (SOC 213), Introduction to the
Sociology of Women (SOC 216), American
Society (SOC 301), Seminar: The American
People (SOC 407), Social Demography (SOC
415), The Urban Community (S09 443),
Industrial Sociology (SOC 447), Women and
Work (SOC 449), Sociology of Religion
(SOC 461)
Graduate Studies
At present the University ofiers no graduate
degree in American Studies. Students may work
with the American Studies faculty toward an
individualized, interdisciplinary master's
degree (IS:IP) in the Graduate School, focusing
on American Studies. Information is available
both in the Graduate School and in the
American Studies office.
Courses in American
Studies (AMS)·
Lower-Division Courses
101,102, 103 Introduction to American Studies
(3,3,3) Exploration of various topics in American
studies. 101: individualism-Puritanism, ethnicity,
race, heroes, the West. 102: community-regionalism,
the South, urbanization, politics, religion, ciass.l03:
enculturation-childhood, youth, tamily, women,
schooling, work, aging.
199 Special Studies (1-3R)
200 SEARCH (1-3R)
Upper-Division Courses
399 Special Studies (l-4R)
400 SEARCH (1-3R)
401 Research (l-SR)
403 Thesis (3R) Independent research and writing of
American Studies senior thesis supervised by faculty
adviser. Prereq: AMS 101,102,103,407.
40S Reading and Conference (l-SR) .
407 Seminar (3R) Integration of American Studies in
a senior seminar to be taken after completion of most
other course work for American Studies major,
410 (M) Experimental Course (l-4R)
Faculty
c. Melvin Aikens, Professor (New World archaeology,
Japanese prehistory). B.A., 1960, Utah; M.A., 1962,
PhD., 1966, Chicago. (1968)
William S. Ayres, Associate Professor (Pacific archaeol-
ogy, Old World prehistory). B.A., 1966, Wyoming;
Ph.D., 1973, Tulane. (1976)
Aletta A Biersack, Assistant Professor (symbolic
anthropology, New Guinea). B.A., 1965, M.A., 1969,
1972, Ph.D., 1980, Michigan. (1982)
Richard P. Chaney, Associate Professor (crOSS-CUltural
methods). B.A., 1963, PhD., 1971, Indiana. (1968)
Vernon R, Dorjahn, Professor (cultural anthropology,
Africa), B.S., 1950, Northwestern; M.A., 1951, Wiscon-
sin;Ph,D" 1954, Northwestern. (1957)
Don E. Dumond, Professor(NewWorld archaeology).
B.A., 1949, New Mexico; M.A., 1957, Mexico City
College; Ph.D., 1962, Oregon. On leave 1987-88.
(1962)
John R. Lukacs, Associate Professor (physical
anthropology, palaeoanthropology, dentai evolution).
AB., 1969, M.A., 1970, Syracuse: PhD" 1977, Cornell.
(1976) .
Geraldine Moreno-Black, Associate Professor (physi-
cal anthropoiogy, nutritional anthropology, human
ecology), B.A., 1967, State University of New York,
Buffalo: M.A., 1970, Arizona; PhD., 1974, Florida.
(1974)
Carol W. Silverman, Assistant Professor (folklore,
eastern Europe). B.A" 1972, City College of New York;
M.A., 1974, Ph.D., 1979, Pennsylvania. (1980) .
Ann G, Simonds, Assistant Professor (cultural anthro-
pology, history of anthropological theory). B.A., 1959,
Ph.D" 1964, California, Berkeley. (1970)
Paul E. Simonds, Professor (human evolution, primate
behavior). B.A., 1954, M.A., 1959, Ph.D., 1963,
California, Berkeley. (1962)
Philip D. Young, Professor (social anthropology, rural
development, Latin America). B.A., 1961, PhD., 1968,
Illinois. (1966)
Courtesy
Jesse D. Jennings, Courtesy Professor (archaeology,
anthropology, New World). B,A" 1929, Montezuma
College; PhD., 1943, Chicago, (1982)
Emeriti
Luther S. Cressman, Professor Emeritus (archaeology
of western North America). AB., 1918, Pennsylvania
State; S,T.B., 1923, General Theological Seminary;
M.A.,1923, PhD., 1925, Columbia, (1929)
Malcolm McFee, Associate Professor Emeritus
. (cultural anthropology, North American Indians). B.A.,
1956, San Jose State; M.A., 1958, Ph.D., 1962,
Stanford. (1965)
Theodore Stern, Professor Emeritus (cultural anthropol-
ogy, North American Indians, Southeast Asia). B,A.,
1939, Bowdoin; AM., 1941, PhD" 1948, Pennsylvania.
(1948)
Note:The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
Anthropology is the study of human develop-
ment and diversity. It includes social or cultural
anthropology, physical anthropology, and
prehistory. Courses offered by the Department
of Anthropology provide a broad understanding
of human nature and society for students in all
fields as well as integrated programs for majors
in Anthropology. For students interested in
foreign languages and international studies,
anthropology offers broad comparative per-
spectives on non-Western and Third World
cultures.
Anthropology 39
Preparation. High school students planning to
major in Anthropology should take two years of
high school mathematics, preferably algebra,
and some work in a modern foreign language,
preferably German, Russian, French, or
Spanish. They should also have a sound
background in English:
Students transferring with two years of college
work elsewhere should come with ayear's work
in social sciences, preferably anthropology.
Introductory biology, introductory computer
science, and the equivalent of two years of
college instruction in one of the foreign lan-
guages listed above are helpful.
Careers. Graduates with bachelor's degrees in
anthropology can find employment in all
pursuits normally open to other graduates in the
various liberal arts, or as teachers of social
studies in secondary schools. Anthropology
provides a suitable background for positions
with a variety offederal, state, and local
. agencies, especially in the general area of
social action.
Students wanting to integrate training in social
and cultural factors into a professional business
career should investigate the College of
Business Administration 3-2 program, which
combines an undergraduate departmental
major in the College of Arts and Sciences with
a master's degree in business administration.
Eariy planning is essential to meet the course
requirements of this combined program.
Students seeking work as professional anthro-
pologists should plan for advanced degrees in
anthropology as well. Graduates with master's
degrees may find work in government, commu-
nity colleges, or museums. For full university
teaching and research careers, a Ph.D. degree
is necessary.
Bachelor's Degree
Requirements
The Department offers work leading to the
bachelor of arts (BA) and the bachelor of
s~ience (B.S.). Major requirements are the
same for both. Differences between the two
degrees are explained under Requirements for
Bachelor of Arts and Bachelor of Science in the
Registration and Academic Policies section of
this bulletin.
Cluster Requirement. New students entering
the University must satisfy the cluster require-
ment for graduation. For details see Group
Requirements in the Registration and Academic
Policies section of this bulletin.
Major Requirements
1. 9 credits in introductory anthropology
(100-299 level; ANTH 199 does not qualify)
2. 9 credits in physical anthropology at the
300-499 level
3. 9 credits in cultural anthropology at the
300-499 level
4. 9 credits in prehistory at the 300-499 level
(ANTH 408, 464, 465, 466, and 467 do not
qualify)
5. Three elective courses (at least 9 credits) at
the 300-499 level
Of the 45 credits required in Anthropology, 36
must be graded. No more than 6 credits with
the grade of D may be counted. To ensure a
40 Anthropology
broad liberal education, the Department
strongly recommends that students limit their
undergraduate work in Anthropology to a
maximum of 51 credits. Students planning to
do graduate work are advised, but not required,
to complete two years of one or more foreign
languages. Preparation- in statistics and com-
puter science is also desirable.
Sample Program
Major requirements may be met by the following
schedule:
Freshman Year: Tl:lree courses in introductory
anthropology, chosen from ANTH1 07, 110, 111,112,
113,120,121,208,210,211,215,223, 230 (in any
combination or order)
Sophomore Year: No prescribed Anthropology
courses; choose electives among ANTH 208, 21 0, 211,
215,223, 230
JuniorYear: 9 credits in culturalanthropoiogy, ANTH
301,302,303, or ANTH 3.1 0, 347, 420, 445, 446, 448,
or area sequences; 9 credits in physical anthropology,
chosen from ANTH 320, 321,322,323,324,333,375,
414,470,474,475,476,477,478,479
SenlorYear: Three courses in prehistory, chosen from
ANTH 350, 360, 411, 412, 413, 461, 462, 463 (in any
combination or order); three optional courses (at least
9 credits) at the 300-499 level .
Honors
Application for graduation with honors must be
made through the student's departmental
adviser no later than winter term of the senior
year.
A student will be approved for graduation with
honors who
1. Maintains a 4.00 grade point average (GPA)
in Anthropology and a 3.50 overall GPAor
2. Maintains at least a 3.75 GPA in Anthropol-
ogy and a 3.50 overall GPA and submits an
acceptable honors thesis written under the
guidance of a departmental faculty member
serving as thesis adviser
Minor Requirements
The minor in Anthropology is intended to
complement the student's major. It
can be individually tailored to student needs, in
consultation with an Anthropology adviser, .
within the following guidelines.
The following credits are required:
1. 6 credits in introductory anthropology at the
100-299 level. Special Studies (ANTH 199)
does not qualify
2. 18 credits in upper-division courses (300-
499 level) in archaeology, physical anthro-
pology, or sociocultural anthropology
Of the 24 credits required in Anthropology, 18
must be graded; no more than 3 credits with
the grade of D may be counted.
Secondary School Teaching
The Department offers work for preparation to
teach the social studies in public secondary
schools. For specific information, students
should consult the departmental adviser for
teacher education and the staff in the Teacher
Education Office of Student Services, 175
Education Building.
Graduate Studies
Three advanced degrees are offered in Anthro-
pology: the master of arts (MA), the master of
science (M.S.), and the doctor of philosophy
(Ph!D~)~'the~e degrees entail work in the
following subfields: archaeology, cultural
anthropology, linguistics, and physical anthro-
pology. Graduate students must demonstrate
competence in each of these subfields, ordinar-
ily in work at the master's level. Consequently,
the first year, and in some instances the first
two years, of graduate study are devoted to
achieving a broad foundation in anthropology.
All graduate students in Anthropology must take
Research Methods (ANTH 520) during the first
year of graduate study.
Master's Degree Requirements
Each master's degree requires a minimum of
45 credits of graduate work, of which at least
30 must be in Anthropology, and the successful
completion of special courses, or in some cases
a special examination, in each of the four
subfields of anthropology mentioned above. A
master's degree paper is required, but a thesis
is not.
To receive the MA, the candidate must also
demonstrate competence in one foreign
language. There is no language requirement for
the M.S., but the candidate for that degree must
demonstrate proficiency in one special skill,
such as statistics or computer science, ap-
proved by the Department faculty.
There are no absolute requirements for admis-
sion to the master's degree program. A
bachelor's degree in Anthropology is helpful but
by no means required. Admission is limited,
however, and preference is given to those
applicants with good overall academic records
and high Graduate Record Examination (GRE)
scores who have had at least a solid beginning
in anthropology, who have had some foreign
language training, and who can demonstrate
evidence of a sincere interest in the field.
It normally takes two years to complete
the program.
Ph.D. Degree Requirements
Admission to the doctoral program is contingent
on the possession of avalid master's degree in
Anthropology from a recognized institution or
the completion of the master's examinations.
Those who enter with a master's degree in
another discipline, therefore, take the master's
examinations or courses early in the program.
Formal requirements of time and credit are
secondary, but no candidate is recommended
for the degree until the minimum Graduate
School requirements for credits, residence, and
study have been satisfied.
The Department also requires competence in
two modern foreign languages or in one
language and one special skill approved by the
Department faculty. The student's progress is
measured by performance in the master's
examinations, course work, and research
papers; a comprehensive examination covering
three special fields of concentration within
anthropology; and, finally, the doctoral disserta-
tion. The dissertation should be based upon
original research, which ordinarily involves field
or laboratory work, and should be written in a
professional and publishable style appropriate
to the subfield of specialization.
For information regarding general requirements,
see the Graduate School section of this bulletin.
More information about programs in Anthropol-
ogy may be obtained from the Department.
Courses in
Anthropology (ANTH)
Note: Not all courses listed are offered each year. For
specificand current information, consult the most recent
Time Schedule of Classes, available at the Office of the
Registrar, or inquire at the Department office.
Lower-Division Courses
107 Introduction to Archaeology (3) Archaeological
evidence for the evoiution of human culture. Two
lectures, one discussion.
110 Introduction to Human Evolution (3) Homo
sapiens as a living organism; biological evoiution
and genetics; fossil hominids. Two lectures, one
discussion.
111 Evolution of Monkeys and Apes (3) Evolutionary
biology of the primates: the fossii record and ecology
during the age of mammals, primate anatomy,
locomotor, feeding adaptations, taxonomic relations,
and primate ethology.
112 Introduction to Human Sociobiology (3)
Evolution of human behavior; materials drawn from
primate and human ethological studies, field studies,
and sociobiologicai analysis.
113 Evolution of Human Sexuality (3) Includes basic
genetics, physiology, and behavior. Evolution of sex,
of the sexes, and of the role of sex in mammal, primate,
and human behavior.
120 Introduction to Cultural Anthropology (3)
Organization and functioning of society and culture.
Two lectures, one discussion.
121 Introduction to Language and Culture (3)
Language and culture relationships and methodology.
199 Special Studies (1-3R)
200 SEARCH (1-3R)
208 Introduction to the History of Anthropology (3)
Historical development of the major anthropological
theories, methods, and concepts. ANTH 120 recom-
mended.
210. Selected Topics In Ethnology (3R) Content
varies from term to term; emphasizes the comparison
of cultures and the anthropological understanding of
contemporary peoples. R with different subtitles.
211 Selected Topics In Physical Anthropology (3R)
Content varies from term to term but draws from various
aspects of human and primate evolution, anatomy, and
ethology.R with instructor's consent.
215 Archaeological Analysis and Interpretation (3)
Archaeological theory and anaiytical methods are
examined in the context of prehistoric and historic data
drawn from various world areas.
223 Human Adaptation (3) Individual human biologi-
cal responses to environmental stresses: physiologi-
cal, morphological, and behavioral adaptations to
sunlight, heat and cold, high altitude, .and nutritional
stress. Prereq: ANTH 110 or Bi 102 or BI 222 or
instructor's consent.
230 Oregon Native Americans (3) Survey of native
cultures of Oregon based on archaeological, ethnohis-
torical, and ethnological evidence. Begins with arrivai
of people in the NewWorld; concludes with contempo-
rary native American issues.
Upper-Division Courses
301 Ethnology of Hunters and Gatherers (3)
Hunting-gathering cultures from different parts of the
world. Emphasis on comparative sociai organization
and adaptive strategies. Prereq: 3 credits in cultural
anthropology or instructor's consent.
302 Ethnology of Tribal Societies (3) Emphasis on
comparative social organization and the two major
forms of tribai adaptation-subsistence agriCUlture
and pastoral nomadism. The fate of tribal peoples in
the modern world. Prereq: 3 credits in cultural
anthropology or instructor's consent.
303 Ethnology of Peasant Societies (3) Emphasis on
comparative social organization of peasants from
various parts of the worid and the impact of moderni-
zation. Prereq: 3 credits in cultural anthropoiogy or
instructor's consent.
310 Exploring Other Cultures (3R) How anthro-
pologists study and describe human cultures. Content
varies; draws on fieldwork, famous ethnographies,
specific ethnographic areas and their problems, and
comparative study of selected cultures. R when
subtitle changes.
320 Human Ecology (3) Cultural and biological
adaptations to environmental changes in the course of
human evolution. Prereq: 3 credits in physical
anthropology or biology or instructor's consent.
321 Human Evolution (3) Fossil evidence of human
evolution; Homo sapiens' place among the primates;
variability of populations of fossil hominids. Prereq: 3
credits in physical anthropology or instructor's consent.
322 Human Biological Variation (3) Genetic and
biological structure of human populations; population
dynamics and causes of diversity; analysis of geneti-
cally differentiated human populations and their
geographic distribution. Prereq: 3 credits in physical
anthropology or biology or instructor's consent.
323 Laboratory In Physical Anthropology: Osteol·
ogy (3) Optional laboratory for students enrolled in
ANTH 320, 321, or 322. Human and nonhuman primate
osteology and osteometry; fundamentals of dissection
and primate anatomy.
324 Evolutionary BJologyof the Primates (3)
Comparative biology and anatomy of the nonhuman
primates with special emphasis on evolutionary trends
and adaptive complexes.
333 Food and Culture (3) Anthropological approach
to the role of nutrients in human development (indi-
vidual and populational): cultural determinants and
populational differences; world food policy; and
applied nutritional anthropology.
347 Marriage, Family, and Kinship (3) An empirical
and theoretical examination of the interrelationship of
kinship and the structure of society.
350 Asian and Pacific Archaeology (3) The archaeol-
ogy and prehistoric cultural development of China,
Japan, Southeast Asia, and the Pacific Islands through
the early stages of civilization. ANTH 107 recom-
mended.
360 Northeast Asia Prehistory (3) Cultural history of
North China, Japan, Korea, and Siberia, from
Palaeolithic times to the eariy imperial civilizations.
Emphasis on functional and adaptive characteristics
and ecological factors.
375 Monkey and Ape Society (3) Primate group
dynamics and organization, life cycle, and socializa-
tion. Draws from field and laboratory studies of
monkeys and apes. Prereq: ANTH 105 or instructor's
consent.
400 SEARCH (1·3R)
401 Research (Arr,R) PIN only.
403 Thesis (Arr,R) PIN only.
405 Reading and Conference (Arr,R) PIN only.
406 Special Problems (Arr,R)
407 (G) Seminar (Arr,R) Current topics are East
European Culture and Society, Rural Latin America,
Southeast Asian Archaeology, Symbolic Anthropology,
and Women and Development in Southeast Asia.
408 (G) FIeld Work In Anthropology (Arr,R)
409 (G) Practicum (Arr,R) PIN only.
410 (G) Experimental Course (Arr,R)
411 (G) European and African Prehistory (3)
Emphasis on the Palaeolithic. Prereq: 3 credits in
archaeology or prehistory or instructor's consent.
412 (G) South and East Asian Prehistory (3) Prereq:
3 credits in archaeology or prehistory or instructor's
consent.
413 (G) Near Eastern Prehistory (3) Emphasis on the
development of early civilizations. Prereq: 3 credits in
archaeology or prehistory or instructor's consent.
414 (G) Race, Culture, and Sociobiology (3) Racial
classifications and comparisons; the biorogical base
of culture; attitudes toward race in human relations.
Prereq: 9 credlts in Anthropology or instructor's
consent.
415 (G) Cultural Transmission (3) Methods of child
rearing, education, and social control among primitive
peoples. Prereq: 3 credits in cultural anthropology or
instructor's consent.
416 (G) History of Anthropology (3) A nontheoretical
study of the beginnings and specialized developments
within the fields of archaeology, physical anthropology,
ethnology, and linguistics. Prereq: 9 credits in
Anthropology or instructor's consent.
417 (G) Native North Americans (3) Indian and
Eskimoiife in North America before white contact;
contemporary life. Prereq: 9 credits in social science
or instructor's consent. .
418 (G) Native Central Americans (3) Contact period
and contemporary ethnography of native peoples;
ecological adaptation, socioeconomic organization,
and culture change. Prereq: 3 credits in cultural
anthropoiogy or instructor's consent.
419 (G) Native South Americans (3) Contact period
and contemporary ethnography' of native peoples;
ecological adaptation, socioeconomic organization,
and culture change. Prereq: 3 credits in cultural
anthropology or instructor's consent.
420 (G) Culture and Personality (3) I~terrelation of
group and individual conceptual frameworks in
cross-cultural study of human behavior. Prereq: 3
credits in cultural anthropology or instructor's consent.
421 (G) Field Methods In CulturalAnthropology(3)
Techniques of participant observation, community
definition and extension, nondirective interviewing,
and establishing rapport. Emphasizes investigator's
ethical responsibilities. Primarily for students who plan
fieldwork, but also provides theoretical perspectives.
Prereq: 9 credits of upper-division cultural anthropol-
ogy or instructor's consent.
423 (G) Peoples of the Pacific: Australian
Aborigines (3) General introduction to the indigenous
populations of Australia with special attention to ritual,
social structure, and male-female relationships.
Introductory text, ethnographies, films. Prereq: 3
credits in cultural anthropology or instructor's consent.
424 (G) Peoples of the Pacific: Melanesia (3) General
introduction to the peoples of Papua New Guinea:
social structure, exchange systems, rituai, male-female
relationships, and processes of change with outside
contact. Prereq: 3 credits in cultural anthropology or
instructor's consent.
425 (G) Peoples of the Pacific: Polynesia and
Micronesia (3) General introduction to the life-style of
the Polynesians and Micronesians and to historical and
current theoretical issues. Issue-oriented articles,
monographs. Prereq: 3 credits in cultural anthropology
or instructor's consent.
426 (G) Peoples of South Africa (3) United States
interests in Africa; overview of African prehistory,
history, geography, language, and ethnic groups.
Prereq: 9 credits in social science or instructor's
consent.
427 (G) Peoples of Central and East Africa (3)
Culture, history, and ethnology of contemporary
African peoples in central and east Africa, including
Ethiopia. Prereq: 9 credits in social science or
instructor's consent.
428 (G) Peoples of West Africa and the Sahara (3)
Societiesof the west African coast, the Sudan, and the
Sahara from the 19th century to the present. Prereq:
9 credits in social science or instructor's consent.
438 (G) Peoples of India (3) The emergence of
traditional Indian culture and its subsequent transfor,
mation under Islamic and Western influences. Prereq:
9 credits in social science or instructor's consent.
439 (G) Peoples of East Asia (3) A survey of the
Chinese cultural sphere, primarily the institutions of
traditional China, with some reference to modern
developments. Prereq: 9 credits in social scierice or
instructor's consent. .
440 (G) Peoples of Southea8t Asia (3) Emphasis on
continuity and change in the history of the area. Prereq:
9 credits in social science or instructor's consent.
444 (G) Religion and Magic of Primitives (3)
Religions and magic systems of primitive peoples as
reflections of their thought processes; supernatural
systems jn the life of primitive peoples. Prereq: 3
creditsin cultural anthropology or instructor's consent.
445 (G) Folklore and Mythology of Primitives (3)
Unwritten literature as an expression .of the imaginative
and creative thought of primitive peoples. prereq: 3
credits in cultural anthropology or instructor's consent.
446 (G) Art among Primitives (3) Aesthetic expression
among primitive peoples. Prereq: 3 credits In cultural
anthropology or instructor's consent.
448 (G) Contemporary Issues in Anthropology (3)
Overview of diverse presuppositions that structure
various theories and methods incontemporary
anthropology. Prereq: 3 credits in cultural anthropology
or instructor's consent.
450 (G) Cultural Dynamics (3) Approaches to the
problem of cultural changes; invention arid intergroup
cultural borrowing; agents and conditions promoting
change; mechanics of cultural growth; and application
of techniques for inducing change. Prereq:3 credits
in CUltural anthropology or instructor's consent.
453 (G) Political Anthropology (3) Government in
primitive societies; political innovations under colonial
rule and the new nationalistic administrations in Africa
and Asia. Prereq: upper-diVision standing in the social
sciences. .
Anthropology 41
454 (G) Economic Anthropology (3) Production,
consumption, distribution, and exchange in primitive
societies. Economic surplus, change in economic
systems, and relationships between nonpecuniary
economies and the world economy.Prereq: upper-
division standing in the social sciences.
461 (G) North American Prehistory (3) Survey of
Interdisciplinary research applied to prehistoric culture
and environment in North America. Prereq: 3 credits
in archaeology or prehistory or instructor's consent.
462 (G) Middle American Prehistory (3) Archaeology
and prehistory of Mexico and Central America. Prereq:
3 credits in archaeology or prehistory or instructor's
consent.
463 (G) South American Prehistory (3) Survey of
interdisciplinary research related to prehistoric culture
in South America. Prereq: 3 credits in archaeology or
prehistory or instructor's consent.
464 (G) Scientific Aids in Archaeology (3) Research
methods applied to archaeological problems. Includes
dating and discovery techniques; analysis of materials,
human remains, diet, and ancient technology;
interdisciplinary research strategies. Prereq: 3 credits
in archaeology or prehistory or instructor's consent.
465 (G) Prehistoric Technology (3) Stone,flaking
techniques; manUfacturing of stone artifacts; typolog-
ical analysis of tools. Investigation of tool usage and
microscopic analysis of wear patterns. Prereq:
instructor's consent.
466 (G) Tabletop Archaeology (3) SimUlated
archaeological excavation, foliowed by preparation of
descriptive and comparative reports. Prereq: 9 credits
in archaeology or prehistory and instructor's consent.
467 (G) Cultural ResourceManagement (3) Objec-
tives, legal background, operational problems, ethical
and scholarly considerations in the management of
prehistoric· and historic cultural resources. Prereq:
graduate standing in Anthropology, 9 credits of
upper-division archaeology or prehistory or instructor's
consent.
470 (G) Human .Population Genetics (3) Theoretical
and mathematical models in population genetics and
their applicability to human populations. Requires the
use of algebra and some differential calculus;
presumes an understanding of elementary genetics.
Prereq: instructor's consent. .
474 (G) Advanced Laboratory in Physical Anthro-
pology (3-6) Techniques for the assessment and
analysis of genetic, physiological, and anthropometric
variability in living human populations. Registration for
more than 3 credits requires instructor's consent. Pre-
or coreq: ANTH 322.
475 (G) Primate Behavior (3) Ecology and ethology
of free-ranging primates, Ciassification, distribution,
and ecological relationships of the liVing primates;
social structure and social organization of avariety of
species. Prereq: ANTH 375 or instructor's consent.
476 (G) Primate Anatomy (3) Emphasis on bone-
muscle relationships of the locomotor and masticatory
skeleton. Comparison of living and fossil primates,
including Homo sapiens. Prereq: ANTH 111, 324, or
Instructor's consent. .
4n (G) Primate Systematics and Taxonomy (3)
Development of taxonomy, methods and principles of
evolutionary classification; numerical phenetics and
taxonomic theory; primate and hominid classification.
Prereq: ANTH 320, 321, or instructor's consent.
478 (G) Laboratory In Primate Anatomy (2) Optional
laboratory for students enrolled in ANTH 476. Primate
osteology and myology; dissection of specimens;
individual projects. Two three-hour laboratories.
Prereq: instructor's consent.
479 (G)Palaeoprlmatology (3) The fossil record and
theoretical implications of the Cenozoicprimates with
special reference to their various adaptations;
locomotion, special senses, dentition. Prereq: ANTH
321 or instructor's consent.
480 (G) Paleoecology and Human Evolution (3) The
relationship between ecoiogy and comparative
morphology as a basis for theories 6f hominid
phylogeny; analysis of methods of paleoecological
inference; currenttheories of hominid origins. Prereq:
ANTH 321 or instructor's consent.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thasls (Arr,R) PIN .only.
505 Reading and Conference (Arr,R) PIN only.
506 Special Problems (Arr,R)
507 Seminar (Arr,R) Current topics are California
Prehistory, Ethnoarchaeology, Paleoanthropology
42 Anthropology
of South Asia, Plateau Archaeology, and Spatial
Archaeology,
509 Supervised Teaching Practlcum (Arr,R)
PIN only.
511 Culture, Society, and the Individual (3) Concepts
of culture and society as these terms are employed by
anthropologists. Relationships between culture and
society, culture and the individual, and society and the
individual. Prereq: graduate standing in the social
sciences.
512 The Beginnings of Civilization (3) The transition
from food-gathering to food-producing economies and
from egalitarian to state-level societies. Prereq:
graduate standing in the social sciences.
513,514 Primitive SocialOrganization (3,3) Particu-
lar emphasis on family, marriage, residence, descent
systems, lineage organization, alliance, and analysis
of kinship systems. '
517 Contemporary Indians of the United States (3)
Problems of land, economics, politics, and law; Indian
health, education, and welfare; social problems;
religion; treaties, legislation, and court decisions.
Anthropologists and Indians-current studies,
theoretical and applied. Prereq: graduate standing or
instructor's consent.
520 Re&earch Methods (4) Use of basic research
tools, particularly explicit inductive, deductive, and
retroductivemethods of statistical and other formal
analysis needed to formulate problems and conduct
research in anthropology. Prereq: 3 credits in introduc-
tory statistics.
521 Functional Anatomy (3) Comparative functional
studies of primates and other animals; principles of
animal mechanics. Individual research projects, two
three-hour laboratories. Prereq: ANTH 476 or BI 391
or BI 392 or instructor's consent.
522 Comparative Morphology and Human Evolution
(3) Principles of comparative morphology and
comparative anatomy of the primates. Application to
the study of the primate fossils implicated in human
evolution. Prereq: instructor's consent.
523 Dental Morphology and Human Evolution (3)
Taxonomy, ecology, pathology, and sexual dimor-
phism of early hominids; comparative dental morphol-
ogy. Theoretical models of 'dental evolution and
disease. Biocultural interaction in hominid dental
evolution. Prereq: instructor's consent.
526 Archaeology and Anthropology (5) Use by
archaeologists of concepts drawn from anthropology;
modifications and additions made necessary by the
nature of archaeological data. Prereq: graduate
standing in Anthropology or instructor's consent.
530 Cultural Ecology (3) Comparative analysis of
cUlturairesponses to environmental conditions. with
implications for cultural evolution. Prereq: graduate
standing in Anthropology or instructor's consent.
GEOL 541 Archaeological Geology (3) See descrip-
tion under Geology.
550 Sociocultural Theory (5) Cross-cultural types,
cuiture area types, modes of thought, cultural
dynamics, reality of social structure, meta-
anthropology.
560 Anthropological Linguistics (5) Primarily for
master's degree candidates in Anthropology. Prereq:
LING 421 or equivalent and instructor's consent.
570 Basic Graduate Physical Anthropology (5) For
graduate students with little or no background in
physical anthropology. Introduction to the major
subfields in physical anthropology; geochronology,
primate classification, palaeoprimatoiogy. palaeo-
anthropology, human biology and diversity, processes
of evolution. and primate ethology.
575 Advanced Primate Ethology (3R) For students
of primate behavior and adaptation. Emphasis on
advanced work in primate studies; focus varies from
term to term. Prereq: ANTH 475 or equivalent and
instructor's consent.
CI 582 Anthropology arid EdUcation I (3) See
description under Curriculum and Instruction.
CI583 Anthropology and Education II (3) See
description under Curriculum and Instruction.
590 Sociocultural Guidance (5) Basic sociocultural
anthropology for master's degree candidates. Survey
of theoretical foundations and approaches, social
organization, 'economic and political anthropology,
religion, arts, and sociocultural change. Emphasis on
current issues. Prereq: some background in cultural
anthropology. ,I ,
Asian Studies
308 Friendly Hall
Telephone (503) 686·4005
WIlliam S. Ayres, Program Chair
Program Committee Faculty
C, Melvin Aikens, Anthropology
William S. Ayres, Anthropology'
Scott Delancey, Linguistics
Joseph W. Esherick, History
G. Ralph Falconeri, History,
Michael B. Fishlen, Chinese
Gerald W. Fry, Politicai Science
and International Studies
Noriko Fujii, Japanese
Katsuko T.Hotelling, University Library
Esther Jacobson, Art History
Angela Jung, Chinese "
Hee-Jin Kim, Religious Studies
Stephen W. Kohl, Japanese
Richard C, Kraus, Political Science
Ellen Johnston laing, Art History
Wendy larson, Chinese
Glenn A. May, History
Yoko M. McClain, Japanese
David Milton, Sociology
Alan S. Wolfe, Japanese
lucia Yang. Chinese
Undergraduate Studies
The University offers an interdisciplinary Asian
Studies Program leading to the bachelor of arts
(BA) degree. The curriculum includes courses
in anthropology. art history, Chinese language
and literature, economics, geography, history,
Japanese language and literature, political
science, and religious studies. The program is
administered by the Asian StUdies Committee.
composed of faculty members with Asian
specializations and student representatives.'
Preparation. Students planning a major in
Asian Studies should include in their high
school curriculum any available courses on
world history and culture, and they should take
a foreign language~both touse in later studies
and to acquire language study skills for learning
Chinese or Japanese.
Transfer students planning to major in Asian
Studies should also try to accumulate social
science and language background, and
particularly to have completed as many courses
applicable to the University of Oregon's general
requirements for the BA degree as possible.
Careers. Students who major in,Asian StI,Jdies
often complementtheir course work with a year
or more of residence in East Asia. Or they go
directly on to graduate studies. Many students
double major to combine aprofession with their
area of expertise. Job possibilities are increas-
ing in such fields as business, journalism,
government, and education.
Major Requirements
Students majoring in Asian Studies must
complete two years (30 credits) of either the
Chinese or the Japanese language. Under
special circumstances, students maydem-
onstrate anequivalent competence by examina-
tion or by work in advanced language courses.
In addition, students must complete 36 credits
of course work distributed as set forth below.
Each student's course distribution should
significantly cover more than one Asian civiliza-
tion. Thus, a student focusing on Japan should
take at least 9 credits dealing, for example, with
China. Students intending to pursue graduate
work in Asian Studies are advised to complete
requirements for a B.A. in one of the disciplines
represented in the Asian Studies curriculum
and to fulfill the requirements for AsianStudies.
Course Requirements
The 36 credits of Asian Studies work should be
chosen as indicated below. (The order does not
reflect the sequence in which courses need to
be taken.).. ..
Students should consult their advisers in
planning their courses of study. One D grade
is considered serious warning, and more than
one is not acceptable for credit
1. 9 credits from one of the major history
sequences: East Asia in Modern Times(HST
391, 392, 393); History of China (HST 494,
495, 496); History of Japan (HST 497,
498,499)
2. 18 credits from among the following: Peoples
of India (ANTH 438), Peoples of East Asia
(ANTH 439), Peoples of Southeast Asia
(ANTH 440); History of Oriental Art (ARH
207, 208, 209); Introduction to Japanese.
Literature (JPN 301, 302, 303); Classical
Chinese Thought and Literature (CHN 305),
Political Tradition of Chinese Literature (CHN
306), 20th-Century Chinese Literature (CHN
307); Religions of India (R 301); Chinese
Religions (R 302); Japanese Religions (R
303); Geography of Asia (GEOG 203); Asian
and Pacific Archaeology (ANTH 350);
Northeast Asia Prehistory (ANTH 360)
3. 9 additional credits from any of the courses
in 1or 2 above or from the following courses.
Anthropology. Asia and Pacific Archaeology
(ANTH 350), South and East Asian Preh~tory·
(ANTH 412)
Architecture. Settlement Patterns (ARCH 433)
Art History. Nomadic Art and Culture of
Eurasian Bronze Age (ARH 361); Chinese Art
(ARH 464, 465, 466); Seminar: Early Chinese
Painting, Ming Painting,' Ch'ing Painting,
Japanese Art, Indian Art (ARH 407)
Chinese. Chinese Composition and Conversa-
tion (CHN 330, 331, 332); Contemporary
Chinese (CHN 414,.415, 416); Writers of the
May 4th Movement (CHN 420); Advanced
Readings in Modern Chinese Literature (CHN
421); Post-Cultural Revolution Literature (CHN
422); Literary Chinese (CHN 436, 437, 438);
Structure of Chinese Language (CHN 440);
Chinese Bibliography (CHN 453)
Economics. Seminar: Structure of the
Japanese Economy (EC 407); Economy of
China since 1949 (EC 454)
History. Foundations of East Asian Civilization
(HST 290); China, Past and Present (HST 291);
Japan, Past and Present (HST 292); Seminar:
China (HST 407); Seminar: Modern Sino-
Japanese Relations (HST 407); Colloquium:
China (HST 408); Colloquium: Japan (HST 408);
Thought and Society in East Asia (HST 491,492)
Japanese. Japanese Composition and Conver-
sation (JPN 327, 328, 329); Contemporary
Japanese (JPN 411, 412, 413); Advanced
Readings in Modern Japanese Literature (cIPN
~17, 418, 419); Literary Japanese (JPN 426,
427, 428); Japanese Poetry (JPN 433, 434,
435); Japanese Bibliography (JPN 450)
Political Science. Politics of China I (PS 342);
Seminar: Chinese Foreign Policy (PS 407);
Seminar: East Asia and World Politics (PS 407)
Religious Studies. Varieties of Eastern Medita-
tion (R 230); Religions of India (R 301); Chinese
Religions (R 302); Japanese Religions (R 303);
Buddhism and AsianCulture (R 330, 331); Zen
Buddhism (R 430); Readings in Zen Classics
(R 431)
Honors
See the Honors College section ofthis bulletin.
Southeast Asian Studies
In fall 1986 the University of Oregon launched
a Southeast Asian Studies Project to enrich the
breadth of its Asian Studies offerings. Grants
from the United States Department of Education
and the United States Information Agency have
facilitated the development of a number of new
courses on Southeast Asia. Among courses
offered are the following.
Anthropology. Asian and Pacific Archaeology
(ANTH 350), Seminar: Southeast Asian Health
Beliefs, Practices, and Policies (ANTH 407G),
Experimental Course: Southeast Asian Archae-
ology (ANTH 410G), Experimental Course:
Women and Development in Southeast Asia
(ANTH 41 0), Peoples of SoutheastAsia(ANTH
440G)
History. Special Studies: History 6f Southeast
Asia (HST 399), Special Studies: Southeast
Asia: Interdisciplinary Introduction (HST 399),
Special Studies: The United States and Vietnam
(HST 399)
International Studies. Seminar: Southeast
Asian Cultures and Philosophies (INTL 407G),
Seminar: Southeast Asian Political Novels and
Films (INTL 407G)
In addition, both Bahasa Indonesia and Thai are
being offered on an experimental basis under
Special Studies (LING 199).
An interdisciplinary faculty group, with field
experiences in the Philippines, Thailand,
Indonesia, Burma, Laos, and Malavsia, has
coordinated the curricular development.
Graduate Studies
The University offers an interdisciplinary
program inAsian Studies leading to'the master
of arts (MA) degree. The curriculum includes
courses in anthropology, art historY,Chinese
language and literature, history, Japanese
language and literature, political science, and
religious studies. The program is administered
by the Asian Studies Committee, composed of
faculty members with Asian specializations and
student representatives.
There are no specific requirements foradmis-
sion beyond having a bachelor's degree in a
specific departmental discipline. It is preferred,
however, that applicants have some under-
graduate preparation in courses relating to
Asia. Students lacking adequate Asian lah-
guage or disciplinary training must take appro-
priate preparatory courses without graduate
credit.
Prior to registration, the Asian Studies Commit-
tee will assign each student an adviser to assist
in developing an individual program.
Master's Degree Requirements
Students may fulfill their degree requirements
by electing either Option 1, a program without
thesis, or Option 2, a program with thesis.
Students chooSing Option 1 must (a) complete
54 credits of graduate study, including 45
credits in Asia-related courses, (b) submit two
substantial research papers on Asian topics
developed in seminars Of colloquia, and (c)
pass a general Asian studies field examination.
Students choosing Option 2 must complete 48
credits of graduate study, including 45 credits
in Asia-related courses, of which 9 are thesis
credits. All courses used for fulfillment of the
45-credit requirement in Asia-related courses
must be approved by the student's adviser, in
consultation with the committee. D grades are
not acceptable for credit in the graduate
program. These courses must representat least
two major Asian cultures and three academic
areas and include three seminars Or colloquia.
An MA candidate is required to demonstrate
competence in Chinese or Japanese equivalent
to two years of college training.
Second Master's Degree. Students enrolledin
graduate programs of other departments may
earn a second master's degree in Asian Studies.
Besides satisfYing the degree requirements set
by their departments, such students must (1)
complete 30 graduate credits in approved
Asia-related courses and (2) demonstrate
language competence in Chinese or Japanese
equivalent to two years of college training. A
thesis, applying the methodology of the stu-
dent's discipline to an Asian subject, is required.
The requirements for both the Asian Studies and
the departmental degrees must be completed
at the same time. A student completing this
option is granted two MA degrees, one in
Asian Studies and another in the departmental
field.
Curriculum
Below are the courses currently approved for
inclusion in the Asian Studies graduate cUr-
riculum. Not all are offered every year. .
In addition, the Asian Stl,Jdies Committee, at the
request of the student and upon the recommen-
dation of the student's adviser, may approve
other courses that offer the,opportunity to apply
Asian Studies 43
a disciplinary methodology to Asian topics. For
descriptions of the listed courses, please see
the appropriate departmental listings in this
bulletin.
Anthropology. Experimental Course: Prehis-
tory of China (ANTH 410G), South and East
Asian Prehistory (ANTH 412), Peoples of India
(ANTH 438), Peoples of East Asia (ANTH 439),
Peoples of Southeast Asia (ANTH 440)
Architecture. Settlement Patterns (ARCH 433)
Art History. Seminar: Chinese Art, Early
Chinese Painting, Ming Painting, Ch'ing Paint-
ing, Japanese Art, Indian Art, Himalayan Art,
Eurasian Bronze Age Art (ARH 407, 507);
Chinese Art (ARH 464, 465, 466)
Chinese. Reading and Conference (CHN 405);
Seminar (CHN 407); Contemporary Chinese
(CHN 414, 415, 416); Writers of the May 4th
Movement (CHN 420); Advanced Readings in
Modem Chinese Literature (CHN 421); Post-
Cultural Revolution Literature (CHN 422);
Literary Chinese (CHN 436, 437, 438); History
of the Chinese Language (CHN 440); Chinese
Bibliography (CHN 453)
Economics. Economy of China since 1949
(EC 454)
History. Thought and Society in East Asia (HST
491,492); History of China (HST 494,495,496);
History of Japan (HST 497,498,499); Seminar:
Japan, Modern Sino-Japanese Relations, East
Asian Historiography (HST 507); Colloquium:
Imperialism in China, Feudalism in East Asia
(HST 508)
Interdisciplinary Studies. Seminar: Asian
Studies (1ST 507), Colloquium: Asian Studies
(iST 508)
Japanese. Reading and Conference (JPN 405),
Seminar: Japanese Literature (JPN 407),
Contemporary Japanese (cIPN 411, 412, 413),
Advanced Readings in Modern Japanese
Literature (JPN 417, 418, 419), Literary
Japanese (JPN 426, 427, 428), Japanese
Poetry (JPN 433, 434, 435), Japanese Bibliog-
raphy (JPN 450) .
Political Science. Seminar: Chinese Foreign
Policy (PS 407), Seminar: East Asia and World
Politics (PS 407)
ReligiQus Studies. Zen Buddhism (R 430),
Readings in Zen Classics (R 431)
44 Australian Studies
Australian Studies
837 Prince Lucien Campbell Hall
Telephone (503) 686·5051 or -3211
Jack W. Bennett, Chair
Steering Committee Faculty
Jack W. Bennett, Academic Advising and Student
Services
Gerald W. Fry, International Studies
Richard G. Hildreth, Law
Gregory S. Hundley, Management
Ray E. Hull, Teacher Education
Glen A. Love, English
Kenneth H. Paul, Fine and Applied Arts
William Z. Schenck, University Library
Richard G. Schlaadt, School and Community Health
Barry Spicer, Accounting
Norman D. Sundberg, Psychology
Clarence E. Thurber, International Studies
Patricia A. Wand, University Library
Wayne T. Westling, Law
The University of Oregon does not yet have a
formal Australian studies program. However, for
several years, the Australian Studies Committee
has served to focus the considerable interest
among UO faculty members and students in
Australia as an influential Pacific Basin country.
I~ 1985-86 LaTrobe University in Melbourne,
Victoria, and the University of Oregon com-
pleted a student exchange agreement, and UO
students are now able to study at LaTrobe.
The University Library's materials on Australia
have been supplemented in recent years by two
substantial gifts from the Australian government,
so that resources are adequate for research in
many disciplines.
The year 1988 marks Australia's bicentennial,
and the University of Oregon expects to playa
part in educating Americans about the land
"down under." University of Oregon courses
that may be offered in 1987-88 and either focus
on Australia or have Australian content include
the follOWing:
Anthropology. Ethnology of Hunters and
Gatherers (ANTH301), Ethnology of Tribal
Societies (ANTH 302), Peoples of the Pacific:
Australian Aborigines (ANTH 423G)
Comparative Literature. Experimental Course:
Australian Literature (CLIT 410), Experimental
Course: Frontier Women in Australia and
America (CLIT 410), Experimental Course:
Writers of the Pacific (CLIT 410)
Engllsh.Western American Literature
(ENG 326)
Geology. Mountains and Glaciers (GEOL 350),
Global Stratigraphy (GEOL 526)
International Studies. Special Studies: Pacific
Visions (INTL 199). Seminar: The Australian
Experience (INTL 407), Seminar: The Pacific
Challenge (INTL 407)
Journalism. International Advertising (J 443)
Linguistics. Analysis of Language Structure
(LING 426)
Management. Seminar: International Industrial
Relations (MGMT 507), Problems in Interna-
tional Business (MGMT 545), Internship in
Export Planning (MGMT 546) .
School and Community Health. Advanced
Health Instruction (HEP 543), World Health
Problems (HEP571)
Biology
75A Science II
. Telephone (503) 686-4502
Roderick A. Capaldi, Department Head
Faculty
Andrew S. Bajer, Professor (molecular mechanisms of
cell division). Ph.D, 1950, D.Sc., 1956, Cracow. (1964)
Howard T. Bonnett, Jr., Professor (plant morpho,
genesis). BA, 1958, Amherst; PhD., 1964 Harvard.(1969) ,
William E. Bradshaw, Professor (population, physiolog~
Ical, and geographical ecology). BA, 1964, Princeton:
M.S., 1965, PhD., 1969, Michigan. (1971)
Roderick A Capaldi, Professor (membrane structure
and function). B.S., 1967, London; Ph.D., 1970 York.(1973) ,
James T. Carlton, Assistant Professor (marine ecology
and community structure). BA, 1971, California,
Berkeiey; Ph.D., 1979. California, Davis. (1986)
George C. Carroll, Professor (fungal and microbial
ecology), BA, 1962, Swarthmore; Ph.D., 1966, Texas.
(1967)
Richard W. CastenhOlz, Professor (algal and microbial
ecology). B.S., 1952, Michigan; PhD, 1957,
Washington State. (1957) .
Vicki L. Chandler, Assistant Professor (plant molecular
biology). BA, 1978, California, Berkeley; Ph.D., 1983,
California, San Francisco. (1985)
Stanton A Cook, Professor (ecology, evolution). AB.,
1951, Harvard: Ph.D., 1960, California, Berkeley. On
leave 1987-88. (1960)
Steven P. Courtney, Assistant Professor (behavior,
evolutionary ecology, Insect-host interactions). B.S.,
1976, PhD., 1980, Durham University. (1985)
Judith S. Eisen, Assistant Professor (development and
function of the nervous system). B.S" 1973, M.S., 1977,
Utah State: PhD., 1982, Brandeis, (1985)
Russell D. Fernald, Professor (neuroethology of visual
commUniCation, development of the visual system);
Director, Institute of Neuroscience. B,S., 1963,
Swarthmore; Ph.D" 1968, Pennsylvania. (1976)
Peter W. Frank, Professor (population ecology). B.A.,
1944, Earlham; Ph.D., 1951, Chicago. (1957)
Philip Grant, Professor (developmental biology). B.S.,
1947, City College, New York; MA, 1949, Ph.D., 1952,
Columbia. (1966)
Jane Gray, Professor (paleobotany, palynology). BA,
1951, Radcliffe; PhD., 1958, California, Berkeley. On
leave spring 1988. (1963)
Donald R. Hague, Associate Professor (molecular
aspects of plant development and function). B.S.,
1953, Franklin and Marshall; Ph.D., 1966, Oregon. On
leave fall 1987, winter 1988. (1968)
I. Lorraine Heisler, Assistant Professor (evolutionary
biology, behavioral ecoiogy, quantitative genetics).
B.~., 1976, Portland State; M.S., 1979, Ph,D., 1982,
Chicago. (1987)
Harrison M. Howard, Senior Instructor (microscopy
and scientific photography). (1965)
Charles B. Kimmel, Professor (developmental biology).
B.A., 1962, Swarthmore; Ph.D., 1966, Johns Hopkins.
(1969) .
FrederickW. Munz, Professor (visual physiology). BA,
1950, Pomona; MA, 1952, PhD., 1958, California. Los
Angeles. (1959)
GordonJ. Murphy, Senior Instructor. B·.S., 1953, M.S.,
1958, Oregon State. (1962)
Aaron Novick, Professor (cellular control mechanisms)';
Director, Institute of Moleqular Biology. B.S., 1940,
Ph.D., 1943. Chicago. (1959)
John H. Postlethwait, Professor (molecular genetic and
endocrine regUlation of development). B.S., 1966, .
Purdue; Ph.D., 1970, CaseWestern Reserve. (1971)
Paul P. Rudy, Professor (estuarine ecology, physiology
of salt and waterbalance); Director, Oregon Institute
of Marine Biology. BA, 1955, M.A., 1959, Ph.D., 1966,
California, Davis. (1968)
Eric Schabtach, Senior Instructor (development and
appllcatlonof new techniques in biological ultrastruc-
tural investigations); Director Electron Microscope
Facility. B.S., 1963, McGill. (1969)
Eric Selker, Assistant Professor (molecular genetics of
Simple eUkaryotes).BA, 1975, Reed; Ph.D., 1980
Stanford. (1985) ,
William R. Sistrom, Professor (bacterial physiology).
AB., 1950, Harvard; PhD., 1954, California, Berkeley.
(1963)
George F. Sprague:, Jr., Associate Professor (genetic
regulatory mechanisms in yeast). B.S., 1969, North
Carolina State: Ph.D., 1977, Yale. (1981)
Karen U. Sprague, Associate Professor (control of
gene expression in eukaryotes). B.A., 1964, Bryn
Mawr: PhD., 1970. Yale. (1977)
Franklin W. Stahl, American Cancer Society Research
Professor of Molecular Genetics (molecular genetics).
AB., 1951, Harvard; PhD" 1956, Rochester. (1959)
RobertC. Terwilliger. Professor (comparative physiol-
ogy and biochemistry). BA, 196'2, Bowdoin; M.A.,
1964, Ph.D., 1967, Boston. (1969)
Nathan J. Tublitz,Assistant Professor (neurophysiol-
!Jgy, neuropeptides and neuronal development of
Insects). BA, 1974, Reed; Ph.D., 1983, Washington
(Seattle). (1986)
Daniel Udovic, Associate Professor (plant population
biology); Director of Curriculum. BA,1970, Texas;
PhD., 1973, Cornell. (1973)
David H. Wagner, Associate Professor (plant
taxonomy, ecoloQY, evolution of bryophytes and
pteridophytes); Director and Curator of Herbarium.
BA. 1968, Puget Sound; M,S., 1974, Ph.D., 1976,
Washington State. (1976)
Monte Westerfield. Associate Professor (deveiopment
of the nervous system). AB., 1973, Princeton' Ph D
1977, Duke. (1981) , ..,
James A Weston, Professor (developmental biology).
BA. 1958. Cornell; PhD., 1963, Yale. (1970) .
Donald E. Wimber, Professor (structure of chromo-
s,?mes, cytogenetics of orchids). B.A., 1952. San
Diego State; MA, 1954, PhD., 1956 Claremont.(1963) ,
Herbert P. Wisner, Senior Instructor (breeding biology'
distribution of birds). BA, 1949, M.A., 1950 Syracuse'(1966) , .
Adjunct
Patricia Jean Harris, Adjunct Professor (fine structure
and immunofluorescence .studiesof the cell cycle).
. B,S., 1954, California, Berkeley: M.S. 1958 Yale'
Ph.D., 1962, California, Berkeiey. (1981)' ,
Peter M. O'Day, AdjunCt Assistant Professor
(biophysics of the visual system). BA, 1970 Canisius'
M.S., 1972, Maine at Orono: Ph.D., 1977, State '
University of New York at Albany. (1985)
Nora B. Terwilliger, Adjunct Research Associate. B.S.,
1963, Vermont; M.S" 1965, Wisconsin, Madison;
Ph.D., 1981, Oregon, (1972)
Special Staff
Ruth A Bremiller, Research Associate. B.S., 1950,
Western Maryland; M.Sc., 1956, Johns HopkinsSchool
of Public Health and Hygiene. (1966)
David Brumbley, Research Assistant. (1976)
Carol J. Cogswell, Research Assistant. BA, 1969,
MA, 1971, MArch., 1979, Oregon. (1969)
Michael Graybill, Research Associate. B,S., 1977,
Cutztown State; M.S., 1981, Oregon. (1982)
Evelyn Searle Hess, Instructor (plant propagation and
culture). B.S., 1966, Oregon. (1978)
M. Charlene Larison. Senior Instructor' Director of
Teaching Laboratories. B.S., 1963, Wa~hington State'
M.S., 1967, Oregon. (1967) ,
Georgia Mason, Honorary Curator of the Herbarium.
BA, 1941, Montciair State; M.S.. 1960, Oregon State.(1970) . .
Emeriti
Clarence.W. Clancy, Professor Emeritus (developmen-
tal genetics). B.S., 1930, M,S., 1932, Illinois; PhD.,
1940, Stanford. (1940)
James Kezer, Professor Emeritus (chromosome
structure and function). B.A., 1930, Iowa; M.S.; 1937,
Ph.D., 1948, Cornell. (1954)
Bayard H, McConnaughey, Professor Emeritus
(invertebrate zoology, parasitology, marine biology),
B,A" 1938, Pomona; MA, 1941, HawaII; Ph,D" 1948,
California, Berkeley, (1948)
Robert W, Morris, Professor Emeritus (biology of
fishes), A,B" 1942, Wichita State; M,S" 1948, Oregon
State; Ph.D" 1954, Stanford, (1955)
Edward Novitski, Professor Emeritus (genetics of
higher organisms), B,S" 1938, Purdue; Ph.D" 1942,
California Institute of Technology, (1958)
Bradley T, Scheer, Professor Emeritus (hormonal
control of molting and metabolism in crustaceans, ionic
regulation, membrane transport), B,S" 1936, California
Institule of Technology; Ph.D" 1940, California,
Berkeiey, (1950)
Arnold L. Soderwall, Professor Emeritus (aging and
reproduction of rodents), BA, 1936, Linfield; MA,
1938, Illinois; Ph.D" 1941, Brown, (1941)
Sanford S, Tepfer, Professor Emeritus (plant meri-
stems, floral development), B,S" 1938, City College,
New York; M,S" 1939, Cornell; Ph,D" 1950, California,
Berkeiey, (1955)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon,
Undergraduate Studies
Modern biologists investigate a broad spectrum
of questions about living organisms and life
processes, Biologists study the physical and
chemical basis of life, how organisms and their
component parts are structured, how they
function, how they interact with their environ-
ment, and how they have evolved,
In recognition of the emerging unity of the
biological sciences, the Department of Biology
covers all the major areas of modern biology,
Faculty members in a particular area work
closely in research with each other and with
students in that area, In their teaching, however,
they join with colleagues from other areas to
create an integrated curriculum that prepares
students for later specialization,
Thecurriculum is designed for students entering
directly from high school, transferring from a
community college or university, or embarking
on graduate work, In each case faculty advisers
confer with the entering student to determine
an appropriate course of study, based on the
student's preparation and objectives, In addi-
tion to courses oriented toward a degree in
Biology, the Department also offers courses
intended to serve as important elements in a
liberal education for majors in other areas,
Nonmajors
The Department offers a number of lower-
division general-interest courses (BI 102-242)
intended primarily for nonmajors, All nonmajors
wanting an integrated general knowledge of
biology should take BI 201-203, a cluster-
satisfying survey course in general biology, This
sequence is particularly recommended for
students majoring in Computer and Information
Science, Psychology, Physical Education,
Health Education, or related programs, It is also
an excellent starting point for students consider-
ing a minor in Biology,
The Department offers the following clusters for
nonmajors:
1, General Biology (BI 201-203)
2, Human Biology (either BI 102 or 112, and
two of the following: BI 103, 107, 108)
3, Cells and Inheritance (either BI 112 or 102,
and BI 113, 114)
4, Explaining Life's Diversity (either BI 120 or
121, and BI 122, and either BI 123 or 124)
5, Habitats (BI 141, 142, 143)
The courses in each of these clusters have no
prerequisites and may be taken in any order,
Each course not taken as part of a cluster may
be used as a stand-alone group-satisfying
course,
For more information on University group
requirements-both stand-alone and cluster-
see Group Requirements in the Registration and
Academic Policies section of this bulletin,
Majors
Preparation. Modern biology is a quantitative
science, Students planning to specialize in
biology should include in their high school
preparation as much mathematics, chemistry,
and physics as possible,
Students transferring as Biology majors follow-
ing two years of college work elsewhere should
have completed a year of general chemistry
with laboratory, a year of college-Ievel'mathe-
matics, and a year of college physics, Such
students need not have included biology
courses in their first two years of study,
Careers. Career opportunities exist for
graduates in biology with a variety of federal,
state, and local government agencies, Work
can also be found in various nonprofit organiza-
tions, private industry, teaching, or self-
employment.
Holders of bachelor's degrees can qualify for
positions involving inspection and testing,
production and operation work, technical sales
and service, and administrative duties in
connection with the enforcement of government
regulations, They may also obtain positions as
laboratory technicians and participate in
research,
Biology majors are encouraged to consult "A
Guide to Career Selection and Job Finding for
Biology Majors," which is, on file at the Career
Planning and Placement Service,
Major Requirements. A major in Biology leads
- to the Bachelor of Science (B,S,) or to the
Bachelor of Arts (BA) in BiOlogy, the latter
requiring completion of appropriate literature
and language requirements, Information and
assistance are available in the Biology Depart-
ment office to help students plan their program,
The specific courses required for a major in
Biology are listed below,
1, General Chemistry (CH 104, 105, 106 or
CH 204, 205, 206)
2, General Chemistry Laboratory (CH 107,
108,109)
3, Mathematics, to include two terms of
Calculus (MTH 201, 202); for graduate
studies or a professional careerin biologi-
cal science, students should complete a
full year of Calculus (MTH 201, 202, 203)
4, Because of the growing interest in the use
of digital computers in modern biology, at
least an elementary course in computer
sCience, such as Problem Solving in Pascal
(CIS 134), is highly recommended for all
Biology majors
5, General Physics (PH 201, 202, 203)
6, Organic Chemistry (CH 331)
Biology 45
7, Biological Diversity (BI 100)
8, Life (BI 110)
9, Molecular Biology (BI 291), Cellular
Biochemistry (BI 292), Cellular Physiology
(BI 293), and their respective laboratories
(BI294, 295, 296), Thesecoursesconstitute
a core curriculum essential to understand-
ing modern biology regardless of a stu-
dent's area of subsequent specialization
10, Any seven of the following courses: Ecology
(BI 314), Evolutionary Biology (BI 320),
General Genetics (BI323), Cell Biology (BI
328), Plant Diversity and Physiology (BI
330), Vertebrate Biology (BI 350), Animal
Physiology (BI 351), Developmental
Biology (BI 353), Invertebrate Biology (BI
361), Microbiology (BI 384), Molecular
Genetics (BI 387), Neurobiology and
Behavior (Bl 390), Organic Chemistry (CH
332), These courses are prerequisites for
many of the more specialized Biology
courses and may lead to particular areas
of concentration
11, Two additional terms of formal Biology
courses (BI 410-494) of at least 3 credits
each
Recommended Program. The recommended
program for Biology majors begins with mathe-
matics, general chemistry with laboratories,
Biological Diversity (BI 100), and Life (BI 110)
in the freshrnan year.
In the sophomore year, majors should take
Organic Chemistry(CH 331), Molecular Biology
(BI 291), Cellular Biochemistry (BI 292), and
Cellular Physiology (BI293) with their respective
laboratories (BI 294, 295, 296),
At the end of the sbphomore year, every student
is required to discuss his or her program with
a Biology adviserin order to develop an
individual program for the junior and senior
years that will satisfy the major requirements,
(This is referred to as the90-hour review,) The
student and adviser decide which seven
courses from the list of 300-level biology
electives will serve the student best and when
these courses should be taken,
The seven 300-level biology electives and
General Physics (PH 201, 202, 203) are taken
by all majors during the junior or senior years,
The two 400-level biology electives are typically
taken during the senior year of the student's
program,
Any cou rse req ui red for the Biology major may
be taken on a passino pass (PIN) basis, at the
student's option, within the general University
requirement limitation of 90 PIN credits for the
bachelor's degree, Students should exercise
the PIN option sparingly or not at all if they plan
to attend medical or dental school or to pursue
a graduate degree in biology,
Biology courses taken to meet the major
requirement must have been graded A, B, C,
or P, Grades of D and Fare unacceptable, and
students with such grades should consult the
head adviser to determine corrective action,
Field StUdy. Students are encouraged to
consider attending sessions at either the
Oregon Institute of Marine Biology on the coast
or the Malheur Field Station in southeast Oregon
to take advantage of rich opportunities for field
.5
46 Biology
study. Most upper-division Biology courses
taken at either of these field stations may be
accepted in place of certain 300-level electives
or 400-level requirements.
Sample Program
A sample program for the first two years of study is
shown below to provide an idea of an "average"
student course load. Individual programs may vary
according to each student's placement scores,
interest. and course'load capacity.
Freshman Year 49 credits
Elementary Functions (MTH 102) 4
Calculus (MTH 201, 202) . . . . . . . . . .. . 8
General Chemistry (CH 104, 105, 106) 9
General Chemistry Laboratory (CH 107,
108, 109) . .. . .. . 6
Biological Diversity (BI 100) l'
Life (BI 110) . . . . . . . . . . . . . . . . . . 3
English Composition (WR 121) 3
Social science electives .. . 6
Arts and letters cluster. . 9
Sophomore Year 49 credits
Organic Chemistry (CH 331) 3
Calculus (MTH 203) . . . . . . . . . . 4
Molecular Biology (BI 291) and laboratory
(BI294) .. . .
Cellular Biochemistry (BI 292) and laboratory
(BI 295). . , 5
Cellular Physiology (BI 293) and laboratory
(BI 296) 5
English Composition (WR 122 or 123) . 3
Social science cluster 9
Social science electives 6
Arts and letters electives . . . . . . . . . .... 9
Cluster Requirement. New students entering
the University must satisfy the cluster require-
ment for graduation. These students must
complete a group of courses specifically
designated as a cluster in each of the three
areas: arts and letters, social science, and .
science.
Students majoring in Biology may meet the
cluster requirement in science by taking
General Chemistry (CH 104, 105,.106 or CH
204,205,206) or General Physics (PH 201, 202,
203), both of which are part of the major
requirements for a bachelor's degree in Biology.
Students should consult their advisers when
selecting courses to meet the cluster require-
ments in arts and letters and in social science.
For more information on University group
requirements-both stand-alone and cluster-
see Group Requirements in the Registration and
Academic Policies section of this bulletin.
Second Bachelor's Degree. Students may
obtain a second bachelor's degree in Biology
after earning a bachelor's degree in another
field. These students have postbaccalaureate
nongraduate (G6) status. For the second
degree all departmental requirements must be
met, and a minimum of 20 upper-division
Biology credits must be completed in this
Department after completion of work forthe first
degree. A minimum of 10 credits must be taken
on a graded basis.
Professional Students. Premedical, predental,
and premedical technology students who want
to major in Biology should plan to complete the
Biology major requirements, Such students·
should consult their Biology advisers about
course scheduling for the bachelor's degree
program in Biology and for completion of
professional school entrance requirements.
See the Health Sciences, Preparatory section
of this bulletin for further information regarding
these requirements. Address inquiries to
Adviser for Premedicine, Adviser for Premedical
Technology, or Adviser for Predentistry, each
care of the Department of Biology.
Although the second terms of Organic Chemis-
try (CH 332, 333) and Introductory Organic
Laboratory (CH 337, 338) and the third term of
Introductory Physics Laboratory (PH 204, 205;
206) are not required for the Biology major, they
are required by most professional schools,
inclUding the Oregon Health Sciences
University.
Accelerated Master's Degree Program.
Professionally oriented undergraduate students
interested in earning a master's degree in one
year after completion of the bachelor's degree
may get an early start by seeking early admis-
sion to the graduate program, planning their
program of studies, and completing up to 9
graduate credits prior to the end of the senior
year.
The degree requires completion of 45 graduate
credits, 24 of which must be graded and 30 of
which must be in Biology. A maximum of 9
graduate credits (400G level) may be trans-
ferred from work completed priorto graduation,
provided these credits have not been used to
satisfy any of the requirements fortne bachelor's
degree.
Of the 36 credits taken during the year follOWing
receipt of the bachelor's degree, a student
might take 15 as five 3-credit courses at the
400G level, 9 credits of Thesis (BI 503), three
1-credit Seminar(BI507) courses, and 9 credits
of Research (BI 501). Normally, the degree
focuses on one of the Department's special-
interest areas, such as cell biology, ecology,
molecular biology, or neuroscience.
Students planning to earn an accelerated
master's degree should consult the Biology
graduate adviser at the end of the junior year
or early in the senior year. The graduate adviser
forthis program may be reached by calling the
graduate secretary in the Department of Biology
office.
Secondary School Teaching
The Department offers work in preparation to
teach biology in public secondary schools. For
information regarding requirements for the
Biology endorsement, students should consult
the Biology Department's adviser for teacher
education and the staff in the Teacher Education
Office of Student Services, 175 Education
BUilding.
Students who have not previously attended the
University of Oregon, but who otherwise meet
requirements for Oregon Basic or Standard
certification, are required to complete one term
of work on a full-time basis and two 400-level
Biology courses of at least 3 credits each. in
order to gain Oregon certification.
Honors Program in Biology
Biology majors who .have completed the core
(BI 291, 292, 293) or its equivalent and have
Biology grade point averages (GPAs) of 3.50 or
better are eligible for admission to the honors
program in Biology.
To graduate with honors in BiGllogy, a student
must have participated in the honors program
and must satisfy the following requirements:
1. Completion of all requirements for a degree
in Biology
2. A minimum GPA of 3.50 in all Biology courses
3. All upper-division courses used to satisfy
Biology deg ree requi rements must be taken
for a grade
4. Participation in the 1-credit honors research
seminar (BI 407) for a minimum of three
terms (six recommended)
5. A minimum of 9 credits of Research (BI401)
or Thesis (BI 403) or both, distributed over
at least two terms. These credits shbuld
reflect work done on a laboratory, theoretical,
or field-oriented research project that serves
as the basis for the honors thesis. Projects
that involve only library research cannot be
used for an honors thesis
6. A written thesis in the format of a research
paper describing a research project. The
thesis must be approved by a committee
consisting of the student's thesis adviser and
two faculty members from the Biology
honors program
For further information, contact the under-
graduate secretary in the Department of Biology
or see your academic adviser.
Special Opportunities for
Biology Undergraduates
Students majoring in Biology may take advan-
tage of opportunities to participate in research,
attend seminars, work as a teaching assistant,
or participate in a number of other related
activities.
Students may become involved in research
through arrangement with a member of the
Biology faculty. Credit may be earned by
enrolling in BI 401, 406, or 408. This enables
the student to carryon research during the year
under the direction of a research scientist in any
of several biological fields. Students who are
actively involved in biology research may also
participate in the honors research seminar
(BI407). For more information, consult individual
faculty members in the Department.
Students are invited to attend seminars that
feature visiting as well as local scientists. They
are announced by posters on the Department
bulletin boards.
Students are enCouraged to express ideas and
offer suggestions regarding curriculum and
student relations directly to the head of the
Department. Undergraduate majors in Biology
are represented on committees whose work
directly affects the undergraduate major
program. Students interested in working on
such committees should make their interest
known to the Department head.
The Department maintains, for student access,
a file of examinations given in Biology courses
during previous years. Most of these files are
either in the Department office or in Reserve
and Current Periodicals at the Main Library.
Students enrolled in many Biology courses are
asked to evaluate the course and the Instructor
near the end of the term. Information thus
collected is made available to the professor
soon after the end of the term and placed on
file for possible use in future promotion and
tenure deliberations.
Students majoring in Biology may assist in
teaching laboratory sections of some Biology
courses. Applications may be filed with the
Department for the limited number of assistant-
ships available.
Minor Requirements
The minor program in Biology:
1. Requires at least 24 Biology credits, of which
at least 15 are upper division
2. Requires a minimum of 15 credits taken in
residence
3. Is designed by the student in consultation
with members of the Biology faculty in the
student's specific area of interest
4. Is written down and filed in the Department
office.
All courses applied toward the minor must be
passed with grades of C- or better.
Students completing the minor program in
Biology are required to provide the Department
office with a copy of a transcript showing-
courses completed prior to final approval for
the minor.
Graduate Studies
The Department offers graduate work leading
tothe doctor of philosophy (PhD.) degree and.
to the degrees of master of arts (MA) and
master of science (M.S.). Candidates for
graduate degrees are expected to meet the
equivalent of the University undergraduate
major requirements before advancement to
candidacy for the higher degree.
Graduate study facilities are available in most
areas of biology including cell biology, develop-
ment, ecology, genetics, marine biology,
microbiology, molecular biology, morphology,
neurobiology and behavior, physiology (com-
parative, general mammalian, and plant), and
systematics. Detailed information regarding the
graduate program, current research interests of
the faculty, and physical facilities is available in
the Biology Department office, Brochures
describing the graduate programs in each
subdiscipline are available from the Graduate
Secretary, Department of Biology, University of
Oregon, Eugene OR 97403.
An Accelerated Master's Degree Program is
available for students wanting to complete a
master's degree in the year following gradua-
tion. For information, see the Accelerated
Master's Degree Program in the Department of
Biology Undergraduate Studies section above.
The Department is in the process of initiating a
master's degree program in imaging forthe life
sciences. The program will consist of core
courses in biological uses of light and electron
microscopy, and peripheral courses in image.
processing, such as photographic and video
techniques, and histochemistry. Interdiscipli-
nary studies with the physical sciences should
be possible. Further information will be available
as the program develops. Interested persons
are encouraged to send inquiries to Imaging
Program, Department of Biology, University of
Oregon, Eugene OR 97403..
Interdisciplinary programs, involving the
Biology and Chemistry Departments .and the
Institute of Molecular Biology, are offered in cell
biology and molecular biology. In neurobiology,
programs are also available in conjunction with
the Institute of Neuroscience and the Psychol-
ogy and Chemistry Departments.
Admission
Requirements for admission to the graduate
program include: .
1. A completed application for admission form
2. Three letters of recommendation
3. Transcripts of all college work
4. Scores on the Graduate Record Examination
5. TOEFL scores for foreign students
Application and reference forms and additional
information may be obtained from the Biology
Department office. Completed application
forms, copies of college transcripts, and letters
of reference should be sent to the Department
in care of the graduate secretary. Copies of
official transcripts of all college work must be
sent directly to the Department of Biology.
Deadline for applications is February 15.
Institute of Molecular Biology
Programs of research and research jnstruction
are available through the Institute of Molecular
Biology. For further information, see Institute of
Molecular Biology in the Research section of
this bulletin, or send inquiries tothe director of
the Institute.
Institute of Neuroscience
Neuroscientists in the Biology, Chemistry,
Physical Education and Hum;an Movement
Studies, and Psychology Departments have
formed an interdisciplinary program in the
neurosciences. The program focuses on
experimental neuroscience, with the goal of
understanding relationships between behavior
and the chemical, morphological, and
physiological functions of nervous systems. A
coordinated graduate-degree program of
instruction and research ;s available to students
through any of the participating departments.
For further information see the Neuroscience
section of this bulletin.
Herbarium
The University of Oregon Herbarium has more
than 110,000 prepared specimens, mostly
vascular plants, including about 1,000 type
specimens. The Herbarium provides demon-
stration material for classroom use, offers
identification service for the general public, and
maintains facilities for research. For further
information consult the curator.
Plant Biology Greenhouses
T~o greenhouses, with a total space of about
4,000 square feet, contain the plant biology
teaching collection and faculty and student
research plants: Several controlled-environ-
ment plant-growth chambers are also available
for research projects. Nonbiology clas~es and
the general public may tour the facilities by
appointment.
Oregon Institute of Marine Biol0$lY
The University operates the Oregon Institute of
Marine Biology (OIMB) at Charleston.
The Institute, on Coos Bay, offers a full program
of summer study. Summer faculty members
include Visiting biologists from around the
country as well as faculty members from the
Eugene campus and Institute personnel.
Students and faculty members reside on the
Institute grounds in Charleston. The marine
station is ideally situated forthe stUdy of marine
Biology 47
organisms, as many different marine environ-
ments are nearby.
In the fall term a program is offered for under-
graduate Biology majors and graduate stu-
dents. Along with the availability of such
courses as Animal Physiology (BI351), Inverte-
brate Biology (BI361), The Biology of Estuarine
Systems (BI 477G), and Marine Ecology (BI
478G), there are opportunities to carry out
research projects in these areas. A full seminar
program on a variety of topics is also arranged.
In the spring term, the Institute offers under-
graduates an interdisciplinary program, People
and the Oregon Coast, which coordinates the
specialized knowledge of biology, sociology,
geography, landscape architecture, and urban
planning. The combination of lectures and field
study uses the Coos Bay region as a natural
laboratory.
Detailed information and applications may be
obtained from the Department of Biology on the
Eugene campus or from the Director, Oregon
Institute of Marine Biology, Charleston OR
97420. See also the Research section of this
bulletin.
Malheur Field Station
The University of Oregon is also a member of
the MalheuJ Field Station consortium. Malheur
Field Station (MFS) is located in southeastern
Oregon in the heart of the Great Basin desert
and provides an excellent opportunity for
students to study a variety of terrestrial and
aquatic systems. Credits earned in courses at
MFS can be included in the total credits
required for a University of Oregon degree.
Detailed course information and applications
may be obtained from the Department of
Biology.
Interdisciplinary Program
in Environmental Studies
An interdisciplinary master's degree focusing
on environmental studies is offered through an
individualized program of the Graduate School.
Graduate courses in Geography; Planning,
Public Policy and Management; Biology; and .
Economics, among others, comprise the
program.
Address inquiries toJohn H. Baldwin, Director,
Environmental Studies Program, 156 Hendricks
Hall,University of Oregon, Eugene OR 97403.
See also Individualized Program: Environmental
Studies, in the Graduate School section of this
bulletin.
Courses in Biology (BI)
Lower-Division Courses
The lower-division courses in Biology are designed
primarily to meet general liberal arts requirements in
science. Most courses in this group (BI 100-242) have no
. prerequisites. Detailed descriptions of these courses are
available in the departmental office. Note: An extra fee
may be charged for courses in which field trips are
mandatory.
100 Biological Diversity (1) Introduction to living
organisms and their environments and to basic
biological principles through films and discussion.
102 Human Biology: Reproduction and Develop-
ment (4) Intended to help nonscientists understand
and appreciate biomedical information encountered in
daily life. Reproduction and development in the light
of modern scientific experience. .
103 Human Biology: Physiology(4jStudy of normal
body function at the organ level, emphasizing basic
48 Biology
physiological principles, No chemistry background
required,
107 Human Biology: Genetics (3) Basic concepts of
genetics as they relate to humans, Blood groups,
transplantation and immune reaction, prenatal effects,
the biology of twinning, selection in humans, and
sociological implications,
108 Human Biology: The Environment(3) Ecological
analysis of human adaptation; factors leading to
environmental degradation and possibilities for
achieving balance in the ecosphere,
110 Life (3) Concepts of evolutionary biology and
genetics from a historical perspective, Synthesis of
concepts into framework to account for biological
diversity, Prereq: Bf 100 or equivalent.
112 Cells and Inheritance: Biology of Cancer(3) For
nonmajors, Comparison of cancer cells with normal
cells; causes of cancer, including viral and environ-
mental factors; and biological basis of therapy,
113 Cells and Inheritance: Life of the Cell (3)
Introductory course in cell biol0l;ly for nonscientists,
Explains the structure and function of the cells that
compose all living things on earth, No chemistry
background required,
114 Cells and Inheritance: Physical Basis of Life (4)
Techniques of studies in cell biology, Structure and
function of the basic cell organelles,
120 Explaining Life's Diversity: Evolution (4) ,
Darwinian evolution; examples from modern ecology,
population genetics, the fossil record, Mechanics of
evolution, specialization, and extinction,
121 Explaining Life's Diversity: Ecology (3) Ecology
for nonbiologists, Ecosystem concept; organismal
energetics; biogeochemical cycles; succession;
population growth; species interactions; species
diversity, Implications for human ecosystems,
122 Explaining Life's Diversity: Plants (4) Why
plants are essential for all other life, Diverse life-styles
of plants, How plants work and how they have adapted
to their environment.
123 Explaining Life's Diversity: Animals (4) The
diverse ways that animals go about the business of
living, Focus is on methods by which animals have
adapted to their environment.
124 Explaining Life's Diversity: Animal Behavior (3)
Animal behavior, its evolutionary origins, and its neural
mechanisms, Readings and films illustrate the
adaptive nature of orientation, navigation, communica-
tion, and social behavior,
141 Habitats: Life of the Forest (4) Structure and
function of forested ecosystems, emphasizing the
Pacific Northwest. Interactions among trees, microor-
ganisms, and forest animals; disturbance and
recovery; forest management.
142 Habitats: Freshwater Biology (4) Environments
of lakes and streams, Effects of physical and chemical
factors on organisms, biological interactions, nutrient
cycles, results of human activities,
143 Habitats: Marine Biology (4) Introduction to
morphology, physiology, and ecology of marine plants
and animals, Live organisms are studied in
laboratories, Field trip to the rocky intertidal environ-
ment required,
155 Fishes: A Resource (4) Study of fishes and the
ways they have been found to be of interest to people;
includes taxonomy, morphology, physiology, and
natural history of fishes,
156 Natural History of Birds (4) Study of birds as
unique members of living communities; includes
considerations of structure, function, behavior,
ecological relationships, evolution, and identification
through observation of wild birds,
157 Flora of Western Oregon (4) Study of the
flowering plants of this region, with emphasis on
identification in laboratory and field and on the
characteristics of important plant families,
160 Biology of Common Plants (4) Biology of plants
important to humans, Requirements for plant growth,
plant breeding and genetics, plant morphology, plant
viruses, fungal diseases, soils;'systems of'agriculture,
196 Field Studies (1-2R)
198 Laboratory Projects (1-2R)
199 Special Studies (1-3R)
200 sl:ARCH (1-2R) PIN only.
201 General Biology I: How Cells Work (3) A su rvey
for nonmajors, Integrated investigation of the living
world; how cells carry out functions of living organisms,
How proteins work, How genes work, Concurrent BI
207 recommended, Not open to students with credit
for BI 291,
202 General Biology II: How Organisms Function
(3) A survey for nonmajors, How activities of different
cells are integrated to produce a functioning organism,
Development, physiology, and human genetics,
Prereq: BI 201 or equivalent. Concurrent BI 208
recommended, Not open to students with creditfor BI
292,
203 General Biology III: The Living World (3) A
survey for nonmajors, How organisms interact with
their environments and with each other; ecology,
evolution, and behavior, Prereq: BI 201, 202 or
equivalent Concurrent BI 209 recommended,
207 General Biology I: Laboratory-Discussion (1)
Promotes a thorough understanding of biological
principles, Recommended to accompany BI 201.
208 General Biology II: Laboratory-Discussion (1)
Promotes a thorough understanding of biological
principles, Recommended to accompany BI 202,
209 General Biology III: Laboratory-Discussion (1)
Promotes a thorough understanding of biological
principles, Recommended to accompany BI 203,
242 Paleobiology and Evolution of Plants (4) Major
trends in the evolution, ecology, and distribution ofthe
world's plants through geologic time, based on the
fossil record and interrelated with Earth's geologic
history,
291 Molecular Biology (3) Fundamental biological
processes of reproduction and variation at the
molecular level. Structure of genic material; gene
duplication, mutation, and recombination; and
relationships between genes and proteins, Prereq:
general chemistry; coreq: CH 331. BI 110 strongly
recommended,
292 Cellular Biochemistry (3) Ways cells supply
themselves with energy; chemical principles underly-
ing the structure and behavior of proteins, especially
their role as enzymes, Prereq: BI 291, CH 331,
293 Cellular Physiology (3) Cellular organization and
differentiation; relationships with the environment,
including permeability, osmosis, active and passive
ion movement; electrical properties of membranes;
communication between cells; sensory transduction;
motility; and homeostasis, Prereq: BI 291, 292,
294 Molecular Biology Laboratory (2) Illustrates
principles discussed in. BI 291,
295 Cellular Biochemistry Laboratory (2) Illustrates
principles discussed in BI 292,
296 Cellular Physiology Laboratory (2) Illustrates
principles discussed in BI 293,
Upper-Division Courses
Note: All 300-level courses have specific prerequisites,
Some are designed for nonmajors, An extra fee may be
charged for courses in which field trips are mandatory,
314 Ecology (4) The relationship of organisms to their
environment in space and time, Factors controlling the
distribution and abundance of organisms, introduc-
tions to community systems, and paleoecology,
Prereq: BI 291, 292, 293 or instructor's consent.
320 Evolutionary Biology (3-4) Origin and ma'inte-
nance of genetic variability, Historical and geographic
patterns of variation, Application of population
genetics to understanding evolutionary processes;
modes of speciation, Prereq: college algebra and BI
291, 292, 293, or instructor's consent
321 Human Physiology I: Nerve, Muscle, Senses (3)
Physiological principles as they operate in normal
function, Neuronal resting and action potentials,
muscle contraction, synaptic transmission, sensory
transduction, special senses, neural reflexes, and
central processing of information, Prereq: either BI
201, 202, 203 or one year of college chemistry and
one year of college biology,
322 Human Physiology II: Homeostatic
Mechanisms (3) Second term of a two-term sequence,
CirCUlatory, respiratory, digestive, metabolic, immune,
endocrine, and reproductive ~hysiology, Prereq:
B1321,
323 General Genetics (3-4) A study ofthe transmission
and regulation of the hereditary material in eukaryotic
organisms, including sex determination, genome
structure and change, and genetic regulation, Prereq:
B1291, 292, 293 or equivalents or instructor's consent.
328 Cell Biology (3-4) The eukaryotic celUs interpreted
at the molecular level. Includes control of organelle
biogenesis, cell shape, motility, cytoskeleton and cell
surface, cell cycle, and protein synthesis and secre'
tion, Prereq: BI 291, 292, 293 or instructor's consent.
330 Plant Diversity and Physiology (4) Structure,
development, and physiology of the important plant
phy'la, including adaptations essential for colonization
and survival in various aquatic and terrestrial environ-
ments, Prereq: B1291, 292, 2930r instructor's consent.
350 Vertebrate Biology (4) Comparative anatomy,
development, and evolution of different organ systems
of vertebrates and their adaptations to various
environmental demands, Elements of physiology,
behavior, and natural history, Prereq: B1291, 292, 293,
351 Animal Physiology (4) Elementary neurophysiol-
ogy and muscle contraction, Homeostatic mechanisms
of circulation, respiration, metabolism, ionic regulation,
and excretion in mammals; comparison with those in
other animals, Prereq: BI 291, 292, 293,
353 Developmental Biology (3-4) Topics include
genetic regulation, nucleocytoplasmic interactions,
organellogenesis, morphogenesis, pattern formation,
cell differentiation, and neoplasia, Prereq: B1291, 292,
293 or instructor's consent.
360 Coastal Biology (4) Introduction to a wide range
of environments on the Oregon coast; the open ocean,
, rocky intertidal, sandy beach, and estuarine environ-
ments demonstrate basic biological principles through
comparative study, Prereq: one year of biology core
or equivalent. Limited to 12 students, Offered at
Oregon Institute of Marine Biology.
361 Invertebrate Biology (4) Representative inverte-
brate groups, with emphasis on marine forms;
morphology, systematics, life history, and ecology,
Prereq: BI 291, 292, 293,
376 Natural History of Oregon (4) Plants and animals
of Oregon; their identification and factors relating to
their occurrence, distribution, and abundance,
Primarily for prospective teachers planning to teach in
Oregon, Offered summer session only,
381 Introduction to Bacteriology (3) Basic principles
of bacteriology; role of bacteria and other micro-
organisms in transformations of organic matter; ~
public health aspects, principles of epidemiology,
chemotherapy, and immunology, Prereq: general
chemistry.
383, Introduction to Bacteriology Laboratory (2)
BaSIC techniques In the culturing, microscopic
examination, and characterization of microorganisms,
Pre- or coreq; BI 381 or instructor's consent.
384 Microbiology (3-4) Structural diversity, physiol-
ogy, and ecology of bacteria (and some algae and
fungi), Laboratory work involves isolation and study of
physiologically diverse microorganisms, Prereq: BI
291, 292, 293 or instructor's consent.
387 Molecular Genetics (3-4) Molecular mechanisms
regulating'control of gene expression, Topics include
chromosome structure, transcription and processing
of RNA, control of transcription, translational controi,
and genetic rearrangement. 'Prereq: BI 291, 292, 293
or Instructor's consent.
390 Neurobiology and Behavior (3-4) Function of
nervous systems at both the cellular and organismal
levels leading to an understanding of behavior, Prereq:
BI 291, 292, 293,
391,392 Human Anatomy (3,3) Gross anatomy; the
skeletal, muscular, and neural systems; the circulatory,
respiratory, digestive, and urogenital systems,
399 Special Studies (1-4R) R when topic changes,
Note: The following 400-level courses are primarily for
undergraduate majors in Biology, An extra fee may be
charged for courses in which field trips are mandatory,
400 SEARCH (1-2R) PIN only.
401 Research (Arr,R) PIN only.
403 Thesis (Arr,R) PIN only.
405 Reading and Conference (Arr,R) PIN only.
406 (G) Field Studies (Arr,R)
407 (G) Seminar (Arr,R) PIN only.
408 (G) Laboratory Projects (Arr,R) Special labora-
tory training in research methods, A fee may be
charged for supplies and materials that become the
property of the student.
409 Practlcum (1,3R) PIN only.
410'(G) Experimental Course (Arr,R) Topics for
1987-88 include Biometry,
411 (G) Vertebrate Endocrinology (3) Endocrine
glands and hormones of vertebrates, Properties of
mammalian hormonal systems and some comparative
aspects of vertebrate endocrinology, Not offered
1987-88,
412 (G) Endocrinology Laboratory (1-3) Laboratory
work to illustrate modern techniques used in endocrine
research, Not offered 1987-88,
413 (G) Comparative Physiology (4-12) Respiration,
osmoregulation and excretion, nerve and musCle
physiology of major animal groups, Prereq: cell biology
or general physiology, organic chemistry, and college
zoology or instructor's consent. Offered at Oregon
Institute of Marine Biology.
414 (G) General and Comparative Physiology (4)
Homeostatic mechanisms in the areas of ionic and
osmotic regulation, excretion, circulation: respiration,
metabolism, and body-temperature regulation, Prereq:
BI351 or equivalent or instructor's consent. Not offered
1987-88,
415 (G) Cellular Neurophysiology (3) Physiology of
excitation, conduction, and synaptic transmission,
Prereq: instructor's consent.
416(G) Comparative Neurobiology (4) Continuation
of material introduced in BI 415, with particular
emphasis on neural integration, sense organs, and
brain function,
417 (G) Neuroanatomy (3) Principles of organization
of nervous systems with emphasis on vertebrate brain
and spinal ~ord, Functional implications of synaptic
organization and pattern of projections, and compara-
tive aspects, Prereq: BI 415 or instructor's consent.
418 (G) Neuroanatomy Laboratory (3) Practical
experience in selective staining and tracing methods
for neurons, gross anatomy, dissection, and micro-
scopic study of representative vertebrate nervous
systems, Pre- or coreq: B1417 or. instructor's consent.
419 (G) Cellular Neurophysiology Laboratory (3) .
Stimulati.on and recording of electrical activity in nerves
and muscles, Intracellular and extracellular potentials,
synaptic transmission, muscle contraction, and
sensory systems, Pre- or coreq: BI 415,
420 Neurochemistry (3) Biochemistry of the nervous
system; synaptic chemistry; identification of neuro-
transmitters; metabolism, storage, release of known
transmitters; postsynaptic events; correlation of
chemical events with neuroanatomy and physiology,
Prereq: CH 461, CH 462, BI 415 or equivalents,
instructor's consent.
421 (G) Biological Clocks (4) Physiology of circadian
rhythms, Biochemical, cellular, endocrine, and neural
components are treated, How clocks are used by living
things (e,g" photoperiod, oriented migration, and
annual cyclicity), Prereq: instructor's consent.
426 (G) Advanced Topics in Evolutionary Biology
(4) Population genetics; maintenance of genetic
variation; speciation theory; models of macroevolution;
sex-allocation theory, Prereq: Bi 320 or equivalent or
instructor's consent.
428 (G) Cell Motility (3) Fine structure of motile
organelles, history of discoveries, theories of motility,
and motile proteins, Microtubules and microfilaments
and their role in movement. Mechanism of chromosome
movements,
429 (G) Nuclear Cytology (4) Structure and function
of the nucleus, Behaviorof chromosomes; elementary
cytogenetics, methods of study, and experimental
procedures. Not offered 1987-88,
432 (G) My'cology (5) Physiology, ecology, structure,
and classification of the fungi; emphasis on structural
and physiological adaptations to saprophytic, parasi-
tic, and symbiotic modes of existence, Prereq: Bi 291,
292,293 or equivalents or instructor's consent. Offered
1987-88 and alternate years,
43~ (G) Algae (5) Structure, cytology, life history, and
ecology of representative freshwater and marine
algae. Prereq: instructor's consent. Offered 1987-88
and alternate years at Oregon Institute of Marine
Biology,
434 (G) Bryology (4) Morphology, ecology, evolution,
and systematics of the Bryophyta (mosses, liverworts,
and horn worts), .Emphasis on regional flora. Prereq:
BI 438 or 440 or equivalent or instructor's consent.
Offered aiternate years; not offered 1987-88,
435 (G) Methods of Pollen Analysis (5) Theory and
methOdology of pollen analysis and its application to
the resolution of ecological and paleoecological
problems, Prereq: instructor's consent. Offered
1987-88 and alternate years,
438 (G) Systematic Botany (5) Principles of plant
classification with emphasis on flowering plants,
introduction to taxonomic theory and,methods of
biosystematics, collection and identification proce-
dures, recognition of common families in native flQra,
439 (G) Field Botany (4) Field study and identification
of the higher plant flora of Northwest Oregon, Recog-
nition of principal families and of diverse plant
communities; utilization of materials for laboratory
teaching, Prereq: one year of biology or instructor's
consent. Offered summer session only,
440 (G)Morllhology of Vascular Plants (5) Structure,
life history, and evolution of representatives of the
ferns, fern allies, and seed plants, Prereq: BI 330 or
instructor's consent. Not offered 1987-88,
441 (G) Plant Physiology and Development (3)
PhYSiology and biochemistry of photochemical
reactions of photosynthesis, photomorphogenesis,
and phototropism, Mechanism in growth and differen-
tiation of cells, tissues, and organs, Prereq: BI3300r
instructor's consent. Not offered 1987-88,
442 (G) Plant Molecular Biology (3) Molecular
constituents and mechanisms in plant cells, Topics
include biochemistry of plant cells, gene regulation,
nuclear-cytoplasmic interaction, and molecular
biology oIplant diseases, Prereq: BI330 or instructor's
consent. Offered alternate years; not offered 1987-88.
443 (G) Plant Physiology and Development Labora-
tory (2) Experience in analysis of basic physiological
processes of plant function. Not offered 1987-88,
444 (G) Plant Molecular Biology Laboratory (2)
Laboratory analysis of the experimental foundations for
plant molecular biology, Not offered 1987-88,
451 (G) Eukaryotlc Gene Regulation (3) Molecular
mechanisms regulating gene expression in
eukaryotes, Emphasis on genetic and biochemical
analysis of transcriptional control. Prereq: BI 387 or
instructor's consent.
455 (G) Histology (5) Practically oriented study of
microscopic anatomy of vertebrate tissue and organs,
Prereq: instructor's consent. B1291, 292, 293 strongly
recommended, Not offered 1987-88,
456 (G) Developmental Neurobiology (3) Mech-
anisms underlying development of the nervous
system, The genesis of nerve cells; differentiation of
neurons; synaptogenesis and neuronal specificity;
plasticity, regeneration, and degeneration of nervous
tissue, BI 351, 353 or equivalents recommended,
458 (G) Marine Birds and Mammals (4) Principles of
ecology, ethology, and systematics as demonstrated
through study of birds and mammals of the Oregon
coast. The comparative faunas from the open sea to
coastal waters. Prereq: introductory biology course,
Offered at Oregon Institute of Marine Biology.
459 (G) Field Ornithology (4) Natural history and
identification of birds, Fieldwork emphasizing adapta-
tion, behavior, breeding, distribution, migration, and
ecology, Of special value to teachers, Offered summer
session only,
461 (G) Invertebrate Zoology (5-8) Representative
invertebrate groups, with emphasis on marine forms;
morphology, syst(lmatics, life history, and ecology,
Prereq: instructor's consent. Offered at Oregon
Institute of Marine Biology.
462 (G) Biology of Insects (4) Anatomy, physiology,
and behavior of insects, Insect societies, Laboratory
work, Prereq: one year of biology core or equivalent.
Not offered 1987-88,
463 (G) Parasitology (4) Important parasitic groups,
Siological interrelation!3hips of parasite and host and
their mutual effects, Prereq: instructor's consent. Not
offered 1987-88,
CH 461, 462, 463 (G) Biochemistry (4,4,4) See
description under Chemistry,
464 (G) Marine Biology: [Term Subject] (4-8R)
Contentvaries,Topics include Biology of Fishes,
Comparative Biochemistry, Planktonology, and other
subjects reiated to marine biology. OfferedatOregon
Institute of Marine Biology. R when topic changes,
CH 464 (G) Biochemistry Laboratory (4) See
description under Chemistry,
469(G) Experimental Invertebrate Embryology (5-8)
Modes of developrnent of the major invertebrate
groups, identification of common iarval forms,
obtaining and rearing embryos and larvae of marine
animals, Experimental analysis of development.
Prereq: invertebrate zoOlogy, instructor's consent.
Offered at Oregon Institute of Marine Biology.
470 (G) Dynamic Systems in Biology (4) Formulation,
construction, testing, interpretation, and evaluation of
biological models. Computer simulation modeling
using the Pascal language, Prereq: calculus; BI 291,
292,293; CIS 134 or equivaient. Offered alternate
years; notbffered 1987-88,
Biology 49
471 (G) PopUlations and Communities (3) Growth,
structure, and regulation of natural populations;
demographic analysis; theory ·and measurement of
community structure, diversity, and stability, Prereq: BI
314 or instructor's consent.
472 (G) Laboratory and Field Ecology (3) Quantitative
methods applied to field analyses of pattern, domi-
nance, community structure, and interactions, Pre- or
coreq: BI 471 or instructor's consent.
474 (G) Terrestrial Ecosystems (5) Part of the
ecology and evolution sequence, Development and
properties of terrestrial ecosystems through consider-
ation of interactions among climate, soil, and or-
ganisms, Prereq: instructor's consent. For aquatic
ecosystems see BI 475,
475 (G) Limnology (5) Study of freshwater environ-
ments, particularly lakes; chemical, physical, and
biological interactions, Prereq: instructor's consent.
Offered alternate years; not offered 1987-88,
4n (G) The Biology of Estuarine Systems (5) Water
movements; sediment transport; water chemistry;
biogeochemical cycles; plankton, benthos, and
nekton; salt marsh vegetation; estuarine productivity;
and detrital food webs, Research project required,
Prereq: one year Of general chemistry and one year of
college biology, or instructor's consent. Offered at
Oregon Institute of Marine Biology.
478 (G) Marine Ecology (4-8) Marine habitats and
organisms, with emphasis on primary and secondary
productiVity, and on community structure and
dynamics, Fieid emphasis on local intertidal and
shallow-water communities, Prereq: invertebrate
zoology or algae or both; statistics and calculus
desirable, Offered atOregon Institute ofMarine Biology.
481 (G) Biology of Prokaryotic Organisms (3)
Biology of photosynthetic prokaryotic organisms,
including structure, physiology, genetics, and natural
history of the blue-green algae (cyanobacteria) and
photosynthetic bacteria. Prereq: instructor's consent.
Not offered 1987-88,
483 (G) Biology of Prokaryotic Organisms Labora-
tory (2) Not offered 1987-88,
485 (G) Microbial Ecology (3) Survey of micro-
organisms; evolution and structure of microbial
communities in relation to habitats; biogeochemical
cycling; interaction among microorganisms and
multicellular eukaryotes; biotechnology. Emphasis on
terrestrial ecosystems, Prereq: instructor's consent.
Offered alternate years; not offered 1987-88,
486 (Gl Microbial Ecology Laboratory (2) Content
varies from term to term, Coreq: BI 485, Not offered
1987-88,
487 (G) Advanced Molecular Genetics (3) Topics
may include growth, mutation, recombination, and
regulation of macromolecular syntheses in phage,
bacteria, and eukaryotes, Prereq: BI387 or equivalent
or instructor's consent.
489 (G) Membrane Structure and Function (3)
Chemical composition, molecular structure, and
functional attributes of biological membranes, Bio-
synthesis and assembly of organelles, Not offered
1987-88.
490 (G) Animal Behavior (3) Survey of ethology and
its relation to experimental psychology and the
biological sciences, Evolutionary and comparative
aspects of animal behavior, motivational systems,
neural mechanisms, and neurobehavioral develop-
ment. Prereq: B1291, 292, 293 or instructor's consent.
Offered alternate years; not offered 1987-88,
491 (G) paleoecology and Paleobiology of Non-
marine Organisms (3) Paleoecology (historical
ecology)' of nonmarine organisms, with emphasis on
the Cenozoic, Survey of the principal approaches and
organisms available to the nonmarine paleoecoiogist.
Topics vary from year to year, Prereq: instructor's
consent. Offered alternate years; not offered 1987-88,
492 (G) Behavioral Ecology (4) Application of
evolutionary game theory to animal'behavior, Analysis
of contest, mating, and, social behavior, Prereq: one,
term of calculus,
494 (G) Laboratory and Field Methods In BIology
(4) Designed for biolOgy teachers in secondary
schools, Field collection, identification, and cU,lturing
of living material; utilization of this material in the
biology teaching laboratory, Fieldtrips for exploration
of Pacific Northwest habitats, Offered summer session
oniy,
50 Biology
495 (G) Collection and Analysis of Physiological
Data (5) Physiological data, how to collect them, what
to do with them after collection using a laboratory
computer. Prereq: BI 415 and a fundamental course
in computer science.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R) PIN only.
507 Seminar (Arr,R) PIN only.Topics may include
Animal Physiology, Botany, Cytology, Developmental
Biology, Ecology, Genetics, Molecular Biology, and
Neurobiology,
508 Special Topics (Arr,R) Lecture course devoted
to advanced topics. Topics reflect the instructors'
current research interests, Topics for 1987-88 include
Membrane Structure and Function.
509 Practicum (1.-3R) PIN only.
510 Experimental Course (Arr,R)
520 Advanced Genetics (2) Topics include gene
action, mutation, chromosome mechanics, population
genetics, statistical methods, radiation genetics,
Prereq: instructor's consent. No.1 offered 1987-88.
523,524 Principles of Microscopic Techniques (4,4)
Techniques in biological light microscopy. 523:
fixation, dehydration, embedding, sectioning and
staining methods. Chromosome techniques, auto-
radiography, cyto- and histochemistry. 524: light
microscopy including bright field optics, dark field,
polarization, phase and differential interference
contrast; principles and practices of scientific photog-
raphy, photomacrography, and photomicrography.
525 Principles of Microscopic Techniques (5)
Electron microscopy. Techniques in biological
electron microscopy, including fixation, embedding,
thin sectioning, positive and negative staining,
shadowing, and microscope operation. Transmission
electrcin' microscopy, Prereer instructor's conserit.
526 Developmental Genetics (3) Genetic regUlation
of development, including investigations of molecular
mechanisms and studies of developmental mutants,
Topics include molecular biology of eukaryotic
chromosomes, genetic mosaics, and models of gene
regUlation. Not offered 1987-88.
570 Ecological Modeling (3) Techniques for the
development, analysis, and presentation of ecological
model~,Student projects, Prereq: BI470 or analogous
course on modeling and simulation.
571 Oregon Environments (1-2) Introduction to
organisms and habitats of the Northwest. Day or
overnight field trips may include mountain, lowland,
coastal, freshwater, marine, estuarine, or fossil
habitats. Three or five field trips, Prereq: graduate
standing.
Canadian Studies
103 Hendricks Hall
Telephone (503) 686·3817
Bryan T. Downes, Committee Chair
Steering Committee
John H. Baldwin, Planning, Public Policy and
Management
Bryan T. Downes, Planning, Public Policy and
Management
Christopher R. Edginton, Leisure StUdies and Services
Gerald W. Fry, International Studies
Jon L. Jacobson, Law
Ronaid W. Kellet, Architecture
Glen A Love, English
Larry L, Neal, Leisure Studies and Services
John R, Shepherd, Speech
Sharon R, Sherman, English
Ronald E. Sherriffs, Speech
John A Shuler, University Library
Everett G. Smith, Jr., Geography
Clarence E. Thurber, International Studies
The University of Oregon does not have a formal
department of Canadian studies, However, the
Canadian Studies Committee seeks to integrate
existing instructional and research activities on
Canada and Canadian-United States relations
and to stimulate new research and courses in
these areas, Through the auspices of the
Canadian Publishing Centre, the University of
Oregon Library is a selected repository for
Canadian federal documents, .
Grant programs available through the
Academic Relations Division of the Canadian
Embassy, including the Canadian Studies
Faculty Enrichment Programme, the Canadian
Studies Faculty and Institutional Research
Grant Programmes, and Senior Faculty and
Graduate Student Fellowships in Canadian
Studies, have provided funds for a number of
University faculty members and graduate
students. The purpose of Canadian studies
courses is to enhance American students'.
understanding of the strong social, economic,
political, and cultural ties between the United
States and Canada, Among courses offered at
the University in 1987-88 are the following,
Anthropology. Ethnology of Hunters and
Gatherers (AI\JTH 301)
English. Experimental Course:. Canadian
Literature (ENG 410G)
Geography. Experimental Course: Geography
of Canada (GEOG 410G)
International Studies. Seminar: Canadian
International Development Assistance
(INTl407G)
Leisure Studies and Services. Seminar:
Canada: Perspectives in leisure (lSS 407G)
Planning, Public Policy and Management.
Seminar: Canadian-American Environmental
Issues (PPPM 407G), Seminar: Canadian and
United States Budgeting (PPPM .407G), Semi-
nar: Municipal Cutback Management in the
United States and Canada (PPPM 407G)
Telecommunication and Film. Seminar: Film
Board of Canada (TCF 407G), Theory and
CriticisrriOf Television Drama (TCF 431 G)
The courses listed above focus specifically on
Canada and United States-Canadian issues, A
number of other courses with content on
Canada are offered by a variety of departments,
For further information on these courses,
consult the Committee chair.
Chemistry
91 Science II
Telephone (503) 686-4601
David R. Herrick, Department Head
Faculty
Ralph J. Barnhard, Senior Instructor; Assistant
Department Head, B,S., 1959, Otterbein; M,S., 1965,
Oregon, (1966)
Sidney A Bernhard, Professor (biochemistry), B.S.,
1948, Brooklyn; M,S" 1949, Pennsylvania; PhD" 1951,
Columbia, (1961)
Virgil C. Boekeiheide, Professor (organic). A B., 1939,
PhD., 1943, Minnesota. (1960)
Bruce P. Branchaud, Assistant Professor (organic).
B.S., 1976, Southeastern Massachusetts; M.A., 1981,
PhD" 1981, Harvard. (1983)
Frederick W, Dahlquist, Prd/essor (biochemistry);
Member, Institute of Molecular Biology. B.A., 1964,
Wabash; Ph.D., 1968, California Institute of Tech-
nology. (1971)
Lloyd J. Dolby, Professor (organic). B.S., 1956,lIlinois;
PhD., 1959, California, Berkeiey. (1960)
Thomas R. Dyke, Professor (physical). BA, 1966,
Wooster; PhD., 1972, Harvard, (1974)
PaUl C. Engelking, Associate Professor (physioal).
B.S.,1971, California Institute of Technology; M.Phil.,
1974, PhD., 1976, Yale. (1978)
Richard G. Finke, Professor (organic, inorganic). BA,
1972, Colorado; PhD" 1976, Stanford, (1977)
O. Hayes Griffith, Professor (physical,biophysical),
AB., 1960, California, Riverside; PhD., 1964, California
Institute of Technology, (1966)
Diane K, Hawley, Assistant Professor (biochemistry).
BA, 1976, Kansas; PhD., 1982, Harvard. (1986)
David R. Herrick, Professor (physical). B.S., 1969,
Rochester: PhD., 1973, Yale. (1975)
Bruce S, Hudson, Professor (physical). B.S., 1967,
M,S., 1969, California Institute of Technology: PhD.,
1972, Harvard. (1978)
David C, Johnson, Assistant Professor (inorganic
Chemistry). BA,1978, Rutgers: Ph.D" 1983, Cornell.
(1986)
John F, W. Keana, Professor (organic). B.A., 1961,
Kalamazoo: PhD" 1965, Stanford, (1965)
LeRoy H. Klemm, Professor (organic). B.S., 1941,
Illinois; M.S, 1943, PhD" 1945, Michigan. (1952)
Charles E, Klopfenstein, Associate Professor: Director
of Chemical Laboratorie$' BA, 1962, PhD., 1966,
Oregon. (1967) . ," .
Thomas W. Koenig, Professor (organic). B.S., 1959,
Southern Methodist; PhD., 1963, Illinois. (1964)
James W, Long, Senior Instructor. B.S., 1965,
Washington (Seattle): PhD., 1969, California, Berkeley.
(1978)
Robert M, Mazo, Professor (physical): Director,
Institute of Theoretical Science. B.A., 1952, Harvard:
M,S" 1953, PhD., 1955, Yale, (1962)
Richard M. Noyes,Professor (physical). AB., 1939,
Harvard; PhD., 1942, California Institute of TeCh-
noiogy, (1958)
Catherine J. Page, Assistant Professor. BA, 1980,
Oberlin; PhD" 1984, Cornell. (1986)
Warner L. Peticolas, Professor (physiCal), B,S" 1950,
Texas Technological; PhD., 1954, Northwestern.
(1967) .
Geraldine Richmond, Associate Professor ,(physical),
B.S., 1975, Kansas State; Ph.b., 1980, California,
Berkeley, (1985)
F, Charlotte Scheilman, Adjunct Associate Professor
(physical). B,S" 1946, California, Los Angeles; M.S.,
1948, Ph,D" 1950, Stanford. (1960)
John A. Schellman, Professor (physical), A.B., 1948,
Temple: MA, 1949, Ph,D" 1951, Princeton. (1958)
Tom H, Stevens, Assistant Professor (biochemistry),
BA, 1974, M.S., 1976, California State, San Francisco;
Ph, D., 1980, California Institute ofTechnology. (1982)
David R. Tyler, Associate Professor (inorganic), B,S"
1975, Purdue; PhD" 1979, California Institute of
Technology, (1985)
Tadmiri R. Venkatesh, Assistant Professor
(neurochemistry). B.Sc., 1970, Mysore; M.Sc., 1973,
Ph.D., 1978, Birla Institute of Technology and Science.(1985) ,
Peter H. von Hippel, Professor (physical biochemistry).
B.S., 1952, M.S., 1953, Ph.D., 1955, Massachusetts
Institute of Technology. (1967)
Special Staff
Walter Baase, Research Associate. B.A., 1967, New
York; Ph.D., 1975, California, Berkeley. (1975)
Wayne J. Becktel, Research Associate. BA, 1976,
M.S., 1979, California, San Diego; Ph.D., 1980,
California, Berkeley. (1981)
Bruce Birrell, Research Associate. BA, 1962,
Willamette; Ph.D., 1967, Arizona State. (1970)
Susan E. Bonar, Research Assistant. B.S., 1982,
California State, Northridge. (1986)
Michael Castellani, Research Associate. B.S., 1982,
Furman; M.S., 1983, Northwestern; Ph.D., 1986,
California, San Diego. (1986)
Norman D. Cholewinski, Research Assistant. B.S.,
1981, Oregon State. (1982)
Sharbil J. Firsan, Research Associate. B.S., 1975, M.S.,
1978, American University of Beirut; Ph.D., 1986,
Illinois. (1986)
Daniel Graham, Research Associate. B.S., 1975,
Ph.D., 1984, California, Davis. (1985)
Doug Habliston, Research Assistant. B.S., 1974, M.S.,
1976, Utah State. (1978)
Danni L. Harris, Research Associate. B.S., 1976,
Hartford; Ph.D., 1983, Purdue. (1983)
SuzanneS. Hudson, Research Associate. B.S., 1967,
Michigan State; M.S., 1969, California institute of
Technology; Ph.D., 1972, Massachusetts Institute of
Technology. (1979)
lain D. Johnson, Research Associate. B.S., 1977,
Ph.D., 1983, Salford. (1983)
Yoshiyasu Kitahara, Research Associate. BA, 1975,
Ph.D., 1980, University of Tokyo. (1986)
Aaron C. Koskelo, Research Associate. B.S., 1978,
Oregon State; Ph.D., 1983, Wisconsin, Madison. (1985)
Yi-xin LO, Research Associate. B.S., 1963, University
of Science and Technology of China; Ph.D., 1978,
Shanghai Institute of Organic Chemistry. (1984)
Randall J. Mrsny, Research Associate. B.S., 1977,
Ph.D., 1982, California, Davis. (1982)
David Muchmore, Research Associate. AB., 1966,
Dartmouth; Ph.D., 1971, California Institute of Tech-
nology. (1976)
Judith L. Peirce, Research Assistant. B.S., 1984,
Oregon. (1986)
Vaikunth S. Prabhu, Research Associate. B.S., 1974,
M. P. E. S. Arts and Sciences College; M.S., 1976,
Karnatak University; Ph.D., 1981, Bombay University.
(1982)
Jeanne M. Robinson, Research Associate. ph.D.,
1985, Wisconsin, Madison. (1985)
Hossein Rojhantalab, Research Associate. B.S., 1970,
M.S., 1972, Hayward; Ph.D., 1976, Oregon State.
(1985)
David P, Senkovich, Instructor. (1973)
Roseanne J. Sension, Research Associate. BA, 1981,
Bethel(St. Paul); Ph.D, 1986, California, Berkeley.
(1986)
Victoria L. Shannon, Research Associate. B.S., 1980,
California, Davis; Ph.D., 1985, California, Berkeley.
(1985)
Devendra Srivastava, Research Associate. B.S., 1973,
M.S., 1975, Ph.D., 1980, Banaras Hindu University.
(1982)
Richard Stewart, Research Associate. B.S., 1980,
William and Mary; Ph.D., 1984, Michigan. (1985)
Michael Strain, Research Associate. B.S., 1972,
Massachusetts Institute of Technology; M.S., 1981,
Ph.D., 1984, Yale. (1985)
Sandip K. Sur, Research Associate. B.S., 1975, M.S., '
1977, Gauhati University; Ph.D., 1983, India Institute
of Technology, Kanpur. (1986)
Gerald A Thomas, Research Associate. BA, 1976,
California,. Santa Cruz; Ph.D., 1984, Oregon. (1984)
Johannes J. Volwerk, Res'earch Associate. B.S., 1968,
M.S., 1970, Ph.D, 1979, State University of Utrecht.
(1980)
Richard A Wielesek, Chemist. B.S., 1964, Illinois
Institute of Technology; Ph.D., 1968, Oregon. (1973)
Thomas Yager, Research Associate. M.S., 1981,
Denver; Ph.D., 1984, Oregon State. (1.984)
Emeriti
Francis J. Reithel, Professor Emeritus (biochemistry).
B.A., 1936, Reed; M.A., 1938, Ph.D., 1942, Oregon
Medical School. (1946)
William T. Simpson, Professor Emeritus (physical);
Member, Institute ofTheoretical Science and Institute
of Molecular Biology. A.B., 1943, Ph.D., 1948,
California, Berkeley. (1963)
Donald F. Swinehart, Professor Emeritus (physical).
B.S., 1939, Capital; M.S., 1941, Ph.D., 1943, Ohio
State. (1946)
Raymond G. Wolfe, Jr., Professor Emeritus (biochemis-
try). AB., 1942, MA, 1948, Ph.D, 1955, California,
Berkeley. (1956)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Undergraduate Studies
The Department of Chemistry enjoys a strong
reputation nationally. The Nationa:! Academy of
Sciences has recognized four of the current
faculty members by electing them to member-
ship. The most recent American Council on
Education Survey identifies the Department
among the 30 strongest in the nation,
The curriculum in Chemistry is designed to
provide a broad knowledge of the field as a part
of the liberal education offered by the College
of Arts and Sciences. Chemistry course work
may also provide a substantial foundation for
students interested in advanced work in
chemistry or other chemistry-based sciences,
particularly such fields as biochemistry, chem-
ical physics, molecular biology, geochemistry,
and neurochemistry. '
A definite strength ofthe program in Chemistry
is the opportunity it offers undergraduates to
participate in the activities of a dynamic
research group that considers problems
extending well beyond the level of textbook
instruction. Major and nonmajor students alike
can enjoy this experience of true scientific
inquiry. Two to three years of preparatory
course work normally precede the research
experience. The Department usually enrolls 20
to 30 undergraduate students each term in
Research (CH 401). '
Preparation. The high school preparation of a
prospective Chemistry major should include
chemistry, physics, and a minimum of three
years of mathematics. Those interested 'in
biochemistry would also profit from biology
courses in high school. High school work in
foreign languages is desirable but not required. '
Two-year college students planning to trans.fer
to the University to major in Chemistry should
prepare by taking courses equivalent to' those
outlined for the freshman and sophomore years.
For students with superior high school prepara-
tionwho intend to major in Chemistry, who are
enrolled in the Honors College, or who are in
other sciences, the Oepartment offers an
advanced general chemistry course. This
consists of the lecture sequence, General
Chemistry (CH 204, 205, 206), and an accom-
panying laboratory sequence, Quantitative
Analysis (CH 207, 208) and Semi-Micro Inor-
ganic Qualitative Analysis (CH 209).
Chemis"try 51
Careers. Career opportuoities for chemists are
available in education, government, and
industry (see the annual October issue of
Chemical andEngineering News). A bachelor's
degree in Chemistry provides a good back-
ground for advanced study in such fields as
biochemistry, molecular biology, biology,
pharmacy, pharmacology, physiology,
medicine, medicinal chemistry, materials
science, metallurgy, geology, oceanography"
geochemistry, atmospheric science,and
environmental problems. Chemists also find
jobs in science writing, public relations, person-
nel, plant production, sales, management,
safety management, market research,patent
law, and even financial analysis.
Recommended Curriculum
The American Chemical Society Certification
program below is the recommen<;led curriculum
for majors. It includes courses in Chemistry and
related fields. Variations in courses and order
may be worked out in consultation with an
adviser. Upon notification by the Department of
Chemistry, the Society issues certificates to
students who successfully complete the '
recommended curriculum.
Requirements for Degree with American
Chemical Society Certification
Major Requirements n-86 credits
General Chemistry (CH 204, 205, 206)' ........9
Quantitative Analysis (CH 207, 208), Semi-Micro
Inorganic Qualitative Analysis (CH 209).. . . .. 9
Instrumental Analysis (CH 324) 4-5
Organic Chemistry (CH 334, 335, 336) or
Organic Chemistry (CH 331, 332, 333) ..... 9-12
Organic Chemistry Laboratory (CH 340, 341, . ,
342) or Introductory Organic Labo,ratory
(CH 337, 338) and Organic Chemi~try
Laboratory (CH 342) 7-9
Physical Chemistry (CH 441, 442, 443) 12
Physical Chemistry Laboratory(CH 446, 447, 448). 12
Research (CH 401) minimum of 6
Advanced chemistry electives (three courses). 9-12
Related-Science
Requirements 53-54 credits
Calculus (MTH 201, 202, 203) 12
Calculus of Several Variables with Linear
Algebra (MTH 331, 332) 8
General Physics with Calculus (PH 211, 212, '
213) with laboratories (PH 204, 205, 206)' 18
Computer science (CIS 133, 134, or 210)' 3'4
One year of foreign language (French, German,
or Russian) 12
Advanced Chemistry Electives 9-12 credits
(three courses)
Research (CH 401) minimum of 6
Inorganic Chemistry (CH 411, 412) .. , . . . . . . . •. 6
Electricity and Magnetism (PH 441, 442~ ..... ,. 8
Principles of Chemical Thermodynamics (CH 451). 3
Principles of Statistical Mechanics (CH 453) 3
Principles of. Quantum Chemistry (CH 455) .. 3
Principles of Chemical Kinetics (CH 457).. . . . . .. 3
Biochemistry (CH 461, 462, 463) 12
Geochemistry (GEOL 470) 4
Chemical Instrumentation (CH 471). . . . . . . . . .. 3
Advanced Organic Chemistry (CH 531,.532, 533). 9
'General CheQ'listry (CH 104,1Oq, 106), along with the
laboratory sequence (CH 107,108, 109) and followed
in a subsequent year by Instrumental Analysis (CH
324), may be substituted for the200-ievei series.
'General Physics (PH 201; 202, 203) may be sub-
stituted for the PH 211 series. '
3Recomrnended but not required
Sample ACS-Certified Program
Freshman Yaar , " 48 credits
General Chemistry (CH 204, 205, 206)' 9
Quantitative Analysis (CH207, 208) and
Semi-Micro Inorganic Qualitative Analysis
(CH 209) , , . . . . . .. 9
Calculus (MTH 201, 202, 203) 12
English Composition (WR 121,123) 6
Eiectives . . . . . . . . . . .. .. . . . . . . . . . . . . . . . . . . .. 9
Introduction to Numerical Computation (CIS 133)
or elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3
52 Chemistry
Sophomore Year .. 48-51 credits
Organic Chemistry (CH 334, 335, 336) or
Organic Chemistry (CH 331, 332, 333) . . . .. 9-12
Organic Chemistry Laboratory (CH 340, 341,
342) or Introductory Organic Laboratory
(CH 337, 338) and Organic Chemistry
Laboratory (CH 342) 7-9
General Physics with Calbulus (PH 211, 212,
213)' 12
Introductory Physics Laboratory (PH 204, 205,
206)............ . 6
Foreign language. .. . 12
Junior Year 54-55 credits
Instrumental Analysis (CH 324) 4-5
Physical Chemistry (CH 441, 442, 443) 12
Physical. Chemistry Laboratory (CH 446, 447,
448) 12
Calculus of Several Variables with Linear
Algebra (MTH 331, 332) 8
Foreign language or elective. . . . . . . 12
Elective. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. 3
Health. . . . . .. . . . .. . . . . . . . ..... .. .. . . . .... 3
Senior Year. 24-27 credits
Advanced chemistry electives .(three courses) . . . . . . . . . . . . . .. 9-12
Research (CH 401) (3/term) minimum of 6
Electives . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 9
'General Chemistry (CH 104, 105, 106), along with the
laboratorysequence(CH 107,108, 109) and followed
in a subsequent year by Instrumental Analysis(CH
324), may be substituted for the 200-level series.
'General Physics (PH 201, 202, 203) may be sub-
stituted for the PH 211 series. . . '
The required electives also may be arranged'
with an adviser to include advanced courses in
Chemistry or related sciences, e.g., Neuro-
chemistry(BI420) or X-ray Crystallography (PH
491). See listed courses.
Students who want a less specialized major,
without American Chemical Society certifica-
. tion, mayomitthe foreign language. They may
substitute Instrumental Analysis (CH 324) and
General Chemistry Laboratory (CH 107, 108,
109) for CH 207, 208, 209. The advanced
elective may consist of three courses althe 400
or 500 level-excluding CH 403, 405, or 409;
one uppercdivision course and 6 credits of
Research (CH 401): or 9 credits of CH 401.
Grades of C- or P or better must be earned in
courses required for the major.
Biochemistry Major
Many undergraduate students who are in-
terested in advanced study using molecular
approaches to biologi,cal problems (e.g.,
biochemistry, molecular biology, physical
biochemistry, neurochemistry, or perhaps
medical research) .may want to base their
training in chemistry but include as well courses
in biologically based subjects. For these
students, the Chemistry Department offers a
modified major, with emphasis in biochemistry.
The recommended curriculum for these
biochemistry-option Chemistry majors includes
courses in Chemistry and related fields. Grades
of C--'or P or better must be earned in courses
required for the major.
The advanced elective courses in the senior
year may include research and are otherwise
similar to those listed under the regular Chemis-
try major curriculum; however, more attention.
might be directed to Biology or biochemical .
courSes. If chemical research is included as
part of the advanced work, at least 6 credits of
Research (CH 401) must be completed.
Students who plan to apply to medical schools
are advised to investigate the need for a physics
laboratory course that is not included in this
curriculum. If they seek a major with American
Chemical Society certification, then physics
laboratory, instrumental analysis, a foreign
language, and chemical research must be
taken in addition to the major requirements
cited.
Biochemistry Requirements 76-78 credits
General Chemistry (CH 104, 105, 106) . . . . . . . . 9
General Chemistry Laboratory (CHl 07, 108, 109). 6
Organic Chemistry (CH 331, 332, 333) . . . . . . . .. 9
Introductory Organic Laboratory (CH 337, 338),
Organic Chemistry Laboratory (CH 342) . . . . .. 7
Biochemistry (CH 461, 462,463). . 12
Biochemistry Laboratory (CH 464) 4
Physical Chemistry (CH 441, 442, 443) 12
Physical Chemistry Laboratory (CH 446, 447,
448) (choose two) 8
Research (CH 401) or advanced elective
or both (three courses) 9-11
Related-Science
Requirements 39-43 credits
. Calculus (MTH 201, 202, 203) . . . . . . . . . . . . . .. 12
Calculus of Several Variables with 'Linear
Algebra (MTH 331), optional '. . . . . . . . .. 4
General Physics (PH 201; 202, 203) 12
Molecular Biology, Celluiar Biochemistry,
Cellular Physiology (BI 291, 292, 293) 9
with iaboratories (BI 294, 295, 296) . . . . . . . . .. 6
Advanced Biochemistry
Electives (three courses) 9-12 credits
Research (CH 401) : minimum of 6
Inorganic Chemistry (CH 411, 412) . . . . . . . . . . .. 6
Genetics (BI 422) . . . . . . . . . . . . . . . . . . . . . . . . .. 3
Instrumental Analysis (CH 324) . . . . . . . . . . . .. 4-5
Neurochemistry (BI 420) 3
Eukaryotic Gene Regulation (BI 451) 3
Principles of Chemical Thermodynamics (CH 451). 3
Principles of Statistical Mechanics (CH 453) 3
Principles of Chemical Kinetics (CH 457) . . . . 3
Chemical Instrumentation (CH 471) 3
Biology of Prokaryotic Organisms (BI 481) . . . . .. 3
Advanced Molecular Genetics (BI 487) 3
Membrane Structure and Function (BI 489) 3
X-ray Crystallography (PH 491) . . . . . . . . . . . . . .. 4
Advanced Organic Chemistry (CH 531, 532, 533). 9
Advanced Biochemistry (CH 562, 563) , 6
Physical Bioch,emistry (CH 564, 565) 6
Sample Biochemistry Program
Freshman Year 48 credits
General Chemistry (CH 104, 105, 106) . . . . . . . .. 9
General Chemistry Laboratory(CH 107, 108, 109). 6
Calculus (MTH 201, 202, 203) 12
English Composition (WR 121, 123) 6
Electives . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 15
Sophomore Year 43 credits
Organic Chemistry (CH 331, 332, 333) . . . . . . . . 9
IntrOductory Organic Laboratory (CH 337, 338),
Organic Chemistry Laboratory (CH 342) . . . . .. 7
Molecular Biology, Cellular Biochemistry, .
Cellular Physiology (BI 291, 292, 293) 9
with laboratories (BI 294, 295, 296) . . . . . . . . .. 6
General Physics (PH 201, 202, 203) 12
Junior Vear 38 credits
Biochemistry (BI 461, 462, 463) 12
Biochemistry Laboratory (CH 464) 4
Physical Chemistry (CH 441, 442, 443) 12
Calculus of Several Variables with Linear
Algebra (MTH 331) . . . . . .. . . . .. . . . . . . ... 4
Elective. . . . . .. . .. . . . . . . . . . .. . . . . . .. . . . . . 3
Heaith 3
Senior Year 26-29 credits
Research (CH 401) or advanced electives
or both (three courses) 9-12
Physical Chemistry Laboratory (CH 446, 447,
448) (choose two) 8
Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9
Engineering
Students interested in engineering may com-
plete preparatory course work althe University
of Oregon before enrolling in a professional
engineering program at Oregon State University
(OSU) or elsewhere. The Department of Physics'
coordinates a three-plus-two program, whicl)
allows astudenttoearn a bachelor's degree in
Physics or Chemistry from the University and
one in engineering from OSU. For more informa-
tion, see the Engineering, Preparatory section
of this bulletin.
Minor Requirements
A minor in Chemistry may be pursued from the
basic outline of course work in general chemis-
try, including the laboratory sequence, and four
additional courses. Four options are outlined
below. Other options may be submitted for
consideration and approval by the Department.
University requirements for the minor include a
total of 24 credits in Chemistry, 15 of which must
be in upper-division courses and 12 of which
must be completed at the University of Oregon.
All courses must be taken on a graded basis;
credits for tutorials (CH 110 or 310), Seminar
(CH 407), and Reading and Conference (CH
405) may not be applied toward the required
courses or credits for the minor. Grades of C-
or P or better must be earned in courses
required for the minor.
Analytical-Physical Chemistry Option: General
Chemistry with laboratories and CH 324, 441,
442, 443
Biochemistry Option: General Chemistry with
laboratories and CH 331, 461 , 462, 463. CH 334
may be substituted for CH 331
Organic Chemistry Option: General Chemistry
with laboratories and CH 334, 335, 336, 340.
CH 331, 332, 333 may be substituted for CH
334, 335, 336; CH 337, 338, and 342 may be
substituted for CH 340
Physical Chemistry Option: General.Chemistry
with laboratories and CH 334, 441, 442, 443.
CH 331 may be substituted for CH 334
Secondary School Teaching
The Department offers work toward Basic and
Standard certification required to teach chemis-
try in public secondary schoois. For additional
information regarding requirements for the
Physical Science endorsement, students
should Consult the departmental endorsement
adviser, Ralph Barnhard, and the staff in the
Teacher Education Office of Student Services,
175 Education Building.
The program in itseltdoes not satisfy the
requirements for a bachelor's degree in Chemis-
try. Students intending to teach chemistry in
secondary schools are encouraged to satisfy
the requirements for the major. Grades of C- or
Por better must be earned in courses required
for teacher certification in chemistry.
Graduate Studies
Graduate yvork in Chemistry is a research-
oriented PhD. program with options in organic
chemistry, organotransition metal-inorganic
chemistry, physical chemistry, biochemistry,
chemical physics, molecular or cell bioiogy,
and nellrochemistry. Master of science (M.S.)
and master of arts (MA) degrees are also
offered. However, except under unusual
circumstances, doctor of philosophy (PhD.)
candidates receive priority for .admission.
A major strength of the University of Oregon
program is its interdisciplinary approach to
research and teaching. Many important ad-
vances in chemistry occur at the junctions of
classically defined divisions of science. Col-
laborative interaction of these divisions is
fostered through interdisciplinary research
institutes.
The programs of interest to chemically oriented
scientists include the Institute of Molecular
Biology, the Institute of Neuroscience, the
Institute of Theoretical Science, the Chemical
Physics Institute, the Materials Science Institute,
and the program in cell biology. .
An outstanding spectrum of research oppor-
tunities is available within the three principal
Chemistry Department subdivisions of
biochemistry, organic-inorganic, and physical-
theoretical as well as within the research
institutes.
First-year students are offered financial assist-
ance through graduate teaching fellowships
(GTFs). Research assistantships are typically
available for students with advanced standing.
These research appointments are funded
through grants to the University by federal
agencies and private (industrial) sources for
support of the basic research programs in the
Department. Students are selected for these
positions on the basis of their interest in a
particular research area and by mutual agree-
ment of the student and the faculty member
directing the work.
Although subject to variation,stipends for
assistants, with summer research work, are
currently $8,600 for the calendar year. During
1986-87, research projects in the Department
of Chemistry were sponsored by the Alfred P.
Sloan Foundation, Air Force Office of Scientific
Research, American Chemical Society, Ameri-
can Diabetes Association, Camille & Henry
Dreyfus Foundation, Catalytica Associates,
Celanese Corporation of Canada, Department
of Energy, DuPont Corporation, Medical Re-
search Foundation, Molecular Probes, Inc.,
Murdoch Foundation, National Institutes of
Health, National Science Foundation, Northwest
Area Foundation, Office of Naval Research,
Oregon Heart Association, and SearleFounda-
tion.
An illustrated publication, Doctoral Program in
Chemistry at the University of Oregon, is
available from the Department on reques't. The
booklet presents complete details on the
program, facilities, financial support, faculty
members and their individual research interests,
course offerings, housing, and the local environ-
ment. Those requesting the booklet also receive
additional information about admission as well
as instructions and application forms for
admission and graduate teaching fellowships.
Biochemistry, Molecular Biology,
Cell Biology
One of the most active areas of research is the
study of the molecular bases of cell activity,
including synthesis of macromolecules, regula-
tion of gene expression, metabolism, develop-
ment, cell movement, and the structure and
function of biological membranes. Research in
these areas has been fostered by close collab-
oration among biologists, chemists, and
physicists. The interdisciplinary nature of these
programs has been greatly strengthenedby the
Institute of Molecular Biology and the receiltly
formed program in cell biology. Ten members
of the Chemistry Department are currently
affiliated with these programs. As a result of the
strong interaction between biologists and
chemists, new research and teaching programs
have developed in the past few years in the
areas of immunobiology, hormonal regulation,
developmental biochemistry, and neurobiology.
Thus, entering graduate students are in an
excellent position to take advantage of the
molecularly oriented avenues to the study of
biological problems. The interdisciplinary
nature of the molecular and cell biology pro-
grams has greatly increased communication
between faculty and students in different
disciplines.
Some of the areas of active research in cell and
molecular biology involve overlapping interests
of several research groups. For example,
expression of genes that code for regulatory
peptides is being investigated in several
laboratories, using cell culture techniques,
genetics, immunochemical methods, and
recombinant DNA approaches. One group is
studying the regulation of expression of the
gene that codes for a-factor, a peptide
pheromone that mediates conjugation in yeast.
A new research program is being developed to
study the secretory pathway in yeast, using
mutants to analyze the steps involved in
intracellular transport of proteins. Another
group is investigating the regulation of expres-
sion of genes that code for neuropeptides,
including the opioid peptides, endorphins,
enkephalins, and dynorphins. The study of
regulation of transcription and tissue-specific
expression of tRNA genes in the silkworm is the
focus of research in another laboratory. Other
groups are involved in a study of the genetic
regulation of cell movement (chemotaxis) in
bacteria and the hormonal regulation of de-
velopment in Drosophila. Several collaborative
research projects, using a variety of methods'
including electron spin resonance and nuclear
magnetic resonance, are being conducted on
the structure and function of biological mem-
branes. .
Biophysical Chemistry
Biophysical chemistry provides close collabora-
tion and educational interaction a.mong faculty
members and students. Research groups.
involved in the development and application of
physical methods work closely with molecular,
cellular, and neurobiologists; biochemists; and
synthetic organic chemists. Most of the research
programs in biophysical chemistry are inter-
disciplinary.
Some areas of active biophysical chemistry
research involve several research groups. For
example, the nature of the interaction of
regulatory, recombination, and transcription'
proteins with nucleic acids is of great current
interest. This work involves crystallographic and
computer graphics studies,thermodynamic
binding studies, and genetic analysis. Another
example is tlie broad interest in the nature of
lipid-protein interactions and their role in the
regulation of the activity of biological mem-
branes. Relying on sophisticated techniques,
this work utilizes electron spin resonance,
nuclear magnetic resonance (especially
deuterium NMR), calorimetry, and picosecond
time-resolved fluorescence methods. Another
area of general interest is the nature of the
Chemistry 53
excited electronic states of biopolymer compo-
nents. This includes the use of the optical
properties of biopolymers, such as their circular
dichroism,as a probe of their conformational
state; the relationship of excited state conforma-
tion changes to thei r resonance Raman spectra;
and a fundamental interest in the nature of
excited states, includingtheir role in vision. The
general problem of the nature of the forces that
determine protein stability is approached from
both the structural and thermodynamic points
of view; it includes the use of mutant forms to
probe specific contributions to overall stability.
Materials Science
The discipline of materials science seeks to
understand the properties of solid and liquid
materials. It is by nature an interdisciplinary
field, combining expertise from the basic fields
of physics, chemistry, geophysics, and molecu-
lar biology. Nearly all areas of chemistry can
make an important contribution to this area in
the synthesis and characterization of various
materials. Here the word "materials" generally
means solids but also includes lower-dimen-
sional condensed phases such as polymer
chains, solid films, and certain aspects of
liquids. Much of the excitement of the research
in this area derives from the discovery and
improved understanding of new materials that
have possible technological applications..
A Materials Science Institute has recently been
created to foster collaboration among the
materials-oriented research groups. Members
of the Institute are active in the study of the
structure, reactivity, and thermodynamics of
these materials in addition to the characteriza-
tion of their electronic and optical properties.
The Chemistry and 'physicspepartments are
currently the dominant participants in the
program. A variety of courses and seminars'on
the physics and chemistry of materials are
available to foster the educational and research
aspects of the degree. The list of active research
topics includes the characterization of elec-
tronic materials and devices, solid-state
chemistry, ultra-high vacuum surface science,
laser-induced dynamics at surfaces, nonlinear
optics at interfaces, properties of amorphous
and glassy systems, organic conductors,
optical stUdies of polymers and polymer films,
biotechnological materials, fundamental limits
of microelectronic devices, and ion modification
of materials. Collaboration, between Institute
members and industrial research laboratories
is common and is animportant dimension of
the program. In thearea of materials fabrication,
capabilities for crystal growth, chemical vapor
deposition,inorganic solid-state synthesis, ion
implantation, and vacuum deposition are
accessible. Characterization of these materials
includes electrochemical methods, ultra-high
vacuum techniques, and assorted electronic
measurerTlents including capacitance, conduc-
tivity, X-ray diffraction, and magnetic suscepti-
bility.A growing portion of the work involves
optical characterization using pulsed laser
techniques and other modern spectroscopic
methods. Sharing of facilities and expertise
among the various research groups is an
important and valued aspect of the program.
54 Chemistry
Neuroscience
The Institute of Neuroscience is a research
facility at the University whose sta!f membe;s
hold joint appointments in the Institute .and In
the Biology, Chemistry, Computer and Informa-
tion Science, Physical Education and Human
Movement Studies, and Psychology Depart-
ments. The objective of the Institute is to foster
research and training inneuroscience by
providing a formal structure that encourages
collaboration among individual scientists and
students from the five departments.
The focus of the Institute is on experimental
neuroscience, with the goal of understanding
relationships between behavior and the chemi-
cal, morphological, and physiological fu~cti?n~
of nervous systems. The unusual interdiSCipli-
nary approach to problems allows the collabora-
tion of scientists from different disciplines with
differing viewpoints about neuroscience. Within
the Institute a group of developmental
neurobiologists is pursuing questions on. the
establishment of nervous system patterning
during the growth of individual embryonic
systems. Members from both the Chemistry and
BiologyDepartments are interested in biochem-
ical correlates of experimental behavioral
disease states. Other areas of mutual research
interest include visual neurobiology, auditory
physiology, biochemical bases of circadian
rhythms, learning and memory,. sites and
mechanisms of central nervous system drug
action, biochemistry of endogenous opiates,
and the control of motor function..
See the Neuroscience section of this bulletin for .
more information about the study of neuro-
science at the University.
Organic, Orgtmotransition Metal,
Inorganic Chemistry
The synthesis of new chemical substances and
the study of their fundamental chemical and
physical properties is at the heart o! organi?,
organotransition metal, .andinorganl~ chemiS-
try. Recognizing that these three subdisciplines
of chemistry are more alike than they are
different, the research and teaching in these
areas is unified through a single, cohesive
organic-inorganic division within the Chemistry
Department.This nontraditional interdisciplinary
approach is useful in defining and solving
scientific research problems.
Graduate students and postdoctoral research-
ers in organic-inorganic chemistry enjoy an
especially broad education emphasizing both
the fundamental aspects of chemical synthesIs,
structural characterization, and mechanisms of
chemical reactions and processes as well as
the applications of such chemistry to the
solution of practical problems. Formal course
work is organized around these interdisciplinary
themes.
Weekly organic-inorganic seminars are or-
ganized to cover the breadth of recent ad-
vances in organic, organotransition metal, and
inorganic research. Of foremostimportan?e is
the central location of all research laboratories.
This proximity results in an open and active
atmosphere that encourages spontane?~~
discussions of day-to-day research activities
and problems, providing a chemical education
unsurpassed by any textbook or formal course.
Organic-inorganic researchers have direct
access to necessary instrumentation in the
shared organic-inorganic· instrumentation
center adjoining the research laboratOries. Most
faculty members in organic-inorganic chemistry
have mUltiple research interests and expertise.
The frontiers of organic, organotransition metal,
and inorganic chemistry are being actively
studied in the organic-inorganic division.
Physical Chemistry, Chemical
Physics" Theoretical Chemistry
Physical cnemistry research anchors the
qualitative ideas of the practicing chemist on a
firm experimental and theoretical base, and it
develops new insights into molecular structure
and chemical reactions. Often, this goal
requires the physical chemist to develop new
theoretical and experimental research tools.
Newinterdisciplinary approaches often lead to
outside collaborations in materials science,
geochemistry, chemical physics, and molecular
biology.
Theoretical techniques such as group theory,
many-body theory, and statistical mechanics
are used to study the correlation of motions of
atoms in reactions and the interrelation of
molecules in condensed phases. Specific work
includes molecular electronic state spectra,
equilibrium and nonequilibrium statistical
thermodynamics, Rydberg states, atom clus-
ters statistical transport theories, fast chemicalrea~tions, vibronic mixing, and circular di-
chroism. Cooperation with the Institute of
Theoretical Science and the Department of
Mathematics continues to be helpful in some of
this research.
MuCh experimental research depends upon
modern spectroscopic techniques, including
those of lasers and laser optics. Several
research groups use laser Raman and laser
fluorescence spectroscopies in their investiga-
tionsof molecular systems. They attack such
varied problems as the binding of biologically
active molecules in membranes, the under-
standing of the internal bonding changes of a
compound as it undergoes chemistry, the
sorting out of photochemical excited state.s, and
the detection of radicals and molecular Ions.
One novel use of this experimental technology
is the study ofthe van der Waals an<;l hydrogen
bonds.
Research examining current problems of
chemical kinetics has been quite successful at
the University, where the oscillating reaction
system known as the "Oregonator" has been
studied. Coupled reaction systems are currently
being examined both theoretically and experi-
mentally.
Withthe strong Institute of Molecular Biology at
the University, it is only natural that research
interests and collaborative efforts have arisen
in applying physical methods to biochemistry.
Studies include those of intra- and intermolecu-
lar forces, which are important for maintaining
conformations of biological macromolecules.
The Chemical Physics Institute fosters collab-
oration between physics and chemistry. Electri"
cal discharges and their peculiar chemistries,
X-ray emissions of atoms, molecular beams,
interstellar molecules, and highly excited atoms
are some of its members' interests.
Courses in
Chemistry (CH)
Lower-Division Courses
101, 102, 103 Survey of General, Organic, and
Biochemistry (4,5,5) An overview of chemistrx and
biological chemistry for nonsclence majors In liberal
arts, prenursing, predental hygiene, physical therapy,
fitness management, and community health. Lectures,
discussion fall term; lectures, diSCUSSion, laboratory
winter and spring. Concurrent MTH 100 recom-
mended.
104, 105,106 General Chemistry (3,3,3) Introduction
to chemistry: atomic and molecular structure, eqUilib-
rium, dynamics, physical properties, and the chemical
reactions of the elements. Lectures. Coreq: MTH 101
or higher; CH 110 recommended.
107 108, 109 General Chemistry Laboratory (2,2,2)Tea~hes laboratory skills through chemical reactions
and writing equations, phase diagrams, eqUIlibrium
constants, acid-base titrations, volumetric analyses,
voltaic cells, exercises in kinetics and inorganiC and
organic chemistry. Lecture, laboratory. Pre- or coreq:
CH 104, 105, 106 or instructor's consent.
110 General Chemistry Tutorial (1) PIN only:
Small-group discussion of tOPiCS emphasized In CH
104,105,106. Coreq: CH 104, 105, or 106.
121 Chemistry, Nutrition, and World Food (3) Basic
chemical concepts as they relate to' food; additives.
Topics include nutrients, nutritional diseases, world
food production, nonrenewable resources, population
growth, and the lifeboat ethic. For nonsclence majors.
123 Chemical OrigIns ofLife (3) Chemical composi-
tion of the earth before life began, molecules that could
combine to produce living systems, transitions to living
systems, and extraterrestrial life. Primarily for nonsci-
ence majors. Bl 114 recommended.
200 SEARCH (1-3R)
204, 205, 206 General Chemistry (3,~,3) First-year
university chemistry for Chemistry majors and others
with excellent backgrounds in high school chemistry,
physics, and mathematics. Chemical structure,
equilibrium, dynamics, reactions, and thermo-
dynamics. Lectures. Pre- or coreq: calculus.
207 208 Quantitative Analysis (3,3) The quantitativeesti~ation of selected molecular and ionic species by
titr/metric, gravimetric, and instrumental procedures.
Laboratories, lecture. Primarily for prospective
Chemistry majors and Honors College students. Coreq
for 207: CH 204; coreq for 208; CH 205.
209 Semi-Micro Inorganic Qualitative AnalYllis (3)
The separation and identification of cations and anions
by semi-micro methods. Laboratories, lecture. Limited
to selected stUdents; primarily for prospective
Chemistry majors and Honors College students.
Coreq: CH 206.
BI 291 Molecular Biology (3) See description under
Biology.
BI 292 Cellular Biology (3~ See description under
Biology.
BI293 Cellular Physiology (3) See description under
Biology.
BI 294 Molecular Biology Laboratory (2) See
description under Biology.
BI295 Cellular Biology Laboratory (2) See descrip-
tion under Biology.
BI 296 Cellular PhYlliology Laboratory (2) See
description under Biology.
Upper-Division Courses
310 Tutorial Organic Chemistry (1R) PIN onl.y.
Small-group discussion of tOPiCS emphaSized In CH
331, 332, 333. Coreq: CH 331, 332, or 333.
324 Instrumental Analysis (4-5) Lectures and
laboratory in the use of instrumental methods. for
quantitative determinations of unknown chemical
samples. Prereq: CH 109 or 209.
331,332,333 Organic Chemistry (3,3,3) Compounds
of carbon, their structure, reacllDns, and syntheSIS With
emphasis on examples of biological interest. For
biochemistry-option Chemistry majors, Biology majors,
premedic<ll and predental students, and medical
technology students. Prereq: MTH 101. 102; CH 106
or 206.
334, 335, 336 Organic Chemistry (3-4,3-4,3-4) The
chemistry of carbon compounds. For Chemistry
majors; open to Honors College students and others
wanting more extensive coverage of organic chemistry
than is provided by CH 331, 332, 333. Prereq: MTH
101,102; CH 106 or 206.
337, 338 Introductory Organic Laboratory (2,2)
Principles and techniques of laboratory practice in
organic chemistry. Lecture, laboratory. Prereq: CH 109
or 209; pre- or coreq: CH 331, 332.
340,341,342 Organic Chemistry Laboratory (3,3,3)
Comprehensive training in principles and techniques
of laboratory practice in organic chemistry including
qualitative and quantitative organic analysis. For
Chemistry majors and Honors College students.
Lectures, laboratories. Prereq: CH 109 or 209 with a
grade of mid-C or better.
BI 387 Molecular Genetics (3-4) See description
under Biology.
401 Research (Arr;R) introduction to the methods of
chemical investigation. For advanced undergraduates
by arrangement with individual faculty members.
403 Thesis (Arr,R) Open to students eligibie to work
for the bachelor's degree with honors in Chemistry.
405 Reading and Conference (Arr,R)
407 (G) Seminar (Arr,R) PIN only. Two biochemistry
seminars are offered: one is for undergraduates who
have not yet taken CH 461, 462, 463; the other is for
undergraduates who have completed CH 461, 462,
463. Neither offers graduate credit.
409 (G) Special Laboratory Problems (Arr,R)
Nonresearch-oriented laboratory instruction; labora-
tory work covered in other courses is not duplicated.
Prereq: instructor's consent.
410 (G) Experimental Course (Arr,R)
411, 412(G) Inorganic Chemistry (3,3) 411 : structure,
bonding, and energetics of inorganic compounds.
412: structures, reactions, andreaction mechanisms
of transition metal, inorganic, and organometaliic
compounds. Prereq: physical chemistry.
BI420 (G) Neurochemistry (3) See description under
Biology.
421 (G) Chemical Computing (3) Modeling of
physical systems in kinetics, quantum mechanics,
molecular graphics, nuclear magnetic resonance
spectra, manipuiation of data, curve fitting. Prereq: CH
446,447.448; FORTRAN; instructor's consent.,
441,442,443 (M) Physical Chemistry (4,4,4)
Theoretical aspects of physical-chemical phenomena.
Atomic and molecular properties, macroscopic
systems in equilibrium, nonequilibrium macroscopic
systems. Prereq: two years of college chemistry
(except for Physics majors), PH 211, 212, 213
(preferred) or PH 201,202, 203; MTH 201, 202, 203.
MTH 331, 332 strongly recommended.
446, 447, 448 (M) Physical Chemistry Laboratory
(4,4,4) instrumental techniques which illustrate
theoretical principles. Topics inciude introductory
statistical analysis of data, computer programming,
and electronics. Experiments in thermodynamics,
chemicai kinetics, and molecular spectroscopy.
Laboratories, discussions. Prereq: PH 204, 205, 206;
pre- or coreq: CH 441, 442, 443. ,
451 (G) Principles of Chemical Thermodynamics (3)
The laws of thermodynamics and their applications,
including those to nonideal chemicalsystems. Prereq:
CH 441, 442, 443 or equivalents.
BI 451 (G) EUkaryotic Gene Regulation (3) See
description under Biology.
453 (G) .Prlnciples of Statistical Mechanics (3) The
molecular basis of thermodynamics. Applications to
the calculations of the properties of noninteracting and
weakly interacting systems. Prereq: CH 441, 442, 443
or equivalents.
455 (G) Principles of Quantum Chemistry (3) The
principles of quantum mechanics and their application
to problems of chemical interest, including time-
dependent problems. Prereq: CH 441, 442, 443 or
equivalents.
457 (G) Principles ofChemical Kinetics (3) Descrip-
tion and interpretation of the time evolution of chemical
systems. Prereq: CH 441, 442, 443 or equivaients.
461 (G) Biochemistry (4S) Structure and function of
macromolecules. Prereq: CH 331 or equivalent. Prior
exposure to calculus and physical chemistry recom-
mended. S with CH 462, 463.
462 (G) Biochemistry (4S) Metabolism and metabolic
control processes. Energy and sensory transduction
mechanisms. Prereq: CH 461 or instructor's consent.
. 463 (G) Biochemistry (4S) Regulation of nucleic acid
and protein biosynthesis and compartmentalization.
Current topics in the biochemistry of the immune
system and tumor viruses. Prereq: CH 461, 462 or
instructor's consent.
464 (G) Biochemistry Laboratory (4) Methods of
modern moiecular biology and protein purification.
Two four-hour iaboratory sessions and two one-hour
lectures a week. Prereq: instructor's consent.
471 (G) Chemical Instrumentation (3) Theory and
operation of chemical application of computer
technology and other instrumentation used in research
laboratories; techniques to perfect instrument per-
formance. Prereq: instructor's consent.
BI481 (G) Biology of Prokaryotic Organisms (3) See
description under Biology.
BI 487 (G) Advanced Molecular Genetics (3) See
description under Biology.
BI 489 (G) Membrane Structure and Function (3)
See description under Biology.
PH 491 (G) X-ray Crystallography (4) See description
under Physics.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 Seminar(Arr,R) Seminars offered in biochemistry,
physical chemistry, organic Chemistry, molecular
biology, and neuroscience.
BI 507 Seminar (Arr,R) Genetics is one topic.
510 Experimental Course (Arr,R)
511 Special Topics in Physical Chemistry (1-3R)
Topics include group theory, rotational spectroscopy,
vibrational spectroscopy, magnetic resonance
spectroscopy, electronic spectroscopy, statistical
mechanics, kinetics of complex systems, theory of
optical rotation, and molecular beams. R when topic
changes.
512 Special Topics in Organic Chemistry (1-3R)
Topics include catalysis and surface chemistry,
organometallic chemistry, concerted cycloaddition
reactions, free radical Chemistry, heterocyclic chemis-
try, molecular calculations, molecular spectroscopy,
natural products and alkaloid Chemistry, synthetic .
methods, and electrochemistry. Rwhen tOPiC changes.
513 Special Topics in Biochemistry (1-3R) Topics
include enzyme mechanisms, stability and conforma-
tion of macromolecules, nucleic acids and nucleic acid
protein complexes, conformational analysis of
macromolecules, and protein and nucleic acid
biosynthesis. R when topic changes.
BI 526 Developmental Genetics (3) See description
under Biology.
531, 532, 533 Advanced Organic Chemistry (3,3,3)
Structural theory, syntheses, scope and mechanism of
reaction, and spectroscopic structure,determination.
541,542,543 Chemical Kinetics (3,3,3) Topics may
include classical kinetic theory of gases, statistical
mechanics, statistical thermodynamics, chemical
kinetics in the gas phase and in solution, and catalysis.
PH 541, 542, 543 Statistical Physics (4,4,4) See,
description under Physics.
545, 546 Quantum Chemistry (2-3,2-3) Topics of
chemical interest in terms of the quantum theory. Wave
mechanics, chemical bonding and the origin of the
theory of resonance, and topics from atomic and
molecular spectra.
553,554 Statistical Thermodynamics (3,3) Molecular
interpretation of the properties of equilibrium systems;
principles and application to gases, crystals, liquids,
phase transitions, solutions, electrolytes, gas adsorp-
tion, polymers, chemical equilibria. Students may take
PH 541, 542, 543 when CH 553, 554 not offered.
562, 563 Advanced Biochemistry (3,3) Defailed
consideration of enzyme mechanisms, macromoiec.u-
lar structure, protein-nucleic acid interactions,
biological oxidation, neurochemistry, and selected
aspects of biological synthesis. Offered 1987-88 and
alternate years with CH 564, 565. '
564, 565 Physical Biochemistry (3,3) The physical
chemical properties of biological macromolecules.
Topics include the forces and interactions to establish·
and maintain macromolecular 'conformations and the
physical bases of the spectroscopic, hydrodynamic,
and rapid reaction techniques used to investigate
these conformations. Prereq; calculus and a knOWl-
edge otthe elements of thermodynamics. Not offered
1987-88.
Classics 55
Classics
302 Condon Hall
Telephone (503) 686·4069
Steven Lowenstam, Department Head
FaCUlty
Mary E. Kuntz, Assistant Professor (Greek and Latin
literature). A.B., 1979, Washington (St. Louis); M.A.,
1982, M.Phil., 1984, Ph.D., 1985, Yale. (1986)
Steven Lowenstam, Associate Professor (literary
criticism, archaic epic, linguistics). B.A., 1967,
Chicago; M.A., 1969, Ph.D., 1975, Harvard. (1975)
C. Bennett Pascal, Professor (Latin and Greek
literature, Roman religion). B.A., 1949, M.A., 1950,
California, Los Angeles; M.A., 1953, Ph.D., 1956,
Harvard. (1960) .
Emeritus
Frederick M. Combellack, Professor Emeritus (Greek
literature). B.A., 1928, Stanford; Ph.D., 1936, California:
Berkeley. (1937)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
The field of Classics embraces all aspects of
Greek and Roman culture from the prehistoric
to the medieval period. The study of the Greek
and Latin languages is essential to the disci-
pline. In addition, the Department of Classics
occasionally offers courses in Ancient Hebrew
and Modern Greek. .
The undergraduate's primary aim in studying
Classics at the University is to learn Greek or
Latin (or both) well enough to read the ancient
authors in their original languages.
Through the study of Classical literature in the
original and in English translation, and through
the study of other areas encompassed by the
Classics; such as the literary genres (epic,
tragedy, comedy, lyric poetry), ancient history,
philosophy, art history, mythology, and rhetoric,
a student gains an understanding of the culture
and ideals of the Classical world and their
influence on the language .and institutions of
Western civilization.
Students who intend to major inClassics begin
the study of one or both of the Classical
languages as early as possible in their under-
graduate careers. Those who expect to do
graduate work should take French or German
while they are undergraduates.
Careers. A bachelor's degree in Classics
prepares students for entry into graduate
programs in Classics, linguistics, comparative
literature, ancient history, and archaeology,
eventually leading to careers in college teach-
ing, field work, or the editorial professions.
Many prestigious professional schools look
upon a broad and thorough schooling in the
humanities with greater favor than upon a
narrow preprofessionall.mdergraduate training.
Accordingly, students graduating from Classics
departments throughout the country have had
notable success in schools of law, medicine,
and business.
Major Requirements
The Department offers the bachelor of arts
(BA) degree in four majors. Students may
choose to focus on Latin language and literature
(Latin major), Greek language and literature
56 Classics
(Greek major), or a combination of Greek and
Latin (Classics major). Students may also
choose to study the literature and culture of the
ancient civilizations through courses that use
secondary sources and translated texts (Class-
ical Civilization major).
Greek. In preparation, students must complete
two years of college Greek (GRK 101,102,103
and three courses selected from GRK 231,301,
302, 303) or demonstrate a second-year level
of proficiency For the major, students must
complete the following.
Greek Major Requirements 39 credits
Greek courses beyond the second-year level,
selected from GRK 301, 302, 303, repeated
with departmental approval; other 300- or
400-level courses; GRK 411; 500clevel
courses 24
History of Greece (HST 411) and History of
Rome (HST 412,413) . . . . . . . . . . . . 9
Two courses in Classical literature in translation,
selected from CL 301, 302, 303, 304, 305,
307, 308, 309, 321 6
Majors in Greek are encouraged to take
electives in ancient literature in translation,and
in ancient art, religion, or mythology. They are
also urged to take course work in Latin.
Latin. In preparation, students must complete
two years of college Latin (LAT 101, 102, 103
and LAT 301,302,303) or demonstrate a
second-year level of proficiency. For the major,
students must complete the following.
Latin Major Requirements 39 credits
Latin courses beyond the second-year
level, selected from LAT 301, 302, .303,
repeated with departmental approval; other
300- or 400-level courses except LAT 421;
LAT 411; 500-level courses ..... . . . .. . .... 24
History of Greece (HST 411) and History of
Rome (HST 412,413) . . . . . . .. . . . . . . .. . . . .. 9
Two courses in Classical literature in translation,
selected from CL 301, 302, 303, 304, 305,
307, 308, 309, 321 . . . . . . . . . . . . . .. 6
Majors in Latin are encou raged to take electives
in ancient literature in translation and in ancient
art, religion,or mythology. They are also urged
to take course work in Greek.
Classics. In preparation, students must com-
plete two years of college Greek and two years
of college Latin or demonstrate second-year
proficiency in both languages. For the major,
students must complete the following.
Classics Major Requirements 48 credits
Courses in Latin and Greek beyond the
second-year level, with not fewer than 9
credits devoted to either language ..... . ... 30
History of Greece (HST 411) and History of
Rome (HST 412, 413) .. .. 9
Three Classics courses in literature in
translation, selected from CL 301, 302, 303,
304, 305, 307, 308, 309, 321 ... . . . . . 9
Majors in Classics are also encouraged to take
electives in ancient literature in translation and
in ancient art, religion, or mythology.
Classical Civilization. In preparation, students
must demonstrate second-year proficiency in
Greek or Latin. Students whose Greek or Latin
was taken entirely in high school must take one
year of second- or third-year Greek or Latin
(301, 302, 303, or 411) at the University of
Oregon in works not read in their high school.
courses.
For the major, students must complete 45
credits, distributed as follows;
Classical Civilization Major
Requirements 45 credits
History of Greece (HST 411) and History of
Rome (HST 412,413) ., . . . . . . . . . . . " 9
Three courses in Classical literature in
translation, selected from CL 301, 302,
303, 304, 305, 321, or, with Department
head's consent, HUM 101 9
Three courses in ancient art, selected from
ARH 413, 414, 415, 416, 418,419 ..... 9
Chosen in consultation with a Classics
Department adviser, electives in Greek (GRK),
Latin (LAT), Classics (CL), or relevant
courses in Art History (ARH), English (ENG),
History (HST), Philosophy (PHL), Religious
Studies (R), or Rhetoric and Communication
(RHCM) , . . . 18
Undergraduate Program
The four-year program below is an example of
how a student with no previous training in Latin
and Greek may meetthe minimum requirements
for a major in Classics and even take advantage
of the opportunity to take courses beyond the
minimum. (This model presumes an emphasis
on Latin, but the student may choose to
emphasize Greek or devote equal effort to both
languages.) Programs for majors in Greek or
Latin, which require fewer credits, are much
more flexible.
Sample Classics Program
Freshman Year 45 credits
First-Year Latin (LAT 101,102,103) 12
Social science sequence or cluster
(three courses) . . . . . . . . . . . . . . . . . . . 9,
English Composition (WR 121) 3
Arts and letters sequence or cluster
(three courses) . . . . . . . . . . . . . . . . . . . . . . . . 9
Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Sophomore Year 47 credits
Latin Authors (LAT 301,302,303) (one arts
and letters sequence or cluster) 9
First-Year Greek (GRK 101,102,103) 12
Science sequence or cluster
(three courses) . . . . . . . .. . .. 9
English Composition (WR 122 or 123) 3
Health (one course) . . . . . . . . . . . . . . . 3
Latin Composition (LAT 347,348, 349),
three courses . . . . . . . . . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . . 8
Junior Year 45 credits
Latin Authors (LAT 411), three courses 9
Latin Prose Composition (LAT 447,448,449),
three courses . " 3
Greek Authors (GRK 301, 302, 303) . . . . . . . . . .. 9
History of Greece (HST 411) 3
History of Rome (HST 412,413) (one social
science sequence or cluster) 6
Science sequence or cluster (three courses) .. " 9
Elective or additional Latin (LAT 301, 405, or 407). 6
Senior Year 46 credits
Latin Authors (LAT 411), one course 3
Greek Authors (GRK 411), three courses. . . . . .. 9
Literature in English Translation (CL 301-305,
321), three courses 9
Electives, Greek Prose Composition (GRK 347,
348,349), additional Greek or Latin .. 25
Secondary School Teaching
For Basic certification as a teacher of Latin in
Oregon high schools, the.Teacher Standards
and Practices Commission requires (1) the
satisfaction of certain minimum standards of
subject preparation, and (2) the recommenda-
tion of the institution in which the student
completed subject preparation.
Completion -of 45 credits of work in Latin,
including at least three terms of Latin compo-
sition, satisfies the state standards for under-
graduate preparation and the requirements for
recommendation by the University of Oregon.
Students planning to enter secondary school
teaching should consult the staff in the Teacher
Education Office of Student Services, 175
Education Building.
For Standard certification, after a fifth year of
preparation, the student must complete an
additional 15 credits in linguistics, culture, and
civilization. Recommended courses are Semi-
nar; Roman History (HST 407), History of Rome
(HST 412, 413); Greek and Roman Art (ARH
414, 415, 416), Greek Architecture (ARH 418),
Roman Architecture (ARH 419), Introduction to
Phonology (LING 450), Syntax and Semantics
I (LING 451), Historical and Comparative
Linguistics (LING 460); Seminar; Greek Art
(ARH 507), Seminar; Roman Art (ARH 507).
For specific information regarding certification
or endorsement requirements for Latin, students
should see the departmental adviser,
C. Bennett Pascal, and the staff inthe Teacher
Education Office of Student Services, 175
Education Building.
Interdisciplinary Program
in Classical Archaeology
With the existing curricular resources of the
University, it is possible to arrange an under-
graduate program that provides sound prepara-
tion for graduate study and an eventual career
in Greek and Roman archaeology. A student
would most profitably fulfill major requirements
in one of the three departments contributing to
the program, with the addition of courses
selected from the other two departments. The
following are the three programs recommended
for a specialization in Classical archaeology.
Art History. Departmental major, with a concen-
tration in Greek and Roman art, to include
Ancient Mediterranean Art (ARH 413), Greek
and Roman Art (ARH 414, 415, 416), Greek
Architecture (ARH 418), Roman Architecture
(ARH 419), and aseminar in Greek and Roman
art (ARH 507). Courses recommended in
addition to the major; History of Greece (HST
411) and History ofRome (HST 412,413),
seminar in Greek or Roman history (HST 407 or
507), two years of Greek or Latin.
Classics. Departmental major in Latin, Greek,
or Classics (Latin and Greek) beyond the
second year. History of Greece (HST 411) and
History of Rome (HST 412, 413).
Courses recommended in addition to the major:
seminar in Greek or Roman history (HST 407 or
507), AncientMediterraneanArt (ARH 413) or
Greek and Roman Art (ARH 414,415,416),
GreekArchitecture (ARH 418), Roman Architec-
ture (ARH 419), a seminar in Greek or Roman
art (ARH 507).
History. Departmental major, with concentra-
tion in the history of Greece and Rome, to
include History of Greece (HST 411), History of
Rome (HST412, 413), and a seminar in Greek
or Roman history (HST 407 or 507): Courses
recommended in addition to the major; Ancient
Mediterranean Art (ARH 413) or Greek and
Roman Art (ARH 414, 415, 416), Greek Architec-
ture (ARH 418), Roman ArChitecture (ARH 419),
a seminar in Greek or Roman art (ARH 507),
two years of Greek or Latin.
Students who plan to pursue a career in
Classical archaeology are reminded that most
graduate departments require familiarity with
both Classical languages and a reading
knowledge of French and German.
An interdisciplinary master of·arts (MA) degree
is available for students interested in advanced
study or careers in Classical archaeology.
Graduate Studies
The Department of Classics offers the Master
of Arts (MA) in Classics with areas ofconcen-
tration in Latin, Greek, or Classics (Greek and
Latin). The degree may be earned with thesis,
with a comprehensive examination, or through
course work alone.
The MA in Greek or Latin is earned with a
concentration in one of the Classical languages,
but students concentrating in one language
ordinarily take some work in the other.
The MA in Classics iseamed with work
approximately evenly divided between Greek
and Latin.
Programs of study are arranged in consultation
with two advisers, at least one of whom is a
member of the Department of Classics, and are
selected from graduate courses in Latin, Greek,
Classics, history, art history, religion, philoso-
phy, rhetoric, and English. Ideally, the design
of the program will not be random but will reflect
in part the student's specialized interests or will
help to prepare the student for a field of
specialization related to the Classics.
Master of Arts Degree
Applications for admission should be accom-
panied by two letters of recommendation,
including at least one from an undergraduate .
teacher.
All candidates must complete at least 45 credits
of graduate-level course work, to include at
ieast one seminar in the candidate's major
(GRK, LAT, or CL 407 or 507). Students who
have not already had a year of course work in
ancient history are expected to include History
of Greece (HST 411) and History of Rome (HST
412, 413) in their graduate programs. All
candidates must demonstrate proficiency in
French or German sufficient for conducting
research in Classical subjects.
The master of arts (MA) degree with thesis is
awarded upon completion of 45 credits of
course work, to include 9 credits of thesis (GRK,
LAT, or CL 503, whichever is appropriate tothe
candidate's area of concentration).
The MA degree by examination is awarded
upon completion of 45 credits of course work
and a comprehensive written and oral examina-
tion. The examination is based in part on an
outside reading list, drawn up in consultation
with the candidate's advisers. The reading list
is substantially in literature in the original
languages.
The MA degree by course work alone is
awarded upon completion of 10 credits of
graduate courses in addition to the 45-credit
minimum required for the MA
Interdisciplinary Program
in Classical Civilization
The Department of Classics administers an
interdisciplinary master of arts degree in
Classical civilization, to provide predoctoral
training for prospective candidates in Classical
archaeology and ancient history, orfor'students
interested in a general program in ancient
studies at the graduate level. Consult a de-
partmental adviser for a description of the
program.
Courses in Greek (GRK)
Lower-Division Courses
101,102,103 First-Year Greek (4,4,4) Fundamentals
of the Attic Greek language; readings in Attic Greek
and in kaine.
MGRK 101, 102, 103 Modern Greek (3·4,3-4,3-4)
Modern Greek conversation and reading. Offered
irregularly.
199 Special Studies (1-3R)
200 SEARCH (1-3R)
231 New Testament Readings (1-4) Selected
readings from the New Testament. Not offered
1987-88.
Upper-Division Courses
301,302,303 Authors: [Term SUbject] (3R) Second-
year Greek: selections from major Greek authors with
focus on reading and syntax. 301, fall term: Plato. 302,
winter term: Greek tragedy. 303, spring term: Homer.
R when reading material changes.
347,348,349 Greek Prose Composition (1·3,1-3,1-3)
347,348: extensive practice in composing Attic Greek
prose with emphasis on syntax and idiom. 349: study
of Lysias, Isocrates, and Demosthenes leading to
practice in their styles. Lowenstam.
400 SEARCH (1-3R)
405 Reading and Conference (Arr,R)
407 (G) Greek Seminar (Arr,R)
411 (G) Authors: [Term SUbject] (3R) Each term
devoted toa different author or literary genre:
Euripides, Sophocles, Aeschylus, Plato, Aristotle,
Demosthenes, Herodotus, lyric poetry, comedy,
pastoral. R when topic changes.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 Greek Seminar (Arr,R)
Courses in Hebrew (HBR)
50,51,52 Biblical Hebrew (4,4,4) Does not fulfill
University requirements. Offered irregularly.
Courses in latin (LAT)
Lower-Division Courses
101,102,103 First-Year Latin (4,4,4) Fundamentals
of Latin grammar; selected readings from Classical
and medieval authors.
199 Special Studies (1-3R)
200 SEARCH (1-3R)
Upper-Division Courses
301,302,303 Authors: [Term Subject] (3R) Second- '
year Latin: selections from major Roman authors with
focus on reading and syntax. 301, fall term: Cicero.
302, winter term: Virgil. 303, spring term: Roman
comedy. R when reading material changes.
347, 348, 349 Latin Composition (1,1,1) Survey of
Classical Latin syntax; extensive practice in prose
composition. Designed for majors and prospective
teachers. Pascal.
Classics 57
400 SEARCH (1-3R)
405 Reading and Conference (Arr,R)
407 (G) Latin Seminar (Arr,R)
411 (G) Authors: [Term SUbJect] (3R) Each term is
devoted to a different author or literary genre: Catullus,
Tacitus, Juvenal, Pliny, Lucretius, comedy, philosophy,
elegy, epic, satire. R when topic changes.
414 (G) Readings in Medieval Latin (Arr,R) Repre-
sentative selections from medieval authors with
analysis of the period and its institutions. Not offered
1987-88.
421 (M) Latin Grammar Review (3) A formal grammar
review course for students with some previous
exposure to the language who want to renew their
skills; and for students with no previous experience
who believe that they can keep up with the accelerated
pace. Offered irregUlarly.
447,448,449 (G) Latin Prose Composition (1-3,1-3,
1-3) Composition of continuous Latin prose based on
an intensive study of stylistic models from Classical
literature. Prereq: LAT 347,348,349. Pascal.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 Seminar (Arr,R)
Classics in English
Translation (Cl)
Lower-Division Courses
199 Special Studies (Arr,R)
200 SEARCH (1-3R)
Upper-Division Courses
301 Greek and Roman Epic (3) Anaiysis of the heroic
tradition and epic themes in the Homeric poems, the
works of Hesiod, and the Aeneid. Emphasis on literary
critici,sm and intellectual history.
302 Greek and Roman Tragedy (3) Examination of
Aeschylus, Sophocles, Euripides, and perhaps
Seneca, from the Viewpoint of literary criticism and
intellectual history.
303 Literature: Greek Philosophy (3) Introduction to
the philosophies of Plato and Aristotle from the
viewpoint of Greek intellectua,l history. Lowenstam.
304 Classical Comedy (3) Analysis of Old Comedy
(Aristophanes), Middle Comedy (Aristophanes), and
New Comedy (Menander, Roman drama) in juxtapo-
sition with Euripidean satyr drama and "melodrama."
305 Latin Literature (3) Representative selections
from major authors of Republican and Imperial Rome:
epic, comedy, and satire. Pascal.
307, 308, 309 Classical World (3,3,3) Origins and
development of the major social, economic, political,
religious, and intellectual systems of the Classical Age
of the West. 307: ancient Greece; 308: Hellenistic
civilization; 309: ancient Rome. The major Greek and
Latin authors as well as some documentary sources.
Offered irregularly.
320 Introduction to Classical Archaeology (3)
Rationale and aims of Classical archaeology, day-
to-day processes of ,a major continuous excavation,
problems concerning the religion, culture, and history
of the ancient world. Offered irregularly.
321 Classic Myths (3) The major mythological cycles
of the ancient world: Troy, Thebes, and heroes. Literary
and mythographic sources. Pascal.
400 SEARCH (1-3R)
405 Reading and Conference (Arr,R)
407 (G) Seminar (Arr,R)
410 (G) Experimental Course (Arr,R)
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only. Prereq: second-year
proficiency in Greek or Latin.
505 Reading and Conference (Arr,R)
507 Seminar (Arr, R)
509 Practicum (Arr,R)
510 Experimental Course (Arr,R)
58 Cognitive Science
Cognitive Science
243 Straub Hall
Telephone (503) 686·3923
T. Givan, Program Director
Participating Faculty
Jacob Beck, Psychology
Colette G. Craig, Linguistics
Natalie Dehn, Computer and Information Science
Scott DeLancey, Linguistics
Sarah A. Douglas, Computer and Information Science
Arthur M. Farley, Computer and Information Science
Stephen F. Fickas, Computer and Information Science
Morton Ann Gemsbacher, Psychology
T. Givan, Linguistics
Douglas Hintzman, Psychology
Ray Hyman, Psychology
Steven Keele, Psychology
Kenneth B. Liberman, Sociology
Howard Poizner, Psychology
Michael I. Posner, Psychology
Myron Rothbart, Psychology
Theodore Stern, Anthropology
Kent A. Stevens, Computer and Information Science
Russell S. Tomlin, Linguistics
Philip D. Young, Anthropology
Cognitive science is an interdisciplinary field
concerned with the study of natural and artificial
intelligence, culture, and communication. It
occupies the intersection between the tradi-
tional interests of psychology, computer
science, linguistics, anthropology, philosophy,
and biology. Undergraduate and graduate
courses relevant to cognitive science are taught
in various participating departments of the
College of Arts and Sciences. Interdisciplinary
research projects are in the areas of cognitive
psychology, psycholinguistics, neuropsychol-
ogy, human engineering, visual psychophysics,
discourse processing, computer models of
sensory and cognitive processes, and com-
parative social and communicative behavior.
Special on-campus research facilities include
the Cognitive Laboratory, the Psycholinguistics
Laboratory, the Visual Perception Laboratory,
and the Institute of Neuroscience. Off-campus
facilities affiliated with the Cognitive Science
Program include Decision Research, Inc.
(Eugene), the Laboratory of Cognitive Neuro-
psychology (Portland), and the Oregon
Regional Primate Research Center (Beaverton).
A new Institute of Cognitive and Decision
Sciences has been authorized by the State
Board of Higher Education and will be estab-
lished during 1987-88.
Undergraduate Studies
Minors relevant to cognitive science are offered
by the Linguistics (cognitive science option),
Psychology (cognitive science option), and
Computer and Information Science Depart-
ments.
Graduate Studies
A flexible master's degree relevant to cognitive
science can be earned through the Interdisci-
plinary Studies: Individualized Program.
Graduate work in cognitive science is designed
for students who took their undergraduate work
in one of the participating fields. A minor in a
second cognitive science field isrecommended
but can be accomplished after admission to the
master's degree program. Graduate work in the
field should include a cognitive science semi-
nar, offered jointly by members of the faculty,
which attempts to integrate backgrounds of
students coming to the Cognitive Science
Program from different disciplines. Individual
study and research programs are selected in
consultation with an interdisciplinary advisory
committee appointed for each student QY the
Program's executive committee. A research
thesis is required for the master of arts (MA)
and the master of science (M.S.) degrees.
Students wanting to study for the doctor of
philosophy (PhD.) degree should apply directly
to one of the participating departments. Re-
search relevant to cognitive science may be
undertaken within any of the participating
departments. The composition of the disserta-
tion committee should reflect the interdiscipli-
nary nature of the research program.
For further information consult .the Program
director. .
Comparative
Literature
215 Friendly Hall
Telephone (503) 686·3986
Steven F. Rendall and Irving Wohlfarth,
Program Codirectors
Program Committee
Roger A. Nicholls, Germanic Languages and
Literatures
Steven F. Rendall, Romance Languages
James L. Rice, Russian
Steven Shankman, English .
Wolfgang F. Sohlich, Romance Languages
Richard L. Stein, English
Irving Wohlfarth, Comparative Literature
Alan S. Wolfe, East Asian Languages and
Literatures
Participating Faculty
Randi M. Bim, Romance Languages
William Calin, Romance Languages
Richard H. Desroches, Romance Languages
Michael B. Fishlen, East Asian Languages and
Literatures
Sylvia B. Giustina, Romance Languages
Peter B. Gontrum, Germanic Languages and
Literatures
Thomas R. Hart, Romance Languages
Emmanuel S. Hatzantonis, Romance Languages
Roger A. Nicholls, Germanic Languages and
Literatures
Perry J. Powers, Romance Languages
Steven F. Rendall, Romance Languages
James L. Rice, Russian
Steven Shankman, English
W. Sherwin Simmons, Art History
Wolfgang F. Sohlich, Romance Languages
Richard L. Stein, English
George Wickes, English
Irving Wohlfarth, Professor of Comparative Literature
(19th-century French literature, contemporary
European criticism, sociology of literature)..
BA, 1961, Cambridge; Ph.D., 1970, Yale. (1976)
Alan S. Wolfe, East Asian Languages and Literatures
Jean M. Woods, Germanic Languages and Literatures
Virpi Zuck, Germanic Languages and Literatures
The University of Oregon Comparative litera-
ture Program offers programs leading to the
bachelor of arts (BA), master of arts (MA),
and doctor of philosophy(PhD.) degrees. The
graduate program in Comparative Literature,
established in 1962, is well known both in the
United States and abroad. Every year the
program invites several distinguished scholars
to deliver lectures and discuss their work with
faculty members and students participating in
the Comparative Literature Colloquium. Past
visitors include Hazel Barnes, Stephen Booth,
Terry Eagleton,Jean Franco, Gerald Gillespie,
Geoffrey Hartman, Anselm Haverkamp,
Wolfgang Iser, Fredric Jameson, Hans Robert
Jauss, Martin Jay, Christopher Norris, Gayatri
Spivak, and Darko Suvin. Library holdings are
strong in all areas of research in literature. They
include an outstanding collection of journals,
many of which come to the University in
exchange for Comparative Literature, which is
published at the University.
Undergraduate Program
The undergraduate program leading to the
bachelor of arts (BA) degree enables students
to pursue an organized course of study tran-
scending the limitations of a departmental
major. It provides suitable training for advanced
study in literature as well as a general liberal
arts background.
Students in the program study three or more
literatures, of which one is normally English or
American. Work is required in two foreign
literatures read in the original languages.
Literature read in translation may also be
included as part of the student's program;
courses on Chinese, German, Japanese,
Russian, Scandinavian, and other literatures are
offered regularly. .
The undergraduate program offers many
opportunities for small-group study with faculty
members.Working with an adviser, the student
develops a plan of study suited to his or her
individual interests; this may focus on a period,
a genre, a theme, or the relations between two
or more national literatures. The program also
offers opportunities for study of issues in literary
theory and criticism.
In addition to the regular program, an honors
option is ava.ilable. It is particularly valuable for
students intending to do advanced work in
comparative literature or related fields.
Note: Students with interests in non-Western
literatures are welcome in the undergraduate
program.
Major Requirements
Lower Division. Satisfaction of the University
language requirements for the BA degree
Comparative Literature: Epic, Drama, Fiction
(CUT 201, 202, 203) or equivalents
History of Western Civiliz,ation (HST 101, 102,
103) or History Honors College (HST 107,108,
109). Students with sufficient background may
take three advanced History courses to fulfill
this requirement .
Upper Division. 45 credits in literature,
including:
Approaches to Comparative Literature
(CUT 301)
15 credits in a foreign literature, read in the
original language
9 credits in a second foreign literature, read in
the original language
18 additional credits in literature, read either in
the original language or in translation. At least
6 of these credits must be inComparative
Literatu re cou rses
Honors in Comparative Literature. The
requirements for honors in Comparative Litera-
ture include all of the above in addition to a
senior essay written under the direction ofa
faculty member. Students choosing this option
enroll for two terms of Thesis (CUT 403), the
senior essay to be presented at the end of the
second term.
Graduate Program
The University offers a program of graduate
study leading to the master of arts (MA) and
doctor of philosophy (PhD.) degrees in Com-
parative Literature.
For admission to the program, a candidate
should normally have an undergraduate major
in one literature and competence in two of the
following languages: French, German, Greek,
Italian, Latin, Russian, Spanish.
Master of Arts Degree
Before receiving the MAdegree, the candidate
must demonstrate competence in two lan-
guages, in addition to English, by completing
graduate-level literature courses inthe lan- '
guages. The student's course program must
include at least one term of Graduate Studies
in Comparative Literature (CUT 514, 515, or
516) and at least five additional graduate
courses in Comparative Literature. Candidates
must qualify in three fields (periods, genres, or
special fields) involving twoorthree literatures.
The MA program is normally completed within
two years. .
Doctor of Philosophy Degree
In addition to the requirements for the MA
degree, doctoral candidates must complete
course work and an examination on three or
more literatures in a fourth field.
After completing all the above requirements, the
candidate must submit a prospectus of a
doctoral dissertation on a comparative topic.
The dissertation is normally completed within
three years ofadvancement to candidacy and
must be defended in a final oral presentation.
Courses in Comparative
Literature (CLlT)
Lower-Division Courses
199 Special Studies (1-3R)
201,202, 203 Comparative Literature: Epic, Drama,
Fiction (3,3,3) A comparative approach to the major
works and genres of Western literature.
210 Topics in General Literature (3R) Introductory
studies in literary themes, periods, and methods of
literary study. Topics vary from year to year but are
normally offered as a series of related courses. R when
topic changes.
Upper-Division Courses
301 Approaches to Comparative Literature (3)
Introduction to methods in comparative literature and
practical literary criticism.
350 Topics In Comparative literature (3R) Recent
topics include Crime in 19th-Century Fiction, Fantasy
and Reality in 17th- and 18th-Century Literature,
Honors College: Utopias and Dystopias, Madness in
Literature, Modern Women Writers, and Suicide and
Literature: East and West. R when topic changes.
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
407 (G) Seminar (Arr,R) Recent topics inciude
Comedy of Classicism, Diary, Literature of Existen-
tialism, Modern French and American Poetry, Petrarch-
ism in Western European Literature, Relations between
Literature and Art, Renaissance Hero, Romantic
Drama, and Romanticism.
410 (G) Experimental Course (Arr,R) All readings
may be done in translation. Recent topics include
Classical Backgrounds of the Renaissance, Frontier
Women in Australia and America, Just and Unjust
Worlds in Chinese and Western Literature, Mass
Culture, Medicean Florence and the Revival of Greek,
Modern Experimental Drama, Nihilism and Parricide,
Play within a Play, Society and Solitude: Studies in
Pastoral, and The Theme of Rebellion in Literature.
420 (M) Picaresque Novel (3) The picaresque novel
as a genre, its transformations, and its use as a means
of social criticism. Readings include the anonymous
Lazarillo de Tormes and works.by Grimmelshausen,
Defoe, Thomas Mann, and Joyce Cary.
421 (M) Modern Scandinavian Fiction (3) Major
trends in Scandinavian literary techniques and themes,
analyzed within the contexts of European literature and
Scandinavian social and cuiturai developments.
Authors from all five Nordic countries. Birn, Zuck.
425 (M) Autobiography (3) History, theory, and
problems of autobiographical writing. Examination of
Comparative Literature 59
works by St. Augustine, Cellini, Montaigne, Rousseau,
Gibbon, Gorky, Lems, Sartre, C. S. Lewis, Nabokov,
Nln, and others.
460 (M) Experimental Fiction (3) A study of formal
deviations from the norms of fictional realism: Authors
likely to be read include Beckett, Borges, Fowles and
Robbe-Grillet. '
461 Experimental Drama (3) The contributions of
some of the major experimental playwrights of the 20th
century such as Strindberg, Jarry, Brecht, Kaiser,
lonesco, Genet, DOrrenmatt, Handke, and Pinter.
Depending on the instructor, the course may also
include experimental theater.
Graduate Courses
501 Research (Arr,R) 'PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 Seminar (Arr,R) Recent topics include Derrida,
HistOrical Drama, Language and Society in the 18th
Century, Literature and Ideology, Literature and .
Painting, Literature and Religion, Reception Theory,
Renaissance Drama, Semiotics, Studies in Romanti-
cism.
508 Colloquium (Arr,R)
510 Experimental Course (Arr,R)
514,515,516 Graduate Studies In Comparative
Literature (4,4,4) 514: history and present state of the
discipiine as practiced by selected major figures..
515: Intensive study of current issues in literary theory.
516: problems and methods in practical criticism. Hart,
Rendall, Wohlfarth.
Courses in Translation
from Other Departments
Listed below are courses that might be used to
fulfill up to 12 credits of the 18 additional credits
in literature required for the major.
Chinese. Classical Chinese Thought and
Literature (CHN 305), Seminar: Chinese litera-
ture (CHN 407M)
Classics. Greek and Roman Epic (CL 301), .
Greek and Roman Jragedy (CL302), Literature:
Greek Philosophy (CL303), Classic Myths (CL
321), Seminar: Classical Literature (CL 407)
German. Goethe and His Contemporaries in
Translation (GER 250), Thomas Mann, Kafka,
and Hesse in Translation (GER 251), Brecht
and Modern German Drama in Translation
(GER 252)
Italian. Dante and His Times (ITAL 464, 465,
466G)
Japanese. Introduction to Japanese Literature
(JPN 301, 302, 303), Seminar: Japanese
Literature (JPN 407M)
Russian. Introduction to Russian Literature
(RUSS204, 205, 206), Russian Folklore (RUSS
420G), Modern Russian Poetry (RUSS 422G),
Dostoevsky (RUSS 424G), Tolstoy (RUSS
425G), Gogol(RUSS 426G), Turgenev (RUSS
427G), Chekhov (RUSS 428G), Soviet Russian
Lit~rature (RUSS 429G)
Scandinavian. Ibsen to Hamsun in Translation
(SCAN 351), August Strindberg to Ingmar
Bergman in Translation (SGAN352), Readings
in Translation: Scandinavian Literature and
Society (SCAN 353)
Spanish. Cervantes (SPAN 360)
60 Computer and Information Science
Computer
and Information
Science
64 Prince Lucien Campbell Hall
Telephone (503) 686·4408
Eugene M. Luks, Department Head
Faculty
Fredric Beisse, Senior Instructor. B,A., 1964; Western
Washington; M.A., 1969, Oregon. (1969)
John S. Conery, Assistant Professor (architecture,
parallel processing). B.A., 1976, California, San Diego;
PhD" 1983, California, Irvine. (1983)
Natalie Dehn, Assistant Professor (artificial intelligence,
natural-language processing). Sc.B., 1975, Mas-
sachusetts InstituteofTechnology; PhD., 1987, Yale.(1985)
Sarah A. Dougias, Assistant Professor (artificial
intelligence, user interfaces). A.B., 1966, California,
Berkeley; M.S., 1979, Ph.D., 1983, Stanford. (1983)
Alan L. Eliason, Adjunct Associate Professor (systems
design, business computer applications). B.M.E"
1962, M.B.A., 1965, Ph.D., 1970, Minnesota, (1970)
Arthur M. Farley, Associate Professor (artificial
intelligence, graph algorithms). B.S., 1968, Rensselaer
Polytechnic Institute; Ph.D" 1974, Carnegie-Mellon.
(1974) ,
Stephen F. Fickas, Assistant Professor (artificial
intelligence, expert systems, software engineering).
B.S., 1971, Oregon State; M.S., 1973, Massachusetts;
Ph.D., 1982, California, Irvine. (1982)
Michael Hennessy, Instructor. B.S., 1982, M,S" 1984,
Oregon, (1984)
Virginia M: Lo, Assistant Professor (distributed
systems, operating systems). B.A., 1969, Michigan;
M.S., 1977, Pennsylvania State; PhD.,1984, Illinois,
Urbana-Champaign. (1984)
Eugene M, Luks, Professor(computational complexity,
algebraic algorithms). B.S., 1960, City College (New
York); Ph.D., 1966, Massachusetts Institute·ofTechnol-
ogy. (1983)
,Gary Meyer, Assistant Professor (computer graphics,
computer-aided design, visual perception). B.S.,
1974, Michigan; M.S., 1975, Stanford; PhD" 1986,
Cornell. (1986)
Andrzej Proskurowski, Associate Professor (al-
gorithmic graph theory, computational compleXity).
M.S., 1967, Warsaw Technical University; Ph.D., 1974,
Royal Institute of Technology, Stockholm. (1975) .
Sanjay Rajopadhye, Assistant Professor (systolic
architectures, distributed computing, VLSI). B. Tech.,
1980, Indian Institute ofTechnoiogy, Kharagpur; PhD"
1986, Utah. (1986)
Kent A. Slevens, Associate Professor (visual percep-
tion, artificial intelligence). B,S., 1969, M,S., 1971,
California, Los Angeles; Ph.D" 1979, Massachusetts
Institute of Technology. (1982)
Christopher B. Wilson, Assistant Professor (computa-
tional complexity, models of computation). B.S., 1978,
Oregon; M.S., 1980, Ph.D., 1984, Toronto. (1984)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
General Information
Computer science offers students the challenge
and excitement of a new, dynamically evolving
science whose discoveries and applications
affect every arena of modern life. Computer
science is the study of the computer as a
machine, both concrete and abstract; it is the
study of the management of information; and it
involves the design ahd analysis of algorithms,
programs, and programming languages.
The Department of Computer and Information
Science is committed to both a strong research
program and a rewarding educational experi-
ence at the undergraduate and graduate levels.
The Department offers instruction and oppor-
tunities for research in the folloWing areas:
• artificial intelligence (natural language
processing, expert systems, human inter-
faces, iogic programming, vision)
• theoretical computer science (computational
complexity, models of computation, algorithm
design)
• ar~hitecture and VLSI design
• operating systems, parallel processing,
distributed systems
• graphics
• software engineering
• information processing and data-base
systems
• programming languages and compilers
In addition, the Department offers a stimulating
minor program and an expanding selection of
serviGe courses for those who want introductory
exposure to computers and computer applica-
tions. The Computer and Information Science
programs at the University are continually
evolving as the discipline matures and as
students' needs change. Further information
can be obtained from the Department office.
Facilities. Departmental facilities include six
Symbolics 3600 Lisp Machines, two with
specialized vision hardware; three DEC VAX
11/750s; Tektronix 41158 and other graphics
devices; Tektronix 4404 Pegasus, Hewlett
Packard 9920, and Apollo workstations; a'nd
numerous smaller systems, Microcomputer
laboratories and larger mainframe computers
are housed in the University Computing Center.
Undergraduate Studies
The Department of Computer and Information
Science (CIS) offers the bachelor of arts (8A)
and bachelor of science (8.S.) degrees. Major
and minor degree requirements are listed
below. Each required course must be passed
with a grade of mid-C' or P (pass) or higher.
While it is hoped that students can complete
the sequence in a timely fashion, the necessity
of sequential completion of the required
courses may make it difficult for some transfer
students or students working toward a second
bachelor's degree to complete the major in six
terms.
Preparation. High school students planning to
major in or take substantial course work in
Computer and Information Science should
pursue a strong academic program, including
substantial work in mathematics and science.
Students with a strong high school mathematics
background ordinarily begin with Computer
Science I (CIS 210) if they intend to major or
minor in Computer and Information Science.
Transfer students from two-year colleges and
other schQols should attempt to complete as
many of the general requirements as they can
before entering the University. In addition, they
should complete at least one year of mathemat-
ics (including the calculus requirement) and
lower-division courses in a field in which they
intend to fulfill the minor concentration require-
ment. Students should call or write the Depart-
ment to determine if computer courses they
have taken can be counted toward CIS major
requirements.
Careers. The CIS undergraduate program is
designed to prepare students for professional
careers or for further study at the graduate level.
Students with a 8A or a 8.S. degree in
computer science face an ever expanding set
of career opportunities. Possibilities include the
development of software tools; the application
of computer science techniques to fields such
as medicine, law, and architecture; or even the
design of the next generation of computers The
CIS program prepares students for these
challenges by emphasizing the fundamental
concepts needed to survive as a computer
scientist in the face of continuously evolving
technology. Hence, our graduates come away
with confidence that they can specify, design,
and build large software systems; analyze the
effectiveness of computing techniques for a
specific problem; and, at the most pragmatic
level, recommend which software package or
computer to buy. A master of arts (MA) or
master of science (M.S.) degree program
prepares students for higher-level positions in
the areas described above, as well as for
teaching positions at the community college
level. The PhD. degree program trains students
as scientists for advanced research in a
specialized area of computer science and for
teaching at the university level.
Major Requirements
Computer and Information Science. 55
credits, of which 24 must be completed in
residence at the University of Oregon. The
program for majors begins with Computer
Science I, II, III (CIS ,210,211,212) and
Computer Science Laboratory I, II, III (C IS 220,
221, 222), These courses and laboratories
introduce students to the principles of computa-
tion and the fundamental concepts of hardware
.and software. In addition, students receive
training in the techniques and tools needed for
advanced courses. The follOWing courses are
also required: Introduction to Information
Structures (CIS 313), Computer Organization
(CIS 314), Analysis of Programs (CIS 315),
Software Methodology I (CIS 422), and Survey
of Programming Languages (CIS 425). The
additional 20 credits are satisfied with upper-
division electives, which aliow students to
explore areas beyond the core courses and to
probe into areas of particular interest.
Mathematics. 30 credits, including the follow~
ing courses: Calculus (MTH 201 ,202,203) and
Elements of Discrete Mathematics (MTH 231,
232, 233). The additional 6 credits must be
selected from the following list or from other
upper-division Mathematics courses approved
by a CIS adviser: Number Theory (MTH 328),
Calculus of Several Variables with Linear
Algebra (MTH 331, 332, 333), Mathematic.al
Logic and Set Theory (MTH 354, 355), Introduc-
tory Linear Algebra (MTH 411), Linear Algebra
(MTH 412), Topics in Linear Algebra(MTH 413),
Applied Algebra (MTH 418, 419), Applied
Linear Algebra (MTH 420), Introduction to
Numerical Analysis (MTH 428, 429, 430),
Introduction to Statistical Theory (MTH 441,
442), Regression Analysis and Analysis of
Variance (MTH 443)
Writing. In addition to the two terms of writing
required of all undergraduate majors, the
Computer and Information Science 61
Computer and InformationScience Department
requires a third course, chosen from Expository
Writing (WR 216), Scientific and Technical
Writing (WR 320), or Business Communications
(WR 321)
Science. The requirement is 12 credits selected
from one of the following four options'
1. General Physics with Calculus (PH 211,212,
213) or General Physics (PH 201 ,202, 203).
. Although only 12 credits in general physics
are required, students are encouraged to
complete the accompanying laboratory
courses as well
2. General Chemistry (CH 104, 105, 106) or
General Chemistry (CH 204, 205, 206) and
3 additional credits in Chemistry. It is
recommended that these. additional credits
be satisfied by completing laboratory
courses accompanying general chemistry
3. General Biology I: HowCells Work(BI201),
General Biology II: HowOrganisms Function
(BI202), and General Biology III: The living
World (BI 203), and 3 additional credits in
Biology. It is recommended that these
additional credits be satisfied by completing
laboratory courses accompanying general
biology
4. 12 credits in Psychology courses at the 200
level or above, of which at least 8 must be
from the experimental and physiological
fields, numbered between 430 and 450. The
latter may require additional prerequisites or
instructor's consent. See the Psychology
section of this bulletin
Minor Concentration for CIS Majors. CIS
majors are required to complete a 12-credit
concentration in a field related to computing.
Consult the Department for further information.
Major Classification
CIS majors are required to apply to the CIS
Department for major classification. This
application may be filed any time after comple-
tion of (1) Computer Science I, II, III (CIS 210,
211, 212), Computer Science Laboratory I, II,
III (CIS 220,221,222), and ElementsofDiscrete
Mathematics (MTH 231, 232, 233) and (2) at
least 8 CIS credits earned at the University of
Oregon. Enrollment in some 400-level courses,
including Software Methology I (CIS 422),
requires major classification. Major classifica-
tion normally requires a GPA of 3.00 in courses
at the 200 level or higher taken in this depart-
ment. Students who have a serious interest in
computer science, but do not meet this GPA
requirement, are encouraged to consult their
advisers about applying for major classification.
Factors such as faculty recommendations and
improvement in performance are taken into
consideration. Students with major classification
are expected to maintain the level of achieve-
ment that merited that status and to make
satisfactory progress toward completion of the
major. Major classification may be revoked,
pending reapplication, if a student earns
consistently poor grades; drops, fails, or
withdraws from two or more CIS courses; or is
absent from the program for an extended period
of time. In such cases, students will be expected
to fulfill major requirements that are in effect at
the time of reapplication.
Program for Majors
Permission to register in Computer and Informa-
tion Science courses depends on course level
and other departmental standards. For upper-
divison courses, the Department normally
expects a mid-C or better in all prerequisites.
In some 400-level courses, registration priority
is granted to students who have received major
classification or have indicated their intent to
complete a CIS minor.
A student may meet University and departmen-
tal requirements by taking courses according
to the following sample program. Individual
programs may vary according to each student's
preparation, interests, and needs; studentS
should consult an academic adviser for assist"
ance in designing a program that balances both
breadth and depth.
Sample Program
Freshmen Yeer" 45-48 credits
Calculus (MTH 201, 202, 203) 12
English Composition (WR 121) 3
Science, arts and letters, or social science
cluster 9-12
Personal Health (HES 250) .3
Electives . . . . . . . . . . . . . . . . . . . . . . . . . 18
Sophomore Yeer 48-54 credits
Introduction to Computer Science I, II, III
(CIS 210, 211, 212) and Computer Science
Laboratory I, II, III (CIS 220, 221, 222) 15
Elements of Discrete Mathematics (MTH 231,
232, 233) , , 12
English Composition (WR 122 or 123) .........3
Science, arts and letters, or social science
cluster . . . . . . . . . . : , . . . .9-12
Lower-division courses toward minor , 6
Elective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3-6
Junior Yeer 47·53 credits
Introduction to Information Structures
(CIS 313), Computer Organization (CIS 314),
Analysis of Programs (C1S 315), and two
upper-division CIS electives 20
Expository Writing (WR 216), Scientific and
Technical Writing (WR 320), or Business
Communications (WR 321) 3
Science, arts and letters, or social science
cluster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9-12
Upper-division courses toward minor .. . . . . . . .. 6
Electives or upper-division Mathematics
courses ; .. ,.,........... 9-12
Senior Yeer 45-50 credits
Software Methodology I (CIS 422) and Survey
of Programming Languages (CIS 425) ,. 8
Three upper-division CIS electives 12
Upper-division electives . . . . . . . . .. 9-12
Electives . . . . . . . . . . . . . .. . .. . . .. . . . . . ... 16-18
The sample program for transfer and for students
working toward a second bachelor's degree is much
more intensive than the program for beginning
freshmen. A seven-term sample program follows:
Sample Program for Transfer Students
First Yeer' 47 credits
Computer Science I, II, III (CIS 210,211, 212)
and Computer Science Laboratory I, 11,111
(CIS 220, 221, 222) 15
Elements of Discrete Mathematics (MTH 231,
232, 233) 12
Calculus (MTH 201, 202, 203) 12
Second Yeer 37 credits
Introduction to Information Structures (CIS
313), Computer Organization (CIS 314),
Analysis of Programs (CIS 315), Software
Methodology I (CIS 422), Survey of
Programming Languages (CIS 425),
and two upper-division electives in CiS .' 28
Upper-division Mathematics 6
Expository Writing (WR 216), Scientific and
Technical Writing (WR 320), or Business
Communications (WR 321) 3
Third Yeer 12 credits
Three upper-division electives in
computer science . . . . . . . . . . . . . . . . . 12
'Note: Entering freshmen with a strong background in
mathematics and a firm commitment to computer and
information science may be interested in an alternate
program in which they take Introduction to Computer
Science I, II, III (CIS 210,211,212) and Elements of'
Discrete Mathematics (MTH 231, 232, 233) in their
freshman year. Further information is available in the
Computer and Information Science Departme·nl.
Everyone associated with the discipline recog-
nizes the dynamic nature of computer science.
It is likely, then, that occasional curricular
modifications will be necessary. While every
effort is made ,to avoid disruption of the pro-
grams of students who are actively pursuing
degrees, substitutions and improvements in
CIS courses should be anticipated.
Honors Program
Students with a 3.50 grade point average in
Computer and Information Science and a .
cumulative grade point aver\lge of 3.00 are
encouraged to apply to the Department honors
program when they have completed Introduc-
tion to Information Structures (CIS 313), Com-
puter Organization (CIS 314), .and Analysis of
Programs(CIS 315). To graduate with honors a
student must take 4 credits in Thesis (CIS 403)
underthe supervision of a faculty member. This
thesis must be completed at least one term
before the term of graduation, An honors
committee reviews the courses taken during the
senior year before making a final decision on
the granting of the honors distinction.
Minor Requirements
The minor in Computer and Information Science
requires completion of 27 credits, of which 12
mU9t be in upper-division courses. The following
courses are required: Computer Science I, II,
III (CIS 210, 211,212), Computer Science
Laboratory I, II, III (CIS 220, 221, 222), and
Introduction to Information Structures (CIS 313).
These courses must be completed with agrade
of mid-C or better. Students in this minor
program should be aware that the prerequisites
for Introduction to Information Structures (CIS
313) include Elements of Discrete Mathematics
(MTH 231,232) or the equivalent. Note: Stu-
dents are urged to consult a CIS adviser before
applying to the minor program. Applications are
available in the Department office,
Graduate Studies
The Department of Computer and Information
Science offers programs leading to the degrees
of master of arts (MA), master of science
(M.S.), and doctor of philosophy (Ph.D.).
The Department also coordinates interdiscipli-
nary master's degrees in other fields, inclUding
a computer science degree program for
teachers. The latter can be completed during
the summer session.
Doctorates in numerical analysis and com-
binatorics are available through the Department
of Mathematics. A doctorate with a supporting
area in computer science education is available
through the College of Education.
Cognitive Science
The Computer and Information Science Depart-
ment participates in the Cognitive Science
Program, along with the Anthropology, Biology,
Linguistics, Philosophy, and Psychology
Departments. Specific research within the
Department includes visual perception (in
------- -- - -- -- -_.
62 Computer and Information Science
conjunction with the Psychology Department)
and issues in artificial intelligence and expert
systems. For further information, see the
Cognitive Science section of this bulletin.
Master's Degree Program
Admission. Admission to the master of science
(M.S.) degree program in Computer and
Information 'Science is competitive. It is based
on prior academic performance, Graduate
Record Examination (GRE) scores, andcom-
puter science background. Minimum require-
ments for admission (G8 status) are:
1. Documented knowledge of the following:
a. Principles of computer organizations
b. Assembly and structured programming
languages
c.Program development and.an·alysis
d.. Data structu res
2. GRE score on the General Test is required;
the Computer Science Test is recom-
mended, especially for applicants seeking
graduate teaching or research assistant-
ships
3. A score of at least 550 on the Test of English
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 gradu'ate
work in the Department. Foreign applicants
for teaching assistantships. must also take
the Test of Spoken English (TSE)
Application materials should be submitted by
March 1 for fall term admission.
Admission to the M.S. degree program normally
requires the substantive equivalent of an
undergraduate degree in computer science.
The second bachelor's degree program could
be used to gain the required level of computer
science background.
Basic Degree Requirements. The 60-credit
M.S. degree program consists of core-area
depth and breadth requirements (28 credits)
and electives (32 credits). .
Core Areas. The graduate curriculum contains
five core areas: .
1. Theoretical computer science
2. Architecture and operating systems
3. Programming languages
4. Software systems and methodology
5. Artificial intelligence
Each area consists of a sequence of related
courses. An M.S. candidate must achieve
breadth by taking the first course in each area
(20 credits) and depth by completing two .
additional courses (8 credits) in one of these
areas.
Electives. Of the 32 elective graduate-level
credits, 12 may be taken outside the Depart-
ment inan area closely related to the student's
professional goals, subject to approval by the
Graduate Affairs Committee; options include
courses in Linguistics, Mathematics, Physics,
and Psychology. Elective options within the
Department include:
1. Up to 8 graded credits in Reading and
Conference (CIS 505), with prior approval
by the Graduate Affairs Committee
2. Upto 12 credits in Thesis (CIS 503) or Final
Project (CIS 509)
3. Experimental Courses (CIS 510), which are
new courses pending permanent approval
4. A related Physics course, Digital Electronics
(PH 463)
Grade Requirements. Al128 core-area credits
ml,Jst be graded and passed with grades of B-
or better. Up to 12 of the 32 elective credits may
be taken passino pass (PIN); graded elective
courses must be passed withg rades of mid-C
or better. A 3.00 grade point average (GPA)
must be maintained for all courses taken inthe
program.
M.S. Thesis. The research option requires a
written thesis and enrollment for 9-12 credits in
Thesis (CIS 503). Thesis research, usually
taking at least one year, should be undertaken
with a supervising faculty member and a
.reviewing committee of, generally, two other
.faculty members. The M.S. thesis is expected
to be scholarly and to demonstrate mastery of
the practices of computer science. This option
is strongly recommended for those who plan
subsequent PhD. research.
M.S. Project. The project option requires a
master's degree project and enrollment for up
to 12 credits in Final Project (CIS 509). Super-
vised by a faculty member, the project may
entail a group effort involving several M.S.
students. The project is subject to approval by
the Graduate Affairs Committee.
.Doctoral Degree Program
.The Doctor of Philosophy in Computer and
Information Science is above all else a degree
of quality that is not conferred simply for the
successful completion of a specified number of
courses or number of years of study. It is a
degree reserved for students who demonstrate
both acomprehensive understanding of
computer and information science and an
ability to do creative research.
Admission. Qualified applicants are granted
conditional admission to the PhD. program for
the period during which they are preparing for
the comprehensive examination, which tests
their experience at the level equivalent to the
Department's M.S. degree. This examination is
a wriiten test for Which students select four of
the following five areas of study: theoretical
computer science, architecture and operating
systems, programming languages, software
systems and methodology, artificial intelligence.
Students need not attempt all four area exami-
nations in the same term. However, unless only
one section remains to be satisfied, students
are expected to test for two ormore sections in
one sitting. A student has two opportunities to
complete each section, and all four sections
must be successfully completed within four
successive administrations of the examination.
The examinations are administered twice a
year, near the end of the fall and spring terms.
Application materials should be submitted by
March 1 for fall term admission.
AdvisorY Committee. After passing the
comprehensive examination and being admit-
ted tothe PhD. program, astudent must select
a faculty PhD. adviser. The faculty adviser is
usually someone who has expertise in one or
more areas of research in which the student
expects to concentrate. The student and the
PhD. adViser then form a PhD. advisory
committee, usually headed by the faculty
adviser.
The student and the adVisory committee then
formulate a plan of study for completing the
remaining requirements for the PhD. degree.
Degree Requirements. Candidates for the
PhD. degree must complete the following
requirements:
1. Meet all requirements set by the Graduate
School, as listed in that section of this bulletin
2. Complete a minor course of study consisting
of at least three courses in another depart-
ment, with the approval of the student's
advisory committee. The courses that
.constitute a minor must carry graduate credit
for students in the Computer and Information
Science Department
3. Complete approximately 30 credits of
graduate courses beyond the master's
degree
4. Take a qualifying examination, administered
by the student's advisory committee, that
emphasizes the basic material in the stu-
dent's area or areas of researCh concentra-
tion. Passing this examination advances the
student to candidacy for the degree
5. Select a thesis adviser who will direct the
PhD. dissertation research. The student, the
thesis adviser, and the Graduate School
then form a dissertation committee
6. Complete a written dissertation containing
substantial, original research in computer
and information science and present it to the
dissertation committee. The dissertation
must be approved by this committee. The
student must then make a formal oral
presentation of the dissertation. The course
of study leading to a PhD. degree normally
requires from four to five years beyond the
bachelor's degree
Research Areas. It is important that a PhD.
student be able to work effectively with at least
one thesis adviser. Hence, the student should
identify, at an early stage, one or more areas of
research to pursue. The student should also find
a faculty member with similar interests to
supervise the thesis.
Courses in Computer and
Information Science (CIS)
Lower-Division Courses
121 Concepts of Computing (3) A survey of the
capabilities, limitations, and implications of computers;
designed as an introduction to the field. Includes an
introduction to programming.
131 Introduction to Business-Information Process-
Ing (4) Introduction to information systems technology
and the role of business information processing
systems in organizations. Application of software tools
(spreadsheet, data manager, and word processor) to
business problem solving. Prereq: MTH 101 or two
years of high school algebra.
133.lntroduction to Numerical Computation (4)
BaSIC concepts of problem analysis, computation, and
solution. Programming a computerusing the language
FORTRAN. Prereq: MTH 101 or equivalent.
134 Problem Solving In Pascal (4) Basic concepts
of problem analysis and computation; programming a
computer using the language Pascal. Prereq: MTH 101
or equivalent.
Computer and Information Science 63
199 Special Studies In Computer Science (1-3)
Topics vary with the interests and needs of students
and faculty. Typical sUbjects have included program-
ming in various languages and problem solving with
microcomputers.
210,211,212 Computer Science I, 11,111 (3,3,3S) Basic
concepts of computer science for majors and others
wanting a strong introduction to computer science
fundamentals. Computability, algorithms, data
structures, design principles, system organization.
Prereq: four years of high school mathematics or MTH
101 or instructor's consent; coreq: CIS 220,221,222.
220,221,222 Computer Science Laboratory I,ll, III
(2,2,2S) Laboratory building on and consolidating
concepts from CIS 210, 211, 212. Programming
exercises and increasingly sophisticated projects in a
functional and procedural programming language;
assembly language. No prior programming experience
assumed. Coreq: CIS 2.10, 211, 212.
234 Advanced Numerical Computation (4) Problem
solving for scientilic computing using FORTRAN.
Topics include data representation, algorithm develop-
ment, numerical computation, string manipulation, and
programming language issues. Prereq: CIS 133 or 21 O.
241 Introduction to Information Systems (4)
Theories of structured systems analysis and design,
information retrieval, data-base processing, and
information systems development and maintenance.
Sample systems emphasize variations in software
design. Prereq: one computer science course above
the level of CIS 121. Not offered 1987-88.
242 Business-Data Processing (4) Introduction to the
proQramming language COBOL and fundamentals of
business-information processing. Prereq: a prior CIS
course in programming, orCIS 131 and departmental
consent.
Upper-Division Courses
313 Introduction to Information Structures (4)
Concepts of information organization. methods of
representing information in storage, techniques for
operating upon information structures. Prereq: CIS
212, MTH 232.
314 Computer Organization (4) Introduction to
computer organization (memory, input-output, central
processing unit), number representation. addressing
techniques, assemblers and assembly language
programming. Prereq: CIS 212, MTH 231.
315 Analysis of Programs (4) Program verification,
algorithm design and anaiysis. Prereq: CIS313, MTH
233.
342 File Processing (4) Approaches to file design,
methods of representing data on external devices,
techniques for operating on different file structures.
Prereq: CIS 313.
403 Thesis (Arr,R)
405 (M) Reading and Conference (1-12R)
407 (G) Seminar (Arr,R) Opportunity to study in
greater depth specific topics arising out of other
courses. Typical subjects include computers for
laboratory control, computer installation management,
and computer simulation.
409 (G) Supervised Consulting (1-2R) PIN only. The
student assists other students who are enrolled in
introductory programming classeS. For each four
hours of scheduled, weekly consulting, the student is
awarded 1 credit. Prereq: major classification or
departmental consent. R for maximum of 4 credits.
410 (G) Experimental Course (Arr,R) New regular
courses are offered under this number the first year or
two, before final definition of the course and pending
permanent University and Oregon State Board of
Higher Education approval.
413 (M) Information Structures (4) Second course in
information structures; complex structures, storage
management, sorting and searching, hashing, storage
oftexts. and information compression. Prereq: CIS315
or instructor's consent.
414 (M) Introduction to Programming Systems (4)
Survey of issues in design of programming languages
and implementation of systems to proces& languages;
topics include assemblers, loaders, syntax and
parsing, semantics and code generation. Prereq: CIS
315,425.
415 (M) Operating Systems (4) Introduction to basic
operating systems concepts: memo~ management,
central processing unit scheduling, file systems.
protection, resource management, process manage-
ment, synchronization. and concurrency. Prereq: CIS
314,315.
420 (M) Introduction to Theory of Computation (4)
Provides a mathematical basis for computability and
complexity. Modelsofcomputation, formal languages,
Turing machines, solvability. Nondeterminism and
complexity classes. Prereq: CIS 315 or instructor's
consent, MTH 233.
422 (G) Software Methodology I (4) Analysis and
structured design specification, system testing.
Advanced development environments designed to
make students aware of system engineering concepts
and tools. Student teams complete three analysis,
design, and programming projects. Prereq: major
classification or departmental approval.
423 (G) Software Methodology II (4) Application of
concepts and methodologies covered in CIS 422.
Student teams complete a large system desiQn and
programming project. Final system specification, test
plan, user documentation, and system walk-throughs
required. Prereq: CIS 422.
424 (M) Assembly Language Programming (4)
Machine organization and operation, representations
of data, instruction sets. higher-level language
interface, and operating system service calls.
Laboratories focus on assembly language, operating
system interfaces, and machine operation. Prereq: CIS
314 or equivaient. Not offered 1987-88.
425 (M) Survey of Programming Languages (4)
History, design, implementation of programming
languages. emphasizing principles of evaluation.
Survey of current and modern programming lan-
guages: FORTRAN, ALGOL-60, Pascal, Ada, LISP,
Smalltalk, PROLOG. Prereq: CIS 313.
429 Computer Architecture (4) Bus-level microcom-
puter organization: processor design, bus protocols,
memory systems, networks, input-output communica-
tion. Prereq: CIS 313, 314..
435 (G) Business-Information Systems (4) Designs
of the most common organizational information-
processing systems, including batch-processing,
interactive, and data base. The systems development
process; systems analysis and design. prereq: CIS
242 and 313.
441 (G) Computer Graphics (4) Introduction to the
hardware, geometrical transforms, interaction
techniques, and shape representation schemes that
are important in interactive computer graphics.
Programming assignments using contemporary
graphics hardware and software systems. Prereq: CIS
313; pre- or coreq: CIS 314.
445 (G) Modeling and Simulation (4) Theoretical
foundations and practical problems for the modeling
and computer simulation of discrete and continuous
systems. Simulation languages, empirical validation,
applications in computer science. Prereq: CIS
422,425.
451 (G) Data-Base Processing (4) Introduction tothe
theory and application of data-base management. Fiie
and data-base organization, structured programming
languages, and embedded data-base instructions.
Relational and entity-relationship modeling. Prereq:
CiS 315.
471 (M) IntrOduction to Artificial Intelligence (4)
Theory and specific examples of knowledge-based
computer systems. Weak and strong methods of
problem solving. Knowledge-representations: predi-
cate logic, semantic nets, frames. Prereq: CIS 313,
314,315,422. CIS 425 strongly recommended.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 Seminar (Arr,R) Seminars vary according to the
interests and needs of students and availability of
faculty members. Typical subjects include computer
graphics, analysis of business systems, computer
iogic design, computers in education, scene analysis,
microprogramming, artificial intelligence.
508 Colloquium (1R) PIN only.
509 Final Project (Arr,R) Final project for ma$ter's
degree without thesis.
510 Experimental Course (Arr,R) New regular
graduate courses are offered under this number the
first year or two, before final definition ofthe course
and pending permanent University and Oregon State
Board of Higher Education approval.
513 Advanced Information Structures (4) Information
structures in various areas of computing such as
graphics. picture processing, simulation, modeling;
storage problems, linkage between structures, and·
automatic implementation of structures. Prereq: CIS
413 or equivalent.
520 Formal Languages and Machines (4) Introduc-
tion to formal models of computation; presents formal
languages by their generators (grammars) and
acceptors (sequential machines). Turing machines.
Prereq: CIS 420.
521 Theory of Computation: Complexity (4)
Concrete and abstract compleXity of computation;
analyzing complexity using different models of
computation; design strategies for efficient algorithms;
polynomial time reducibility among problems; approx'
imate algorithms for "hard" problems. Prereq: CIS
413,520.
522 Theory of Computation: Computability (4)
Properties of algorithmic computation. Formal models
of computation: Turing computability, recursive
functions, computability and decidability. Prereq:
CIS 521.
524 Structure of Programming Languages (4)
Syntax and semantics, comparison and design of
programming languages. Includes readings about
features of Pascal, ALGOL, Ada, LISP, Smalltalk,
PROLOG, and FP. Prereq: CIS 420.
525 Compilers I (4S) Principles and techniques for
compiler construction. Fbrmallanguage theory
. concepts, lexical analysis, parsing, syntax-directed
translation. Prereq: CIS 524. CIS 420 or equivalent
highly recommended. S with CIS 526.
526 Compilers II (4S) Continuation of CIS 525.
Principles and techniques for compiler construction.
Intermediatecode generation, optimization, and code
generation. S with CIS 525..
529 Computer Architecture (4) Functional structure
of computers. The management of a hierarchy of
storage components, control of parallelism within the
arithmetic logical unit, microprogramming, and
connection of input-output devices through channels.
Prereq: CIS 415.
'530 Advanced Operating Systems (4) Principles of
operating systems for multiprocessor and distributed
computer systems: concurrent programming. syn-
chronization, communication, reaching agreement,
deadlock, sCheduling. Prereq: CIS 529.
531 Parallel Processing (4) Review of computer
science from a parallel processing point of view;
parallel models of computation, parallel computer
architecture; parallel programming languages, parallel
algorithms. Pre.req: instructor's consent.
532 Coll1Puter and Information Networks (4) Basic
technology, components, and lunctioning.of computer
and information networks. Topoiogical considerations,
routing and control of information flow in networks;
methods of transmission, error coritrol, and message
protocols. Prereq: CIS 529.
550 Software Engineering (4) Examination of recent
models and tcols in software engineering, including
modifications to the traditional software life-cycle
model, development environments, and speculative
view of the future role of artificial intelligence.
551 Data-Base Systems (4) Evaluation of overall
performance of data-base systems. Design of
data-base systems, access methods and interfaces
between users and data-base management systems.
Designs for fast query response versus easy updating.
Prereq: CIS 451.
571 Artificial Intelligence (4) Basic ideas and goals
of artificial intelligence. Heuristic problem-solving
search; learning and theorem-proving techniques;
rule-based systems. Prereq: CIS 315 or instructor's
consent.
574 Visual Information Processing (4) Computer
extraction and identification of objects in visual scenes.
Fundamental techniques, current topics, and contem-
porary systems. Prereq: CIS 571 and instructor's
consent.
575 Natural LanglJage Processing (4) Technical and
theoretical problems of natural language understand-
ing and generation. Articulation. representation, and
utilization of prior knowledge (conceptual, episodic,
lexical), cognitive context, and discourse assumptions.
Prereq: CIS 571. or instructor's' consent.
576 Expert Systems (4) Fundamentals of expert
systems. Topics include knowledge acquisition and
representation, metaknowledge, control of problem-
solving systems, process explanation, plausible
reasoning. Students implement an expert system using
the Oregon Rule-Based System (ORBS). Prereq: CIS
571.
5n Knowledge-Based Interfaces (4) Examination of
research knowledge-based user interface, with
particular attention to cognitive modeling. Topics
include intelligent tutoring systems, natural language
interfaces, and expert systems explanation. Prereq:
CIS 571 and graduate standing in Computer and
Information Science, Psychology, or Linguistics.
64 East Asian Languages and Literatures
East Asian
Languages and
Literatures
308 Friendly Hall
Telephone (503) 686-4005
Stephen W. Kohl, Department Head
Faculty
Michael B: Fishlen, Associate Professor (Tang and
earlier Chinese literature). B.A., 1965, Knox; M.A.,
1968, Ph.D., 1973, Indiana. (1970)
Noriko FUjii, Assistant Professor (Japanese language
and linguistics). B.A., 1973, Wakayama University;
M.A., 1978, Ph.D., 1985, Michigan. (1984)
Stephen W. Kohl, Associate Professor (modern
Japanese literature). B.A., 1967, Ph.D., 1974,
Washington (Seattle). (1972)
Wendy Larson, Assistant Professor (modern Chinese.
language and literature). B.A., 1974, Oregon; M.A.,
1978, Ph.D., 1984, California, Berkeley. (1985)
Yoko M. McClain, Associate Professor (modern
Japanese language and literature). Diploma, 1950,
TsudaCollege; B.A., 1956, M.A., 1967, Oregon. (1966)
Alan S. Wolfe, Assistant Professor (Japanese and
comparative literature). B.A., 1966, M.A., 1971,
Columbia; Ph.D., 1985, Cornell. (1980)
Lucia Yang, Associate Professor (Chinese language
and linguistics). B.A., 1967, San Francisco State; M.S.,
1970, Ph.D., 1975, Georgetown. (1976)
Emerita
AngelaJung, Professor Emerita (classical and modern
Chinese literature). B.A., 1946, Catholic University,
Peking; M.A., 1949, M.L.S., 1954, Ph.D., 1955,
Washington (Seattle). (1962)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Undergr~duate Stlidies .
The Department of East Asian Languages and
Literatures offers undergraduate programs in
Chinese and Japanese languages and
literatures.
Each program enables students to achieve
proficiency in reading, writing, and speaking
the language and to acquire a fundamental
knowledge of the literature of the country.
Preparation. Students considering a major in
Chinese or Japanese should decide their major
at the earliest possible stage so that they can
satisfy the requirements in the usual four years
of undergraduate study. Background in lan-
guages, literature, or history at the high school
or community college level constitutes good
preparation for the student majoring in Chinese
or Japanese.
Careers. A major in East Asian Languages and
Literatures prepares a student for graduate
study in the humanities, social sciences, and
professional schools, and also for careers in
business, teaching, law, journalism, and
government agencies. Career options for
people with knowledge of Chinese or Japanese
are steadily increasing.
Major Requirements
Chinese. 39 credits are required in courses
beyond the second-year level, including
Classical Chinese Thought and Literature (CHN
305), Political Tradition of Chinese Literature
(CHN 306), and 20th-Century Chinese Literature
(CHN 307); ConternporaryChinese (CHN 414,
415,416); Writers of the May 4th Movement
(CHN 420), Advanced Readings in Modern
Chinese Literature (CHN 421), and Post-Cultural
Revolution Literature (CHN 422). The remaining
credits may be earned in other upper-division
Chinese language, literature, and linguistics
courses. Students are encouraged to take
courses involving Chinese culture in other
disciplines such as history, religious studies,
and art history.
Japanese. 39 credits are required in courses
beyond the second-year level, including
Introduction to Japanese Literature (JPN 301,
302, 303), Contemporary Japanese (JPN 411,
412,413), and Advanced Readings in Modern
Japanese Literature (JPN 417, 418, 419). The
remaining credits may be .earned in any other
upper-division Japanese language and litera-
ture courses. Students are encouraged to take
courses involving Japanese culture in other
disciplines such as history, religious studies,
and art history.
Any course for which a grade of D is received
does not count toward the major.
Courses in Chinese (CHN)
Lower-Division Courses
101,102,103 First·Year Chinese (5,5,5) Introduction
to Mandarin Chinese initial conversation, reading, and
writing. Characters and spoken language presented
concurrently throughout the year with emphasis on
grammatical patterns.
199 Special Studies (1·3R)
201,202,203 Second·Year Chinese (5,5,5) The
increased use of characters and grammatical patterns;
designed to build fluency in reading, writing, and
conversation.
240 Essentials of Chinese Language and Culture
(3) Introduction to cultural, artistic, and intellectual
developments in Asia where Chinese is spoken. Films,
slides, lectures.
Upper-Division Courses
305 Classical Chinese Thought and Literature (3)
Survey ranging from early Confucian and Taoist
classics, the histories, I Ching, and poetry anthologies
Book ofSongs and Songs ofCh 'uup to Han dynastic
poetics. All readings in English. Fishlen.
306 Political Tradition of Chinese Literature (3)
Importance and uses of political allegory traced
through 3rd- to 13th-century poetry, 9th- to 16th,
century short fiction and drama, and 16th- to 18th-
century novels. All readings in English. Fishlen.
307 2oth·Century Chinese Literature (3) Aesthetic,
social, and political significance of the literature from
the May 4th Movement of 1919 to the present. Western
influences on literary genres and continUity of the
tradition. All readings in English. Larson.
330,331,332 Chinese Composition and Conversa·
tlon (3,3,3) Systematic review of grammar and
development of conversational proficiency. Prereq:
two years of Chinese or instructor's consent.
351 Women and Their Social Milieu in Chinese
Literature (3) Major works in Chinese literature, past
and present, in terms of women's roles and their social
milieu. Special emphasis on women writers. All
readings in English. Jung.
401 Research (Arr,R)
405 Reading and Conference (Arr,R)
407 (M)Seminar:[Term SUbject] (1·3R) Studies and
projects in Chinese literature using sources in Cbinese,
English, or both. R when topic changes.
414,415,416 (M) Contemporary Chinese (3,3,3)
Study of contemporary Chinese writing styles including
selectionsfromjo.urnalistic, literary, and documentary
sources. Fishlen. .
420 (M) Writers ofthe May 4th Movement (3) Detailed
study of modern Chinese authors of the May 4th
generation, with special focus on Lu Xun. Prereq:
instructor's consent. Larson.
421 (M) Advanced Readings in Modern Chinese
Literature(3) Readings from the prose and poetry of
representative modern authors. Emphasis on increas-
ing the student's knowledge of the language and the
literature. Prereq: instructor's consent.
422 (M) Post·Cultural Revolution Literature (3)
Readings from the literature of the "wounded," from
the freedom wall period, and from writers such as Bai
Hua and Liu Binyan. Prereq: instructor's consent.
Larson.
436,437,438 (M) Literary Chinese(3,3,3) Readings
in various styles and genres of classical Chinese
literature; stress on major works of different periods.
Preparation for research.
440 (M) Structure of Chinese Language (3) Historical
development of the Chinese language in different
lingUistic aspects: phonological, morphological,
syntactic, and orthographic. Prereq: two years of
Chinese or instructor's consent. Yang.
453 (M) Chinese Bibliography (2) Reference works
in Chinese studies, covering Western sinology, major
sources in Chinese, and training in research methods.
Prereq: two years of Chinese or instructor's consent.
Courses in
Japanese (JPN)
Lower-Division Courses
111,112,113 First-Year Japanese (5,5,5) Introduction
to Japanese: elementary reading, writing, and
conversation. Stress on grammatical patterns and the
presentation of characters and the syllabary.
199 Spec/al StUdies (1-3R)
200 SEARCH (1·3R)
204, 205, 206 Second·Year Japanese (5,5,5)
Increased use of characters and \lrammatical
patterns; designed to build fluency In reading, writing,
and conversation.
Upper-Division Courses
301, 302, a03 Introduction to Japanese Literature
(3,3,3) Historical survey of Japanese literature from the
8th century to the present. Analysis and appreciation
of major works, authors, and genres such as The Tale
ofGenji, Haiku, Kawabata, and Mishima.AII readings
in English. Kohl.
327,328,329 Japanese Composition and Conversa-
tion (3,3,3) Systematic review of grammar and
development of conversational proficiency. Prereq:
two yea.rs of Japanese or .instructor's consent.
400 SEAF:tCH (1·3R)
405 Reading and Conference (Arr,R)
407 (M) Seminar: [Term Subject] (1·3R) Japanese
literature both in Japanese and in English translation.
Recent topics have been The Aftermath of War:
Japanese Film and Literature under the U.S. Occupa-
tion, Contemporary Fiction, and Women in Japanese
Literature. R when topic changes.
411,412,413 (M) Contemporary Japanese (3,3,3)
Advanced readings in modern documentary and
literary Japanese. Use of standard reference materials.
417,418,419 (M) Advanced Readings in Modern
Japanese Literature (3,3,3) Reading of prose works
of representative modern authors including Ogai,
Soseki, Akutagawa, Tanizaki, Mishima, and Kawabata.
Prereq: instructor's consent. McClain.
426,427,428 (M) Literary Japanese (3,3,3) Readings
in various styles and genres of Japanese prose
literature in premodern periods. Preparation for
research.
433, 434, 435 (M) Japanese Poetry (3,3,3) Critical
analysis and appreciation of Japanese poetry through
reading of works in different forms and of different
periods.,Prereq: two years of Japanese or instructor's
consent. .
441 (M) The Structure of the Japanese Language
(3) General characteristics of Japanese grammar.
Topics include Word order, typological characteristics,
morphology, ellipsis, passives, and causatives. Fujii.
442 (M) Topics in Japanese Linguistics (3) Ad-
vanced course in Japanese linguistics. Applications of
linguistic theories and methodoiogies to Japanese.
Topics incluQe syntax, semantics, and discourse
analysis. Prereq: LING 451. Fujii.
443(M) Teaching Japanese as a Foreign Language:
Methodology (3) Discussion and examination of
instructional materials, techniques, and methods.
Activities include class observation, practice teaching,
writing short papers. Application of teaching theories
in classroom environments. Prereq: JPN 441, LING
444, three years of Japanese language study. Fujii.
450 (M) Japanese Bibliography (2) Bibliography for
Japanese studies: examination of basic reference
works in both Western languages and Japanese and
training in research methods. Prereq: two years of
Japanese or instructor's consent.
Economics
435 Prince Lucien Campbell Hall
Telephone (503) 686-4661
James N. Tattersall, Department Head
BarryN. Siegel, Director of
Undergraduate Studies
Henry N. Goldstein, Director of Graduate
Studies
Faculty
B. Kelly Eakin, Assistant Professor (industrial organiza-
tion, health economics) B.A., 1978, Texas at Austin;
Ph.D., 1986, North Carolina at Chapel Hill. (1985)
Randall W. Eberts, Associate Professor (regional
economics and econometrics). B.A., 1973, California,
San Diego; M.A., 1975, Ph.D., 1978, Northwestern.
(1977)
Christopher J. Ellis, Assistant Professor (economic
theory). B.A., 1978, Essex University; M.A., 1979,
Ph.D., 1983, Warwick University. (1983)
Henry N. Goldstein, Professor (international finance).
B.A.,1950, North Carolina at Chapel Hill; M.S., 1953,
Ph.D., 1967, Johns Hopkins. (1967)
Charles C. Griffin, Assistant Professor (economic
development, health economics). B.A., 1975, Iowa:
M.A., 1981, Duke; Ph.D., 1983, North Carolina at
Chapel Hill. (1986)
Myron A. Grove, Professor (economic theory,
mathematical economics). B.S., 1957, M.S., 1959,
Oregon; PhD., 1964, Northwestern. On leave 1987-88.
(1963)
Stephen E. Haynes, Associate Professor (international
finance and econometrics). B.A., 1968, Ph.D., 1976,
California, Santa Barbara. (1978)
Joni Hersch, Assistant Professor (labor economics,
econometrics). B.A., 1977, South Florida; PhD., 1981,
Northwestern. (1982)
Chulsoon Khang, Professor (pure theory of interna-
tional trade). B.A., 1959, Michigan State: M.A., 1962,
PhD., 1965, Minnesota. On leave 1987-88. (1966)
Van W. Kolpin, Assistant Professor (economic theory,
econometrics). B.A., 1981, Coe; M.A., 1984; Ph.D.,
1986, Iowa. (1986)
H. T. Koplin, Professor (economic theory, public
finance). B.A., 1947, Oberlin: Ph.D., 1952, Cornell.
(1950)
Daniel P. McMillen, Assistant Professor (urban
economics, public finance). B.A., 1981, M.A., 1982,
Illinois-Chicago Circle: Ph.D.. 1986, Northwestern.
(1986)
Raymond Mikesell, Professor (economic development,
international economics). B.A., 1935, M.A., 1935,
Ph.D., 1939, Ohio State. (1957)
Barry J, Naughton, Assistant Professor (comparative
economic systems, economy of China). B.A.,1975,
Washington (Seattle): M.A.,1979, PhD., 1986, Yale.
(1984)
Barry N. Siegel, Professor (monetary theory). B.A.,
1951, PhD., 1957, California, Berkeley. (1961)
Robert E. Smith, Professor (industrial organization,
public policy and the multinational corporation). B.A.,
1943, Southern California; Ph.D., 1963, California, Los
Angeles. (1963)
Joe A. Stone, Professor and W. E. Miner Professor of
Ecoriomics(labor economics, international trade).
B.A., 1970, Texas, EI Paso: Ph.D., 1977, Michigan
State. (1979) .
James N. Tattersall,Professor (economic history,
public finance). B.A., 1954, M.A., 1956, Ph.D., 1960,
Washington (Seattle). (1957)
Mark A. Thoma, Assistant Professor (macroeconomics,
econometrics). B.A., 1980, California State, Chico:
Ph.D., 1985, Washington State. (1987)
W. Ed Whitelaw, Profes.sor (urban economics). B.A.,
1963, Montana; PhD., 1968, Massachusetts Institute
of Technology. (1967) .
Emeriti
Robert Campbell; Professor Emeritus (history of
thought). B.A., 1947, California, BerkeleY; B.S., 1950,
U.S. Merchant Marine Academy; Ph D., 1953, Califor-
nia, Berkeley. (1952)
Richard M. Davis, Professor Emeritus (economic
theory). B.A., 1939,Colgate;M.A., 1941,Ph.D., 1949,
Cornell. (1954)
Paul L. Kleinsorge, Professor Emeritus (iabor
economics). A.B., 1927, Stanford: M.B.A., 1929,
Harvard; PhD., 1939, Stanford. (1948)
Paul B. Simpson, Professor Emeritus (mathematical
economics). B.A., 1936, Reed; Ph.D., 1949, Cornell.
(1949)
Marshall D. Wattles, Professor Emeritus (economic
theory). B.A., 1938, Southwest Missouri State; M.A.,
1941, Missouri; Ph.D., 1950, Ohio State. (1950)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
Economics is the social science that studies the
problem of using scarce resources to satisfy
society's unlimited wants. The discipline is
divided into two general areas-micro-
economics and macroeconomics. Micro-
economics explores questions about the way
society should allocate resources; it applies to
public policy in such areas as urban,environ-
mental, health, and labor economics. Macro-
economics considers such questions as the
causes of inflation and unemployment; it
applies to such areas as monetary, develop-
mental, and international economics.
The Department of Economics offers under-
graduate work leading to a bachelor's degree.
Students doing outstanding work in their major
program may be eligible for departmental
honors. The undergraduate courses in
Economics provide a broad knowledge of the
field as a part of the program of liberal education
offered by the College of Arts and Sciences.
They also give a substantial foundation in
economics to students interested in profes-
sional graduate training in economics or in
careers in business, law, government, or
secondary school teaching.
Students interested in more detailed information
are encouraged to inquire at the Department's
peer advising office, 418 Prince Lucien
Campbell Hall.
Preparation. Suggested preparation for
entering freshmen is four years of high school
mathematics. Prospective majors are strongly
urged to satisfy part of their science group
requirement with an introductory calculus
course, to be taken in the freshman or sopho-
more year. Suggested preparation for two-year
college transfers is (a) the equivalent of Intro-
duction to Economic Analysis: Microeconomics
(EC 201) and Introduction to Economic Analysis:
Macroeconomics (EC 202) and (b) the equiva-
lent of either Calculus (MTH 201,202, 203) or
Calculus for the Nonphysical Sciences (MTH
207,208) and Probability and $tatistics w.ith
Calculus (MTH 209).
Careers. Career opportunities for graduates in
economics are found in federal, state, and local
government agencies; various nonprofit organi-
zations; and private industry. A bachelor's
degree in economics provides an excellent
background for admission to both law school
and business school. Students with outstanding
undergraduateacademic records frequently go
on to graduate work in economics, whiCh leads
to careers in higher education and economic
research organizations.
Economics 65
Major Requirements
1. A student must be classified as an
Economics major in order to receive a
bachelor's degree in Economics. Entering
freshmen and other lower-division students
who declare a major in Economics receive
academic advising from Economics faculty
members. Once students have completed
90 or more credits (junior standing or
higher), the following requirements must be
met in order either to retain their status as
Economics majors or to declare this major
for the first time:
a. Minimum grade point average (GPA) of
2.50 in all graded college-level course
work attempted
b. Grades of C- or P (pass) or better in
Introduction to Economic Analysis:
Microeconomics (EC 201) and Introduc-
tion to Economic Analysis: Macro-
economics (EC 202)
c. Grades of C- or P or better in Calculus
forthe Nonphysical Sciences (MTH 207,
208) and Probability and Statistics with
Calculus (MTH 209) or Calculus (MTH
201, 202, 203)
2. Intermediate Economic Analysis (EC 375,
376, 377) or Advanced Economic Themy
(EC 475, 476, 477). Should be completed by
the end of the junior year
3. Introduction to Econometrics (EC 421, 422)
or Econometrics (EC 493,494). Should be
completed by the end of the junior year
4. 27 additional credits in Economics courses
numbered 300 or above, with no more than
3 credits in Supervised Tutoring Practicum
(EC 409) and at least 15 credits in courses
numbered 400 or above (exclUding EC 409)
5. 9 of these 27 credits must represent a
concentration of three upper-divisiQn
Economics courses in one of the following
fields of specialization: comparative sys-
tems, economic development, industrial
organization, international, labor and human
capital, money, public economics, resource
and environmental, urban and regional
6. A grade of C- or Por better in all Econom'lcs
courses taken to satisfy the major require-
ments
7. No student who has previously received
credit for a 400-level course will receive
credit toward the Economics major for a
corresponding 300-levei course. For exam-
ple, if a student has previously received
credit for one of the 400-level courses in
International Economics (EC 440,441,442),
the student cannot use IntroduCtion to .
International Economics (EC 340) to satisfy
part of the major course requirements
Program Suggestions for Majors
1. Majors planning graduate study in'
Economics and others with an appropriate
mathematical background should satisfy
their intermediate theory requirement with
Advanced Economic Theory (EC 475, 476,
477) instead of Intermediate Economic
Analysis,(EC 375, 376, 377)
2. The Department offers at least 10 fields of
specialization including money, urban and
66 Economics
regional, public economics, resource and
environmental, labor, international, comparative
economic systems, economic development,
and industrial organization. For most fields, one
300-level introductory course and several
400-level courses are offered (the 300-level
courses are not generally prerequisites for the
associated 400-level courses). To provide
depth, it is recommended thatthe student take
at least three courses in each of two fields
3. Interested students should be aware of the
University's five-year program combining an
undergraduate departmental major and a
Master of Business Administration. Early
planning of courses to meet requirements of
this combined program is essential
Minor Requirements
A minor in Economics requires 24 credits
distributed as follows:
24 credits
Introduction to Economic Analysis:
Microeconomics (EC 201) 3
Introduction to Economic Analysis:
Macroeconomics (EC 202) .... . 3
Intermediate Economic Analysis
(EC 375. 376) . . . . . . . . . . . . . . . . . . . . . . . . . .. 6
Four additional upper-division 3-credit
courses in Economics (excluding
EC.409 Practicum) . . . . . . . . . . . . . 12
All courses applied toward the Economics
minor must be completed with a grade of C-
or P (pass) :or better.
No student who has previously received credit
for a 400-levelcourse will receive credit toward
the Economics minor for a corresponding
300-level course. For example, if a student has
previously received credit for one of the
400-level courses in International Economics
(EC 440, 441, 442), the student cannot use
Introduction to International Economics (EC
340) to satisfy part Of the minor course
requirements.
Graduation with Honors
Qualified .students may apply for graduation
with honors in Economics. Two requirements
must be met:
1. Completion of upper-division Economics
courses with at least a 3.50 grade point
average
2. Completion of a research paper, written
under the guidance of a faculty member, for
3 credits in Research (EC 401)
Students who have satisfied these requirements
should notify the director of undergraduate
studies during the term in which they want to
graduate.
Secondary School Teaching
The Department of Economics offers work for
preparation to teach social studies in Oregon
public secondary schools. Certification as a
secondary teacher with the Social Studies
endorsement requires satisfactory completion
of a program of teacher preparation that
includes subject matter preparation in the social
sciences and in professional education, as well
as recommendation of the institution in which
the preparation is completed. The Department
offers work toward both Basic and Standard
certification. For.specific information regarding
departmental requirements for the Social
Studies endorsement, students should consult
the departmental adviser for teacher education,
Robert E. Smith, and the staff in the Teacher
Education Office of Student Services, 175
Education Building.
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 (PhD.). General information about
graduate work at the University of Oregon is
available in tne Graduate School section of this
bulletin. A detailed description ot departmental
degree requirements may be obtained fromlhe
Department office.
Applicants for admission must submit the
following to the Department:
1. Scores on the Graduate Record Examination
(GRE) General and Economics Tests
2. Three letters of recommendation
3. Complete transcripts of previous work
Applicants whosenative language is not
English must also submit their scores on the
Test ot English as a Foreign Language (TOEFL).
Master's Degree
The Department of Economics offers a master's
degree program for students planning to teach
in two-year colleges or seeking research
careers. The program requires a minimum of 45
graduate credits, and students must meet the
other University and Graduate School reqUire-
ments for the master ot arts (M A) or the master
of science (M.S.) degree. In addition, students
must meet the following departmental require-
ments:
1. Knowledge of mathematics equivalent to
that contained in Calculus (MTH 207, 208)
or a higher-level calculus course
2. KnOWledge of statistics and econometrics
equivalent to that contained in either Proba-
bilityand Statistics with Calculus (MTH 209)
and Introduction to Econometrics (EC 421,
422G) or Econometrics (EC 493, 494G)
3. Appropriate work in micro- and macro-
economic theory equivalent to that contained
in Advanced Economic Theory (EC 475,
476,477G)
4: Completion of an acceptable research
paper or, alternatively, a thesis approved by
at least two departmental staff members
Students must maintain a minimum grade point
average (GPA) of 3.00 in all graduate work
undertaken as well as in all graduate credits in
Economics; there is an additional minimum GPA
requirement in the core economic theory and
econometrics courses. Students must complete
all requirements forthe degreewithin five years
after beginning graduate work in Economics at
the University.
The master's degree usually requires four orfive
terms of work in'residence.A few well-qualified
students have completed requirements tor the
master's degree in three terms, in addition to a
fourth spent completing the research paper or
thesis. .
Interdisciplinary Program
in Environmental Studies
An interdisciplinary master's degree focusing
on environmental studies is available through
the Interdisciplinary Studies: Individualized
Program in the Graduate School. Graduate
courses in Geography; Planning, Public Policy
and Management; Biology; and Economics
(among others) comprise the program.
Address inquiries to John H, Baldwin, Director,
Environmental Studies Program. 156 Hendricks
Hail, University ot Oregon, Eugene OR 97403.
See also the Environmental Studies and
Graduate School sections of this bulletin.
Doctor of Philosophy Degree
Every graduate student seeking the PhD.
degree must satistactorily complete a first-year
core program including required work in micro-
and macroeconomic theory seminars (EC 507)
and Econometrics(EC 493, 494, 495). Students
must pass an examination on this core program
before continuing with the second year of the
PhD. program
After passing the core examination, a student
must take 9credits of graduate work in each ot
two fields ot specialization, each supervised by
a faculty committee. A research paper must
also be completed on a topic in each field and
be approved by the relevant committee. When
the student has completed these field require-
ments, satisfied the University foreign language
requirement, and submitted an acceptable
dissertation proposal, he or she is advanced to
candidacy tor the PhD. degree. In the final
stage olthe program, the student is guided by
his or her dissertation committee. The Depart-
ment of Economics requires that the dissertation
be completed within three calendar years of
advancement to candidacy,
The doctorate usually takes from nine to 12
terms, including completion of an accepted
dissertation.
Students in the PhD. program may, on applica-
tion, be awarded a master's degree upon
completion of 45 graduate credits, passage of
the core examination, and approval of the two
required research papers.
More detailed intormation is given in the
Department's pamphlet, The Ph.D. Program in
Economics.
Courses in
Economics (EC)
Lower-Division Courses
101 Economics of Current Social Issues (3)
Examines social issues with the aid of a few basic
economic concepts. May inclUde film series presented
by wellcknown economists.
199 Special.Studles (1-3R) PIN c:mly. Option~itutorial
sections which may be taken in conjunction with EC
201, 202, and 375.
2011ntroduetlon to Economic Analysis: Micro-
economics (3S) First term of introductory sequence
In principles of economics. MTH 101 recommended.
202 Introduction to Economic Analysis: Macro-
economics (3S) Second term of introductory se-
quence In principles of economics,
203 Introductory Economic Analysis (3S) Third term
of Introductorysequence in principles of economics.
PoliCY aptJlJcalJons,
204, 205 Microeconomics and Macroeconomics(Honors) (3,3) Supply and demand in a decentralized
market economy; the behavior of aggregate output,
employment, and inflation; and countercyclical
monetary and fiscal policy.
Upper-Division Courses .
311 Money and Banking (3) Operations of commercial
banks, the Federal Reserve System, and the Treasury
that affeetthe United States monetary system..Prereq:.
EC 201, 202. Siegel. Students may not receIVe credIt
for both EC 311 and FINL 314.
315 Urban Economic Problems (3) Topics may
include urban and metropolitan growth, land use, race
and poverty, education systems, slums and urban
renewal, transportation, Crime, and pollution and
environmental quality. Prereq: EC 201. Whitelaw.
329 Introduction to Public Economics (3) Principles
and problems of government financing. Expenditures,
revenues debt and financial administration. Produc-
tion by g~vernment versus production by the private
sector. Tax measures to control externalities. Prereq:
EC 201, 202. Eberts, Tattersall.
332 Issues in Resource Economics (3) Topics may
include conservation and the time pattern of use of
replenishable and nonreplenishable natural resources,
forestry and fisheries management, enerQ~ and energy
resources, ground and surface water utilization.
Prereq: EC 201.
333 Issues in Environmental Economics (3) Air and
water pollution, solid waste disposal, and policy .
alternatives for moving toward a more optimal use of
the natural environment. Prereq: EC 201.
335 Human Capital: Problems. and Issues (3)
Economic applications to the utilization of human
capital. Topics may include investment In education
and training, effects of poor health and aging,
discrimination, marriage and family, and public
policies. Prereq: EC 201.
340 Introduction to International Economics (3)
Exchange across internatioQal boundaries: theory of
comparative advantage, -balancE:> of payments and
adjustments, international financial movements,.
exchange rates and international financial Institutions,
trade restrictions and poliCY. Prereq: EC 201, 202.
Goldstein, Haynes.
344 Labor Market Issues (3) Topics may include the
changing structure of employment, the. minimum
wage, the dual labor market hypothesIs, collective
bargaining, discrimination, and health and safety
regulation. Prereq: EC 201, 202. Hersch, Stone.
350 The Market System and Its Critics (3) The market
system, or capitalism, as described by.its proponents,
by reformist critics, and by radical cntlcs. Reading
selected to represent each POint of view. Prereq:
EC 201. Davis.
357 Problems and Issues In the Developing
Economies (3) Topics may include the role of central
planning capital formation, population growth,
agriculture, health and educatipn, interact!,on between
economic and cultural change, and the North-South
debate." Prereq: EC 201.
360 Private Industry and Public Policy (3) Topics
may include analysis of market power,. trends In
industrial structure, the role of advertiSing, pn~lng
policies and inflation, impact of social reQulatlon (e.g.,
OSHA, EPA), and international compansons. Prereq:
EC 201, 202. Eakin.
370 The Evolution of Economic Ideas (3) Economic
thought from the ancient world to the 20th century.
Major schOols of economic thought and their relation-
ship to other social Ideas of their times. Prereq. EC
201. Campbell.
375 376. 3n Intermediate Economic Analysis
(3,3:3) 375: income and employment theory. 376:
theory of the consumer, theory of the firm, determina-
tion of prices in various kinds of markets. Students may
not receive credit forboth EC376andFINL 311. 3n:
general equilibrium. welfare economiCS, collective
choice, and rules for evalualing economic poliCY.
Prereq: EC 202 for 375; EC 201 for 376; EC 376 for
377. College algebra required for EC 375 or 376; one
or more terms of calculus recommended.
390 The Rise ofthe Western Economies (3),survey
of the economic history of the major Industnal
economies. Alternativeexplanations of the "rise of the
West." Prereq: EC 201. Tattersall.
401 Research (Arr,R)
405 Reading and Conference (1-3R)
407 (G) Seminar (Arr,R) The seminars offered vary
from year to year depending on interests and needs
of students and on availability of faculty members.
409 SuperVised Tutoring Prac.ticum (1-3R) PIN only.
Credit may be given for participation In the Depart-
ment's peer advising program.
410 (G) Experimental Course (Arr,R)
411 (G) Monetary Policy (3) Federal Reserve,system
strategies and methods of monetary and credlt·control.
Effects of federal policies on prices, output, and
employment.Prereq: EC 311 or FINL314. SIegel.
412 (G) Monetary Theory (3) Monetary theories of
income, employment, and the price level. Critiques of
Keynesian and classical analySIS. Prereq: EC 375, 376
or EC 475, 476. Siegel.
414 (G) Regional Economics (3). Location theory;
interregional multiplier theory:. regional growth;
techniques of regional analySIS: regional Income
accounting, economic base studies, Input-output
analysis, linear programming; reglonal.and .Inter-.
regional models. Prereq: EC 201 and MTH 101, 102
or equivalents. Eberts.
415 (G) Urban Economics I (3) Location theory;
urbanization and metropolitan growth; Intra-urban rent,
location, and land use; size distribution of urban areas;
welfare economics, political eoonomy, and urban
problems. Prereq: EC 201 and MTH 101, 102 or
equivalents. EC 376, 377 recommended. McMillen,
Whitelaw.
416 (G) Urban Economics II (3) Raceand poverty;
education systems, de facto segregation: hOUSing,
residential segregation, slums and urban renewal;
transportation; financing local government; cnme;
environmental quality; urban planning. Prereq: EC 201
and MTH 101, 102 or eqUivalents; EC 376, 377
recommended. McMillen, Whitelaw.
418 (M) Economy. of the Pacific Northwest (3)
Locational factors InfluenCing development of the
region's major industries; recent changes In Income
and population; problems and governmental poliCies
in the areas of taxation, environment, and planning.
Prereq: EC 201 or 202. Tattersall, Whitelaw.
420, 421, 422 (G) Introduction to .Econometrlcs
(3,3,3S) Application of claSSical statistical techniques
of estimation, hypothesIs testing, and regression to
economic models. Prereq: college algebra. Grove,
Hersch.
429 (G) Theory of Public Economy (3) Theory ·of
public goods and their optimal proviSion. Collective
choice versus pnvate chOice and Implications for
resource allocation and efficiency. Prereq: EC 201,
202. Eberts, Ellis, McMillen. .
430 (G) Public Revenues and ~xpendltures (3)
Public bUdgeting, detailed consideration of the
principles of taxation and expenditure, analySIS and
comparison of various forms of taxation, government
enterprises. Prereq: EC 201, 202. Eberts, Koplin,
McMillen.
431 (G) Economics of Public Re~ulation (3) Public
regulation of private enterpnse. PubliC utility regulatory
theory and proposals for change. The new regulatory
framework: health, safety, environment. Prereq: EC
201, 202. Eakin.
432 (G) Resource Economics (3) Appropriate time
pattern of harvest for a replenishable resource and
appropriate rate of exhaustion of a nonreplenlshable
resource. Issues in natural resource poliCY. Prereq: EC
376,377. Khang.
433 (G) Environmental Economics (3) Rules for an
economically optimal level of enVIronmental quality
and the role of such economic analysis in the formula-
tion of public policy toward the environment. Prereq:
EC 376, 377. Whitelaw.
435 (G) Human Capital Theory (3) Optimal investment
in human capital. Rate of return on mvestment In
education and health; Imperfections In the human
capital market; impact of marriage, dlscrlmmatlon',and
crime. Prereq: EC 376, 377. Grove.
439 (G) Health Economics (3) Policy issues in the
field of health: demand and supply of medical serVices,
models to explain hospital behavior, employment
needs, cost-benefit analysis, program evaluation, and
national health insurance. Prereq: EC 201, 202.
440,441,442 (G) International Economics (3,3,3)
440: the foreign exchange market; Interactionbetween
spot and forward markets; speculation and mterest
arbitrage; balance-of-payments accounting and
alternative measures of payments defiCits and
surpluses. 441: "pure" theory of. international trade;
direction of trade, International prices, VOlume of goods
Economics 67
traded; tariffs, quotas, customs, unions, and common
markets' free versus restricted trade. 442: Institutional
arrangements to generate internationai liquidity;· the
role 01 the International Monetary Fund; speCial
drawing rights; the pros.and cons of flexible exchange
rates; managed floating. Prereq to EC 440 and. 441:
EC 201, 202; EC 375, 376 recommended. Prereq to
EC 442: EC 340 or 440. Haynes, Mikesell,Stone.
444 (G) Labor Economics (3) Supply and demand for
labor, wage determination under various market
structures, low-wagelabor markets, segmentation, the
role of trade unions, wage differentials, diSCrimination,
and the nature of work. Prereq: EC 201; EC 376
recommended. Stone.
445 (G) Issues in Labor Economics (3) Theories of
unemployment, alienation, inequality,human re- .
sources, ano the impact of unions. EconomiC poliCy
affecting labor markets, partiCUlarly poliCies and
institutions relating to unemployment. Prereq: EC 201,
202. Hersch, Stone. •
446 (G) Collective Bargaining and Public Policy (3)
Current status of trade unions, history 01 the labor
movement, industrial relations legislation, collective
bargaining, labor and global corporations, labor .
movement strategies, unions and minOrities, and union
democracy. Prereq: EC 201. Stone.
450 (G) Marxian Economlcs.(3) Readings in Marx are
accompanied by modern wntlngs that deSCribe the
Marxian system in. the language of contemporary
economics. Prereq: EC 201, 202; EC 375,376
recommended ..Davis.
451 (G) Comparative Economic Systems (3) .
Comparative study of alternative forms of economic
organization. Market-directed versus planned .
economies; centralized versus decentralized plannmg.
Case studies of individual economies. Prereq: EC 201,
202. Davis.
453 (G) Economics of the Pacif.lc Rim (3) A. case-
study approach fOCUsing on particular countries, on
specific goods or commoqltles, and on speCifiC types
of government intervention. Prereq: EC 201, 202 or
instructor's consent. Smith.
454 (GIEcol1omyof China since 1949 (3) ,Economic
growth and system change in the People s RepubliC
of China from 194910the present. Prereq: EC 201,202.
HST 455 456 (G) Economic History of Modern
Europe (3,3) See description un.der History.
457, 458, 459 (G) Economic D!'!velopment (3,3,3)
Experience of developed countries. and theOries of
development.-Policy ingredients of development
prog'rams: role of agnculture; sources of finance;
techniques and strategy. of Investment planning.
Prereq: EC 201, 202. Griffin. .
460 (G) The Economics of Industrial Organization
(3) Theories, quantitative measures, and InstitutIOnal
descriptions of the structure, conduct, and. results that
characterize American industry. EmphaSIS IS on the
determinants' and consequences of market power.
Eakin, Smith.
461 (G) Industrial Organization and Public Policy
(3) Major pOlicy instruments that h?ve been developed
to cope with social problems createdby market power.
The two principal instruments are antitrust and Income
policies. Eakin, Smith.
462 (G) The Multinational Corporation (3) Analysis
of market power in international tr~de covering cartels,
licensing arrangements, mUltlna~lonal. corporations,
and relevant national and international policy conSider-
ations. SrTJith. -
464 Economics of the Wine Industry (3) A com-
prehensive study of an international industry: history,
technology structure, conduct, results, problems, and
policy efforts. Prereq: EC 20t..202 or instructor's
consent. Smith. . " .;
470 (G) Issues in Modern EconOmic. Thought (3)
Contempora,ry works which h?ve been, 'gr are,
influential in shapingeconomic policy. Linkages
among current comprehensive social, theories and
their relationship to earlier ideas. Prereq: EC 201,202.
Campbell. ..
473 (G) Economics of the Austrian School (3).
.Austrian economic theory: comparisons With neoclas-
sicalmicro- and macroeconomics, monetary theory,
research methodologies. Prereq: EC 375, 376 or
.instructor's consent. Siegel.
474 (M) The Economic FrameWork of Business
Enterprise (3) Comprehensive review of micro- and
macroeconomic analysis designed to relate the
68 Economics
operation of the business firm to its broader economic
environment. Prereq: enrollment In the M.B.A. program
of the Graduate School of Managementor instructor's
consent.
475, 476, 477 (G) Advanced Economic Theory
(3,3,3) Principles of price and distribution theory,
income andemployment analysIs. Prereq: EC 201,202
and elementary calculus; instructor's consent required
for undergraduates. Ellis, Hersch, Khang, Koplin.
480 (G) TOpics In Mathematical Economics (3)
Mathematical formulations of economic theory. Linear
programming, elementary growth models, matrices,
stability analysis and equilibrium behavior under
uncertainty, production functions, and Slutsky equation
analysis of consumer demand. Prereq: EC 201, 202
and elementary calculus. Grove, Khang.
HST487, 488, 489 (G) American Economic History
(3,3,3) See' description under History.
490 (G) Problems and Issues in. Economic History
(3) Topics may include differences in development
among nations, the role of transportation in economic
development, economic analysis of slavery, and the
pUblic sector role in development. Prereq: EC 201,
202. Tattersall.
493,494,495 (G)'Econometrics (3,3,3) Regression
problems in autocorrelations, heteroskedas\icity,
multicollinearity,· and lagged dependent vanables;
special single-equation estimating techniques;. the
identification problem in a simultaneous equation
seiting; development of simultaneous equation
estimating procedures: the properties of these
estimators; applications of these procedures to the .
problem of obtaining estimates of structural parame-
ters in economic mOdels containing' many equations.
Prereq: statistics and instructor's corisenl.-Haynes,
Koplin.
Graduate Courses
501 Resaarch (Arr,R) PIN only.
503 Thesis (Ai'r,R) PIN only.
505 Reading (Ai-r,R) .
507 Seminar (Arr,R) Recent topics include Applied
Econometrics, Comparative Economic Systems,
History of Economic Thought, Ind,ustrial Qrganizatio.n
and Control, International Trade and Finance, Labor
Economics, Macroeconomic Theory, Microeconomic
Theory, Operations Research, and Public Finance.
508 WOrkshop (Arr,R) .
509 P(acticum (1-3R) P/~ only. Gradua,te teaching
fellows may receive 3c(edits per term; available to
other graduate students with Department head's
permiSSion. . '. ., '
514,515,516 Urban and ~eglo~aIEconomlc
Analysis (3,3,3) Theories of metropolitan, regional,
and interregional relatio!1s; intra- and interurban rent,
location, and land use; patterns of natural resource
use; and techniques of analysis. Analysis of:the
applied welfare economics and political economy of
cities and regions: race and poverty, housing,
education, state and local public finance, transporta-
tion, environmental 'quality,. and crime. Whitelaw.
524, 525, 1i26 Economic G(owth and Development
(3,3,3) Economic, cultural, and political factors in
economic development with special emphasis on
low-income countries: Theory of economic develop-
ment; case studiesirieconomic growth: measures for
accelerating development of poor countries; special
problems of underdeveloped countries. Prereq: EC
201, 202; 12 credits in upper-division social science,
Griffin, Mikesell.
English
118 Prince Lucien Campbell Hall
Telephone (503) 686·3911
Paul B. Armstrong, Department Head
FaCUlty
Paul B, Armstrong, Professor (modern fiction, literary
theory). B.A., 1971, Harvard; M.A., 1974, Ph.D., 1977,
Stanford. (1986)
Roland Bartel, Professor (English education, romanti-
cism), B.A., 1947, Bethel; Ph.D., 1951, Indiana. (1951)
Carol M. Bensick, Assistant Professor (19th-century
and Colonial American literature). B.A., 1977, Welles-
ley; M,A., 1980, PhD., 1982, Cornell. (1985)
James L. Boren, Associate Professor (Old and Middle
English language and literature). B.A., 1965, San
Francisco State;M.A., 1967, Ph.D., 1970, Iowa. (1970)
Edwin L. Coleman II, Associate Professor (Afro-
American literature), B.A., 1961, M.A., 1962, San
Francisco State; PhD., 1971, Oregon. (1971)
James W. Earl, Associate Professor (Anglo-Saxon
literature). B.A., 1967, Bucknell; PhD" 1971, Cornell.
(1987)
Marilyn Farwell, Associate Professor (women writers,
literary criticism and theory). A.B., 1963, MacMurray;
M.A., 1966, PhD., 1971, Illinois. (1971)
Richard A. Filloy, Assistant Professor (rhetoric, writing,
Renaissance literature). B.A., 1969, M.A., 1974, PhD"
1977, California, Berkeley. (1983)
John T. Gage, Associate Professor (rhetoric, writing,
modern poetry); Director, Composition Program. B.A.,
1969, M.A., 1971 ,PhD., 1976, California, Berkeley.
(1980)
Robert Grudin, Associate Professor (Renaissance
literature). B.A., 1960, Harvard; M.A" 1963, PhD.,
1969, California, Berkeley. (1971)
John A. Haislip, Professor (poetry writing); Director, .
Creative Writing Program, B.A., 1950, PhD., 1965,
Washington (Seattle), (1966)
William J. Handy, Professor (modern American
literature, criticism). B.A., 1947, M.A., 1949, PhD"
1954, Oklahoma. (1965)
Joseph A. Hynes, Jr., Professor (modern literature and
fiction); Vice-Provost for Academic Affairs. A.B., 1951,
Detroit; A,M., 1952, PhD., 1961, Michigan. (1957)
Gloria E. Johnson, Associate Professor (English
drama). B.A., 1944, Barnard; M.A., 1946, PhD., 1954,
Columbia. (1959)
Glen A. Love, Professor (American literature, rhetoric).
B.A., 1954, M.A., 1959, PhD., 1964, Washington
(Seattle). (1965)
Richard M. Lyons, Professor (fiction writing). B.A.,
1957,Brooklyn; M.F.A., 1962, Iowa. (1969)
Stoddard Malarkey, Professor (Middle English
language and literature); Director, Undergraduate
Studies. A.B., 1955, Reed; M.Ed., 1960, Oregon State;
PhD., 1964, Oregon. (1965)
William Rockett, Associate Professor (Renaissance
literature). B.A., 1961, M.A., 1963, Oklahoma; PhD.,
1969, Wisconsin, Madison. (1966)
George Rowe, Associate Professor (Renaissance
literature); Director, Graduate Studies, B.A., 1969,
Brandeis; M.A., 1971, PhD., 1973, Johns Hopkins.
(1985)
Ralph J. Salisbury, Professor (creative writing). B.A.,
1949, M.F.A, 1951, Iowa. (1961) .
Steven Shankman, Associate Professor (18th-century
literature). B.A., 1969, Texas, Austin; B.A., 1971, M.A.,
1976, Cambridge; PhD., 1977, Stanford. (1984)
Sharon R. Sherman, Associate Professor (folklore).
Ph.B., 1965, Wayne State; M.A., 1971, California, Los
Angeles; PhD., 1978, Indiana. (1976)
Richard L. Stein, Professor(Victorian, literature and the
fine arts); Director, English Honors, B.A., 1965,
Amherst; A.M., 1966, PhD., 1970, California, Berkeley.
(1976)
Richard C. Stevenson, Associate Professor (English
novel, Victorian literature); Director, Honors College.
A.B., 1961, A.M., 1963, PhD., 1969, Harvard. (1968)
William C. Strange, Professor (Romanticism, lyric)
B.A., 1952, Whitman; M.A., 1953, Montana; PhD.,
1963, Washington (Seattle). (1960)
Donald S. Taylor, Professor (18th-century literature).
B.A., 1947, M.A., 1948, PhD., 1950, California,
Berkeley. (1968)
Nathaniel Teich, Associate Professor (Romanticism,
writing, criticism). B.S., 1960, Carnegie Institute of
Technology; M.A., 1962, Columbia; Ph.D., 1970,
California, Riverside. (1969)
A. Kingsley Weatherhead, Professor (modern poetry
and fiction). M.A., 1949, Cambridge; M.A., 1949,
Edinburgh; PhD" 1958, Washington (Seattle). (1960)
Louise Westling, Assistant Professor (20th-century
American literature). B.A., 1964, Randolph-Macon
Woman's; M.A., 1965, Iowa; PhD., 1974, Oregon,
(1985)
George Wickes, Professor (modern literature). B.A.,
1944, Toronto; M.A., 1949, Columbia; PhD., 1954,
California, Berkeley. (1970)
Mary E. Wood, Assistant Professor (19th-century
American literature). B.A., 1978, Yale; M.A., 1980,
PhD., 1987, Stanford. (1987)
Claudia Yukman, Assistant Professor (19th-century
American literature). B.A., 1977, Mills; M.A, PhD.,
1985, Brandeis. (1986)
Emeriti
Lucile F. Aly, Professor Emerita (rhetoric, teacher
education). B.S., 1936, Missouri; M.A., 1942, Columbia;
Ph.D., 1959, Missouri. (1960)
Roland C. Ball, Professor Emeritus (eomparative
literature, Romanticism, modern drama). B.A., 1939,
Swarthmore; M.A., 1941, Cornell; Ph.D., 1953,
California, Berkeley. (1952)
Constance· Bordwell, Associate Professor Emerita
(writing, applied linguistics). B.A., 1931, Oregon; M.A.,
1932,Washington State; Dip. in Linguistics, 1970,
University College, London. (1947)
Stanley B. Greenfield, Professor (Old and Middle
English language and literature). B.A., 1942, Cornell;
M.A., 1947, Ph.D., 1950, California, Berkeley, (1959)
Thelma Greenfield, Professor (Renaissance drama).
B.A., 1944, M.A., 1947, Oregon; PhD., 1952, Wiscon-
sin, Madison. (1963)
Clark Griffith, Professor (American literature). A.B"
1947, Central Missouri State; M.A, 1948, Southern
Methodist; PhD., 1952, Iowa. (1970)
Ruth F. Jackson, Senior Instructor Emerita. B.A., 1929,
MA, 1933, Oregon. (1955) .
Edward D. Kittoe, Assistant Professor Emeritus. B.A.,
1931, M.A., 1936, Oretjon.(1936)
Albert A. Kitzhaber, Professor Emeritus (rhetoric,
teacher education). B.A., 1939,Coe; M.A., 1941,
Washington State; PhD., 1953, Washington (Seattle).
(1962)
Stanley R. Maveety, Professor Emeritus (Renaissance
and Bible literature). B.S., 1943, Northwestern; M.A.,
1950, Columbia; PhD., 1956, Stanford. (1955)
Waldo F. McNeir, Professor Emeritus (Renaissance
literature). B.A., 1929, Rice; M.A., 1932, PhD, 1940,
North Carolina. (1961)
Ernest G. Moll, Professor Emeritus (Romanticism).
A.B., 1922, Lawrence; AM., 1923, Harvard, (1928)
Carlisle Moore, Professor Emeritus (Victorian and
modern literature). B.A., 1933, M.A., 1934, PhD" 1940,
Princeton. (1946)
John C. Sherwood, Professor Emeritus (18th-century
literature). B.A., 1941, Lafayette; M.A., 1942, Ph.D.,
1945, Yale. (1956)
Christof A. Wegelin, Professor Emeritus (modern
fiction, American literature). Dip. Tech., 1933, Winter-
thur; M.A., 1942, North Carolina; PhD., 1947, Johns
Hopkins. (1952)
Oliver M. Willard, Associate Professor Emeritus
(English language). B.A., 1927, Stanford; A.M., 1931,
PhD., 1936, Harvard. (1946)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
The Department of English offers instruction in
English literature, American literature, writing,
English linguistics, folklore, and the literature of
ethnic minorities. Its lower-division courses
provide training in writing and introduce the
student to literature as a humanistic discipline.
Its upper-division courses emphasize the
humanistic values that emerge from studying
literature and allied disciplines analytically and
in depth.
Careers. The study of English opens the doors'
to many careers. All fields of endeavor place a
high value on the ability to read intelligently and
to write clearly. The English major may lead
most directly to careers in education, journalism,
or communications; it is also highly regarded
as undergraduate training for law, government,
social work, community service, and business.
Indeed, the ability to handle the language with
clarity and cogency is the one skill most
frequently cited by business professionals as
desirable. A major in English, with judiciously
selected electives, prepares students not only
to find that essential first job but also to possess
that breadth of outlook and depth of perspective
which become increasingly important'in sub-
sequent phases of their careers.
Major Requirements
The Department o/English expects its majors
to acquire knowledge ofEnglish and American
literature. In addition, it expects its majors to
gain a sense of history and a reading knowledge
of at least one foreign language. Majors should
constructtheir programs in consultation with an
adviser. The general major requirements forthe
degree of bachelor of arts (BA) in the Depart-
ment of English are as follows:
1. Satisfaction of the University language
requirements for the BA degree
2. Three history courses
3. Three literature courses chosen from ENG
104, 105, 106, 107, 108, 109, 204, 205, 206,
253, 254, 255
4. Three Shakespeare courses: ENG 201 , 202,
203
5. The courses above must be passed with a
grade of C- or P (pass) or better
6. 36 credits in upper-division courses with a
grade of C- or better. This requirement may
be met in one of two ways:
a. 3 credits in the Middle Ages, 9 more
credits in literature before 1800, 9 in
literature since 1800 (these 21 credits
need not be taken in period courses), and
15 additional credits or
b. A balanced' and coherent program,
constructed with an adviser's guidance,
consisting of six related courses in
language, literature, or writing (18 credits),
and 18 additional credits. Students
choosing option b must have the written
approval of their adviser and of the
Department curriculum committee no
later than the second term of their junior
year
7. Majors are limited to 9 credits in Reading
and Conference (ENG 405) or 18 credits in
ENG 405 and Writing and Conference (WR
405) combined
Minor Requirements
The minor in English requires 24 credits in
college-level courses in English and writing
(excluding credit for the College-Level Examina-
tionProgram and courses taken to fulfill the
University composition requrrement), i5 of
which must be upper division. ENG 200, 400,
401, 403, 408 (but not WR 408), 409 may not
be used to satisfy requirements for the minor.
The 24 credits must include a three-term
University-recognized English cluster and at
least one more literature course for a minimum
of 12 credits in literature.
Lower-division courses must be passed with
grades of C- or P (pass) or better, upper-
division courses with a C-'c or better.
Secondary School Teaching
The Department of English offers work for
preparation to teach language arts in the public
secondary schools. Certification as an Oregon
secondary teacher with the language arts
endorsement requires satisfactory completion
of·a program of teacher preparation that
includes subject matter preparation in the
teaching specialty and in professional educa-
tion, as well as recommendation of the institution
in which the preparation is completed. The
English Department offers work toward Basic
Oregon certification and toward Standard
certification. For specific information regarding
requirements for the language arts endorse-
ment, students should consult the departmental
adviser for teacher education and the staff in
the Teacher Education Office of Student
Services, 175 Education Building.
Honors Program in English
This program is designed to provide interested
undergraduate majorswith a number of impor-
tant educational opportunities. During the
sophomore and junior years, honors students
participate in honors seminars dealing with
literary topics announced at the beginning of
each academic year. During the senior year,
honors students work on an extended writing
project of their own choosing, prepared in
conjunction with a course of study tailored to
their own specific academic needs. and con-
ducted on a tutorial basis with a faculty member.
The honors program is fully compatible with
courses arid requirements in the Department;
the program's emphasis, particularly during the
junior and senior years, is on the detailed study
of limited topics-an extended consideration of
one or two authors, a single literary problem,
and so on.
Honors Program Admission. Students should
apply to the honors program chair for admission
to the program during the spring term of their
freshman year. However, admission is possible
as late as the junior year. Entry into the program
is determined by performance in literature and
composition courses and by other evidence of
superior academic ability.
Honors Degree Requirements. A minimum of
three honors seminars should be taken during
the sophomore and junioryears, normally three
terms of ENG 407 (honors seminar) or the
English 69
equivalent. If entry into the program occurs after
completion of the sophomore year, the require-
ment may be reduced to two seminars.
At the end of the junior year, a prospectus for
the senior honors project should be submitted
to the program chair. Honors seniors enroll in
Thesis (ENG 403) during the first two terms of
their senior year. The senior honors project
consists of a 30- to 40-page essay, creative
work, or the equivalent, and is due at the end
of the second term of ENG 403. The project is
evaluated, along with the rest of the student's
work, to determine if heor she is to receive the
degree of Bachelor of Arts with Honors in
English.
Graduate Studies
The Department of English offers graduate work
in English literature, American literature, and
imaginative writing, in programs leading to the
master of arts (MA) degree in English, the
master of arts and master of fine \'lrls (M.FA)
degrees in imaginative writing, the interdiscipli-
nary master of arts degree in English and
education, and the doctor of arts (DA) and the
doctor of philosophy (Ph. D.) degrees in English.
A detailed description of the programs will be
sent with the Application for Graduate Admis-
sion form.
Master of Arts Degrees
Admission Requirements
1. An undergraduate grade point average
(GPA) of 3.00 or, if the student has 12 or
more credits of graduate work in English, a
3.00 graduate GPA
2: A combined minimum Graduate Record
Examination (GRE) score of 1100 on the
Verbal section of the General Test and the
Literature in English Test. The quantitative
part of the General Test is optional
3. For nonnative speakers: a minimum score of
600 on the Test of English as a Foreign
Language (TOEFL) examination
Admission Procedures
1. Obtain an Application for Graduate Admis-
sion from the graduate secretary, English
Department
2. Send the first copy to the University Office
of Admissions and Records with a $25.00
fee and the remaining copies to the graduate
secretary, English Department
3. Arrange to have two official copies of
graduate and undergraduate transcripts
sent, one to the University Office of Admis-
sionsand Records, the otherto the graduate
secretary
4. Submit or have sent to the graduate secre-
tary, English Department:
a. An official transcript of GRE scores
b. Letters of recommendation from three
people familiar with the applicant's
academic background and intellectual
abilities .
c. A 200-word statement of background and
objectives in pursuing the course of study
d. A copy of a course paper that demon-
strates the applicant's ability in literary
studies
70 English
The completed file will be reviewed by the
Department's graduate admissions committee,
which will notify the applicant of its decision. All
admissions are conditional. After the candidate
has completed four to six courses at the
University, his or her academic record will be
reviewed for clearance toward the degree.
Degree Requirements
The Departmentoffers both a 58-credit degree
program for candidates who do not plan to go
beyond the M,A:and a structured MA program
for those who contemplate proceeding to a
doctoral degree. .
For completion of the degree, both programs
require a reading knowledge of a foreign
language (a Graduate Student Foreign Lan-
guage Test, or GSFLT, score of 25th percentile
or its equivalent). The language is normally
French, German, Russian, Spanish, Italian,
Latin, or Greek, although in special circum-
stances another language may be allowed.
Structured Program. Students' must take the
following:
1. Introduction to Literary Research (ENG 540)
or a course in criticism .
2. One of the following: Introduction to Middle
English (ENG 426), English Grammar (ENG
490), Old English (ENG 511), Equivalency
may be granted for graduate or under-
graduate work elsewhere, provided it was
taken within seven years of entering the
University
3. Fourteen additional graded classroom
courses (i.e., other than reading and confer-
ence, research, or thesis) in English, to
include at least one course in each of the
seven areas listed below, a through g, and
at least one more course in each of three of
the listed areas. Of the 14, at least three must
be 500-level courses
a. Literature and language befofe 1500
b. Renaissance literature
c. English literature from 1660 to 1780
d, English literature from 1780 to 1900
e. American literature to 1900
f. Modern British and American literature
g. Special studies: folklore and mythology,
ethnic literature, women and literature,
rhetoric, criticism, and others
A GPA of 3,25 in the total 16 courses is required.
58-Credit Program. Although no "areas" need
to be satisfied in this program, students must
take the following:
1. One of the following: Introduction to Middle
English (ENG 426), English Grammar (ENG
490), orOld English (ENG 5(1). Equivalency
may be granted for undergraduate or
graduate work elsewhere, provided it was
taken within seven years of entering the
University
2. An approved program of at least 55 addi-
tional credits in graduate classroom courses
or seminars.' At least 40 credits must be
taken in residence at Eugene, and at least
10 credits must be in 500-level courses or
seminars. Normally, all 55 credits must be in
graduate courses offered by the Department
of English, but the candidate may petition
the graduate committee to substitute up to
three graduate-level courses in a related field
A cumulative GPA of 3.25 is required.
Note: SuperVised College Teaching (ENG 502)
and Workshop: Composition (ENG 508) may not
be counted toward graduate degree course
work requirements, ,
M.A. in Imaginative Writing. This degree is a
variant of the 58-credit program. It differs from
the other MA degrees chiefly in substituting
up to 10 credits of creative writing for courses
in literature and in requiring a thesis (a work of
imaginative writing) in place of 5 credits of
classroom course work.
Interdisciplinary M.A. For information see the
description in the Graduate School section of
this bulletin under Interdisciplinary Master's
Degree Programs,
Master of Fine Arts Degree
Admission ReqUirements
1. Bachelor's degree
2. Other materials submitted under admission
procedures that give evidence that the
applicant will be able to complete the
prescribed course of stUdy satisfactorily
Admission Procedures
1. Obtain an Application,for Graduate Admis-
sion from the director, of creative writing,
English Department
2. 'Send the first copy to the University Office
of Admissions and Records with a $25.00
fee and the remaining copies tothe director
of creative writing
3. Arrange to have two official copies of
graduate and undergraduate transcripts
sent, one to the University Office of Admis-
sions and Records, the other to the director
4. Submit or have sent to the director:
a. Letters of recommendation from two
people familiar with the applicant's
potential as a writer
b. A sample of the applicant's creative
writing
Application may be made for any term except
summer session.
Degree ReqUirements
The candidate for the M:FA degree must
complete 72 credits of graduate work, inclUding
at least 18 credits in English and American
literature or literature in translation, at least 18
credits in writing, and 18 credits in thesis, the
result of which must be a work of literary merit.
The remaining credits may be taken in related
fine arts fields, such as the history and criticism
of art, music, and drama, or in additional literary
studies, aesthetics, or other fields relevant to
the candidate's needs as a writer. The candi-
date must also pass a written examination on a
reading list of works of fiction, poetry, or drama.
Doctor of Arts and Doctor of
Philosophy Degrees
Admission Requirements
1, Ordinarily, a Master of Arts (MA) in English,
with a 3.33 graduate grade point average
(GPA)
2. A combined minimum Graduate Record
Examination (GRE) score of 1250 on the
Verbal section of the General Test and the
Literature in English Test. The quantitative
part of the General Test is optional
3. For nonnative speakers: a minimum score of
600 on the Test of English as a Foreign
Language (TOEFL) examination
Admission procedures arethe same as for MA
degrees. Applicants who received the MA in
the structured program at the University of
Oregon can be admitted to the Ph.D. program
on request; those with the 58-credit MA and
the M,FA must go through the standard
application procedure.
Residency Requirements
The Graduate School requires at least three
years of full-time work beyond the bachelor's
degree for the doctorate with at least one year
spent in continuous residence on the Eugene
campus. The Department of English interprets
this latter requirement to mean an academic
year in continuous residence with enrollment in
at least two formal English graduate courses or
seminars per term for one academic year, and
enough of a second to ensure a total minimum
of six classroom courses or seminars completed
on this campus: This on-campus requirement
must be·satisfied during the first year(plus) for
which the student has been admitted: candi-
dates should not apply for admission unless
they are prepared to meet this requirement.
Note that Graduate School regulations insist on
a minimum of 9 credits a term to satisfy continu-
ous residence, and that two courses a term may
or may not equal this minimUm. Note also that
although the Graduate School allows a summer
session term to count toward continuous
residence, the Department's regulaHon is for an
academic year.
Degree Requirements'
FOREIGN LANGUAGE. The candidate must
demonstrate by examination or course work a
reading knowledge of two languages (minimUm
Graduate Student Foreign Language Test, or
GSFLT, score of 25th percentile or completion
of a second-year sequence) or a very high
competence in one language (minimum GSFLT
score of 70th percentile or completion of a
third-year sequence). Ordinarily the languages
are French, German, Greek, Italian, Latin,
Russian, or Spanish, although in special
circumstances another language may be
allowed. Old English (ENG 511,512, 513) with
grades of B- or better can be used to satisfy
one of the two language requirements unless
the candidate specializes in the medieval area.
TEACHING. Doctoral candidates must have
experience as classroom teachers in the
Department before they receive the degree.
QUALIFYING EXAMINATION.By the end of their
first year in residence, students in the PhD. or
DA programs must passaqualifying examina-
tion. Students take a four-hour written com-
prehensive examination covering areas a
through f and an area selected by the candidate
from g: '
a. Literatwre and language before 1500
b. Renaissance literature
c. English literature from 1660 to 1780
d. English literature from 1780 to 1900
e. American literature to 1900
f. Modern British and American literature
g. Special studies: folklore and mythology,
ethnic literature, women .andliterature,
rhetoric, criticism, and others by petition
COURSES. The student must take:
1. Introduction to Literary Research (ENG 540)
no later than the first term it is available after
receiving the MA (or during the first year of
doctoral study). A candidate who has had
equivalent graduate work at the University
or elsewhere may consult the director of
graduate studies, English Department,
about usingthat work to satisfy this require-
ment
2. One of the following: Introduction to Middle
English (ENG 426), English Grammar (ENG
490), Old English (ENG 511). Equivalency
may be granted for undergraduate or
graduate work elsewhere, provided it was
taken within seven years of entering the
graduate program
3. Six classroom courses beyond the MA
taken in residence, exclusive of the courses
in 1 and 2 above, and including at least two
. 500-level courses or seminars. A 3.25 GPA
in the eight courses is required '
4. Two four-hour written examinations. After
consultatioll with an adviser and approval by
the graduate committee, the student will
adopt from the following list two fields to be
covered by these examinations: ' '
L Old English language and literature
II. Middle English language and literature
ilL Renaissance dramatic literature to 1660
IV. Renaissance nondramatic Iiterature to 1660
V. EngIish literature 1660-1780
VL English literature 1780-1830
VII. English literature 1830-1900
VIII. British literature 1900 to the present
IX. American literature t01900
X. American literature 1900tothe present
XL English linguistiCs
XIL Rhetoric
XIIL Special studies
Note: Only one of the two fields chose,n may be
in Field XIIL
Doctor of Arts Examination. Upon completion
of the preceding requirements, the candidate
may petition the graduate committeeto take the
doctor of arts (DA) examination, either as an
end in itself or as a step toward the PhD.
Specifics of the examination are described in
the departmental handout, "Graduate Programs
in English."
Dissertation. The PhD. wili be granted upon
completion of the preceding requirements
(except the DA examination) and a dissertation
and examination thereon. The dissertationmay
be a work of literary scholarship on a single
subject, or, if the director of the dissertation
agrees, a collection of three substantial essays
exhibiting internal coherence but not necessar-
ily treating a single precisely defined subject.
No more than three years may elapse between
the completion of all other requirements and the
completion of the dissertation. The English
Department does not offer a PhD. in creative
writing.
Writing
Creative Writing
The Department offers creative writing courses
for nonmajors and majors. Undergraduate
English majors planning a program emphasiz-
ing 'creative writing are advised to complete at
least 6 credits of Introduction to Imaginative
Writing (WR 241, 242, 243). For information on
the graduate program leading to the MA or
M.F.A, degree, consult the director of the
Creative Writing Program.
Expository Writing
The English Department offers required and
elective courses in expository writing for all
University students to help them improve their
ability to write clearly and effectively. All
students must fulfill the University writing
requirement of6 credits of composition or be
cleared according to established waiver and
exemption policies. The requirement is WR 121
and either WR 122 or 123, or their approved
equivalents, excluding courses numbered 199
and 400-410.
Exemptions from the firstterm of writing will be
given to students who score 650 and above on
the Verbal section of the College Entrance
Examination Boards (CEEB) Scholastic Aptitude
Test or on the Achievement Test in English
Composition (EN). Students should present
official copies of their scores to the composition
office, English Department, if not granted
exemption at the time of admission. No credit
is awarded for this exemption. Students with
CEEB Advanced Placement Test scores in
English composition of 4 or 5 clear the require-
ment and receive 6 transfer credits in writing.
Waiver examinations for WR 121 and 122 are
offered regularly at the Testing Office, University
Counseling Center, and should be considered
by students who are highly competent writers.
In addition, students who earn an A in WR 121
at the University may select any advanced
expository writing course to fulfill the
requirement.
Students for whom English is the native lan-
guage are placed in their first writing course on
the basiSQfthe Test of Standa,.rd W.ri!ten English
(TSWE), wl1ic~ is required of all new students
and of transfer students who have not satisfied
the writing requirement. Students should sign
up for the TSWE at the University Counseling
Center Testing Office before registration.
Students for whom English is not the native or
primary language are placed in their first writing
course on the basis of a Department placement
test, which is administered before registration.
Nonnative speakers should sign up for the
Department placement examination in the
Office of International Services. Depending on
TSWE scores or placement test results, students
may be required to satisfy additional prerequi-
sites for placement in WR 121. These may
include WR 40,49,91,92,93, or other courses
determined by departmental staff. Transfer
students in doubt about the equivalency of
courses taken elsewhere should bring tran-
scripts and catalog descriptions to the compo-
sition office, Department of English, for
evaluation.
English 71
Courses in English (ENG)
Note: Not every course listed here can be offered every
year; students are advised to consult the most recent Time
Schedule of Classes.
Lower-Division Courses
104, 105, 106 Introduction to Literature (3,3,3) Works
representing the principal literary genres. 104: fiction.
105: drama. 106: poetry.
107,108,109 World Literature (3,3,3) Literary and
cultural foundations of the Western world; analysis of
selected masterpieces of literature read in chronolog-
ical order from ancient to modern. Shankman, Teich.
151 Introduction to Afro-American Llteratura (3)
Reading and critical analysis of Afro-American fiction,
poetry, and drama in historical and thematic perspec-
tive; examination of the black experience that influ-
enced the literature. Coleman.
199 Special Studies (1·3R)
200 SEARCH (1·3R)
201,202,203 Shakespeare (3,3,3) The major plays in
chronological order. Required of majors. Boren,
Farwell, T. Greenfieid, Grudin, Johnson, Rockett,
Rowe, Strange, Wickes.
204, 205, 206 Survey of English Literature '(3,3,3)
The principal works of English literature selected to
represent great writers, literary forms, and significant
currents of thought. 204: Anglo-Saxon beginnings to
the Renaissance. 205: 17th and 18th centuries. 206:
19th and 20th centuries. Bartel.
240 Intr(lductlon to Native American Literatura (3)
The nature and function of oral literature; the traditional
literature as a background for a stUdy of contemporary
native American writing.
244 American Detective Fiction (3) The literary and
cultural significance of selected works by such writers
as Dashiell Hammett, Raymond Chandler, and Ross
Macdonald in their historical contexts. Boren.
250 Introduction to Folklore and Myth (3) The
process and genres of traditional (i.e., foik) patterning;
the relations between these forms of expression and
other arts, especially English and American literature.
Sherman.
253,254,255 Survey of American Literature (3,3,3)
American literature from itsbeginnings to the present.
Bensick, Handy, Love, Westling, Wood, Yukman.
260 Introduction to Women Writera (3) Women
writers, their literary styles and perspectives, and their
status in Western society. Farwell, Wesliing, Wood.
Upper-Division Courses
300 Introduction to Lltarary Crltlclam (3) Various
techniques of literary criticism (such as historicai,
generic, formalistic, mythic) and the use of library
resources. Recommended for majors in sophomore or
early in junior year. Farwell, Handy, Teich.
301 TragedY (3) The nature of tragedy and of tragic
expression in various literary forms. Rockett, Rowe. Not
offered 1987-88.
302 Romance (3) Readings of narratives of adventure
and quest, including works in the allegorical mode.
Classical, medieval, and modern examples, with
attention to romance elements in 20th-century works.
Ball. Not offered 1987-88.
303 Epic (3) Epic and heroic literarymasterpieces; the
nature of the genre. Shankman, Strange.
304 Comedy (3) The comic view in both dramatic and
nondramatic forms. Emphasis on English masters, with
attention also to classical and continental writers. Stein.
305 Satire (3) Satire, or criticism through ridicule, as
a major literary expression. Examples from dramatic,
narrative, poetic, and graphic forms with special
emphasis on contemporary satire. Sherwood, Strange.
Not offered 1987·88.
310 Afro-American Prose (3) Forms, themes, and
styles in the fictional and nonfictional prose of Africa,
the West Indies, and Afro-America. Novels, short
stories, essays, autObiographies, and other narratives.
Coleman.
311 Afro-American Poetry (3) The study of African,
West Indian, and Afro-American poetry, written and
performed. Coleman.
312 Afro-American Drama (3) Major achievements in
African, West Indian, and Afro-American drama.
Coleman.
321, 322, 323 English Novel (3,3,3) 321: rise of the
novel from Defoe to Austen. 322: Scott to Hardy, 323:
Conrad to the present. Stevenson, Taylor.
72 English
324 American Satire (3) Satire in American literature;
its nature, development, and signiticant contributions
to the interpretation of American life. Love. Not offered
1987-88.
325 Literature of the Northwest (3) Survey of
significant Pacific Northwest literature as set against
the principles of literary regionaiism. Love.
326 Western American Literlilture (3) Major iiterary
works of the American West from frontier times to the
present. Love.
390 Introduction to English Linguistics (3) The
structure of English including its phonetics, phonology,
orthography, morphology, syntax, and semantics;
historical change and geographical-social variation in
Engiish; the semantics of English; and English
stylistics. Not offered 1987-88.
391, 392, 393 American Novel (3,3,3) Development
of the American novel from its beginnings to the
present. Bensick, Griffith, Love, Wickes, Yukman.
394,395,396 20th-Century Literature (3,3,3) British,
American, and some European literature from 1890 to
the present; significant works of poetry, drama, and
fiction in relation to'intellectual and historical develop-
ments. Armstrong, Hynes, Stein, Weatherhead.
400 SEARCH (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
407 (G) Seminar (Arr,R) Selected seminars are
offered each year.
408 (M) Workshop (Arr,R)
409 (G) Supervised Tutoring Practlcum (1-3R)
410 (G) Experimental Course (Arr,R) Selected
seminars are offered each year.
411,412,413 (G) English Drama (3,3,3) Development
of English drama from medieval to modern times with
emphasis on the growth of genres and connections
with cultural history. 411: Middie Ages through
Jacobean period. 412: Restoration, 18th and 19th
centuries, from Dryden to Shaw. Johnson. Not offered
1987-88.
414,415,416 (G) HiStory of Literary Criticism (3,3,3)
Studies in the theory and practice of literary criticism
from Plato and Aristotle to the present. Armstrong,
Farwell, Filloy, Handy, Shankman.
417 (G) Studies in Mythology (3) Survey of the
mythology of one or more cuitures with special
attention to comparative relationships, world views,
theoretical schools of interpretation, and the use of
myth in literature. Sherman.
418 (G) Folklore and Mythology oflheBritlsh Isles
(3) Basic folk traditions inthe British Isles (e.g., ballads,
folktales, legends, myths) and their treatment in the
written literature of major British authOrs. Sherman, Not
offered 1987-~8..
419 (G) American Folklore (3) American foiklore; its
connections in American history and culture; its role in
the development of the writings of seiected American
authors (e.g., Hawthorne, Melville). Sherman.
420,421,422 (G) Modern Drama (3,3,3) 420: growth
of the modern theater in Europe through 1919,
naturalism, symbolism, expressionism. 421: European
and American drama 1920-1949, the experimental
theater and its effects on realism. 422: international
developments in drama from 1950 to the present. Ball.
Not offered 1987-88.
424 (M) Old English Literature in Translation (3)
introduction to the linguistic, historical, and cultural
milieu of Angio-Saxon England (ca. 500-1100); reading
in translation of selected prose and poems, including
Beowulf and the "Elegies." S. Greenfield.
426 (G) Introduction to Middle English (3) The
English language from ca. 1100 to 1500. Emphasis on
the development of reading skills in various dialects
through linguistic study of literary selections. Boren.
427 (G) Middle English Literature (3) Literary
seiections in translation from the Middle English period
(ca. 1100-1500), exclusive of Chaucer. Focus on the
works in their cultural and historical contexts. Boren.
428 (M) Chaucer (3) Close textual study of selected
Canterbury Tales in Middle English and instruction in
the grammar and pronunciation of Chaucer's ian-
guage. Boren, S. Greenfield, Malarkey.
429 (G) Troilus sndCriseyde (3) Close textual study
of Chaucer's poem with consideration of The Book of
the Duchess and The Par/ementofFou/es. Instruction
in grammar and pronunciation of Chaucer's English.
Boren, S. Greenfield, Malarkey.
430,431 (G) Literature oflhe Renaissance (3,3) 430:
Renaissance thought. 431: Renaissance epic and
prose narrative. Filloy, T. Greenfield, Grudin, Rowe.
434 (G) Spenser (3) Examines the works of Edmund
Spenser. T. Greenfield, Rowe.
436 (G) Advanced Shakespeare (3) Detaiied study of
selected plays. When offered in spring term or summer
session, the course may concentrate on the plays to
be presented in Ashland that summer. JOhnson.
437,438 (G) The Literature oflhe English Bible (3,3)
Literary qualities of the English Bible with some
reference to its influence on English and American
literature .. Maveety, Yukman. Not offered 1987-88.
440,441 (G) 17th-Century Literature (3,3) Poetry and
. prose from Jonson through the Restoration in relation
to the trends of thought and feeling that characterize
the century. Rockett, Rowe.
444 (G) Milton's Minor Poems and Prose (3) The
Poems of 1645 and the major prose works on liberty,
education, and politics. Farwell, Rockett. Not offered
1987-88.
445 (G) Milton's Major Poems (3) Paradise Lost,
Paradise Regained, and Samson Agonistes. Farwell,
Rockett.
446 (G) Film and Folklore (3) The developmental use
of film by folklorists. Folklore genres, theories, and
fieldwork methods are related to filmmakers'
techniques. Analysis includes documentary and
ethnodocumentary films. Sherman.
447 (G) American Popular Literlilture and Culture (3)
Surveys cultural aesthetics refiected in historical
romances, dime novels, detective fiction, Westerns,
and new journalism as expressions ofpopular and folk
culture and the American experience. Sherman.
448 (G) Black Folklore (3) Analysis of Afro-American
customs, language, beliefs, sayings, and tales
expressed through oral tradition. Coleman.
450,451,452 (G) 18th-Century Literature (3,3,3) 450:
Restorallon. 451: primarily Swift and Pope. 452:
primarily Johnson and his circle. Shankman, Sher-
wood, Tayior.
460, 461, 462 (G) English Romantic Writers (3,3,3)
Romantic thought and expression. 460: Blake, Burns,
and other writers of the age of gothic and sensibility.
461: Wordsworth, Coleridge, Hazlitt, and other writers
of the age of revolution. 462: Byron, Shelley, Keats,
and other writers of the second generation. Strange,
Teich.
470, 471 (G) Victorian Literature and Culture (3,3)
Major literary works of the Victorian period in their
cultural contexts with emphasis on significant patterns
of social, ethical, and aesthetic thought. Readings in
poetry, essays, and some fiction with reference to
Victorian painting and architecture. 470: 1830s to
mid-1850s. 471: late 1850s through 1890s. Stein. Not
offered 1987-88.
473, 474 (G) 19th-Century English Fiction (3,3)
Introduction to 19th-century English fiction in critical
and social perspective. Stevenson.
477, 478, 479 (G) American Literature before 1900
(3,3,3) Early American literature; romanticism; realism
and naturalism. Bensick, Griffith, Love, Yukman.
480 (G) Major British Writers (3R) Detailed study of
two or three British authors not substantially treated In
other courses. Armstrong, Stevenson, Taylor, Weath-
erhead, Wickes.
481,482,483 (G) Major American Writers (3,3,3R)
Detailed study oftwo or three major authors each term.
Bensick, Gage, Griffith, Handy, Love,Westling,
Wickes, Wood, Yukman.
487 (G) Yeats and Joyce (3) The principal works of
Yeats and Joyce, considered againstthe background
of the Irish Renaissance. Sherwood. Not offered
1987-88.
488 (M) Literary Analysis for Teachers (3) For
prospective teachers of English in junior and senior
high school. Training in analyzing and teaching fiction,
drama, poetry. Bartel.
489 (G) Teaching Writing (3) Methods of teaching
composition to secondary and postsecondary
students. Diagnosing writing problems, making
assignments, evaluating compositions, and motivating
students. Filloy, Gage, Love.
490 (G) English Grammar (3) Comprehensive·survey
of grammatical, syntactic, and morphological struc-
tures of English in terms of semantic and functional
criteria.
491 (G) History of the English Language (3) Origins
and development of English from medieval to modern
times. Studyof syntactic, morphological, and semantic
changes in the word stock. Development of British and
American English. Prereq: LING 290.
494 (G) Existentialism and Modern Literature (3)
Study of 19th- and 20th-century works reflecting the
characteristic themes of existentialism by such authors
as Kierkegaard, Tolstoy, Camus, Sartre, Kafka,
Beckett, Joyce, Hemingway, Albee, Kesey. Handy.
496, 497 (G) Contemporary American LlteratiJre
(3,3) Critical study of post-World War [I American
writing in the context of contemporary aesthetic and
culturai developments. Haislip, Handy, Wickes.
498 (G) Studies in Women and Literature (3R) Topics
vary from year to year. The following list is representa-
tive: American Women Writers, Feminist Criticism,
Individual Authors, Women Poets, and Women Writers
before 1800. Farweli, Westling, Wood.
Graduate Courses
Note: Instructor's consent is required for all SOD-level
courses.
501 Research (Arr,R) PIN only,
502 Supervised College Teaching (Arr,R) PIN only,
Gage.
503 Thesis (Arr;R) PIN only,
505 Reading (Arr,R)
507 Seminar (Arr,R) Selected seminars are offered
each year.
508 Workshop (Arr,R) PIN only, Gage.
510 Experimental Course (Arr,R)
511,512,513 Old English (4-5,4-5,4-5) Linguistic and
literary study; selected readings in.prose and poetry,
including the entire Beowulf. S. Greenfie[d.
514,515,516 Old Icelandic (4-5,4-5,4-5) Linguistic
and literary study: East and West Norse; readings in
historical sources, the sagas, the Eddas, the skaldic
poetry. Of particular interest to students of Old English
and Germanic antiquity. Not offered 1987-88.
519 The Pesrl Poet (4-5) Detailed study of ihe works
attributed to the Pearl poet with concentration on Pear/
and Sir Gawain and the Green Knight. Prereq: ENG.
426 or reading knowledge of Middle English. Boren,
Malarkey. Not offered 1987-88.
520 Topics in the History and Structure of English
(5) Advanced English linguistics. Topicsvary accord-
ing to student and faculty interest. Not offered 1987-88.
524 Chaucer's Csnterbury Tsies(4-5) The complete
Canterbury Ta/es with instruction in the grammar
and pronunciation of Chaucer's language. Boren,
S. Greenfield, Malarkey. Not offered 1987-88.
530, 531, 532 Shakespeare (4-5,4-5,4-5) 530:
representative comedies of Shakespeare's early,
middle, and late periods. 531: historical plays. 532:
tragedies. T. Greenfield, Grudin, Johnson.
535, 536, 537 Tudor and Stuart Drama (4-5,4-5,4-5)
535: beginnings through Marlowe. 536: Dekker
through Jonson. 537: Webster through Ford. Shake-
speare not included, T. Greenfieid, Rowe.
540 Introduction to Literary Research (3) Biblio-
graphical tools and methods of research. Practical
training in research projects .. Primarily for Ph.D.
candidates; recommended for M.A. candidates with
research interests. Boren, Rockett, Rowe.
588 Modern British Poetry (4-5) British poetry from
Hardy to the pr.esent. Weatherhead, Not offered
1987-88.
589 Modern American Poetry (4-5) American poetry
from the imagists to the present. Weatherhead.
590, 591, 592 Modern Fiction (4-5,4-5,4-5) Main
tendencies of the fiction of the past hundred years.
590: the rise and development Of realism. 591:
naturalism. 592: postnaturalism. Griffith, Wickes. Not
offered 1987-88:
593, 594 Contemporary British Fiction (4-5,4-5) A
chronological study of developments in British fiction
since the late 1930s with emphasis on partiCUlar works
by important writers. Hynes. Not offered 1987-88.
Courses in Writing (WR)
Developmental Courses
Note: WR 40, 49, 91, 92, and'93 are self-support courses
offered through the Continuation 'Center, 333 Oregon
Hall. A separate fee isassessed for all students enrolling
in these courses. This fee must be paid in addition to
regular tuition. All five courses cal'l'Y: ~redit for en~ollment
(eligibility) but not toward graduation; they satisfy no
University or college requirement.
40 Developmental Composition I (3) Basic writing
course that focuses on sentence construction,
grammar, mechanics, and punctuation. Depending on
performance, students who pass are advised by their
instructors to advance to WR 49 or 121 the following
term. Recommended for students with Test of
Standard Written English (TSWE) scores of 20 to 29.
49 Developmental Composition II (3) Concentrates
on sentences and paragraphs, with emphasis on
organization, structure, punctuation, and usage..Not
primariiy acourse in grammar, but students deal with
grammatical problems as they arrse within the context
of their writing~ Recommended for students with Test
of Standard Written English (TSWE) scores of 30 to 37.
91,92,93 English as a Second Language (3,3,3)
Written and spoken English for studentswhose native
language is not English. Emphasis is onwritten English
in orderto prepare students for other wrrtlng courses;
practice in pronunciation, vocabulary building, and
reading. Student placementis recommended on the
.basis of departmental examrnatlons.
Lower-DivisionCourses
121 English Composition (3) Fundamentals of.
academic expository prose. Frequent essays With
special attention to the relation between theSIS and
structure in written discourse. Prereq: Test of Standard
Written English (TSWE) score of 38, WR 49, or
equivalent.
122 English Composition (3) Advanced expository
prose; frequent essays with special attention to
argumentand the attendant concerns of audience and
style. Prereq:WR 121 or equivalent. '
123 English Composltl.on (3) Research paper.The
techniques for researching and wrrtrng academiC
papers. Practice in writing documented'essays based
on the use of library resources. Prereq: WR 121 or
equivalent.
185 Practical Grammar (3) Focuses on the sentence
and its components: parts of speech, phrases,
clauses, verbals, and sentence patterns and classifica-
tions.
199 Special Studies (1-3R)
216 Expository Writing (3) Practice in various forms
of expository writing. Frequent wrrtten thefTles. Prereq:
grade of A in WR 121, completion of wrrtlng require-
ment, br equivalent.
241,242,243 Introduction to Imaginative Writing
(3,3,3) For students interested in the techniques of
writing fiction, drama, and poetry, and rn the develop-
ment of a critical appreciation of the art of writing. 241 :
fiction. 242: drama. 243: poetry.
Upper-Division Courses
320 Scientific and Technical Writing (3) Emphasis
on form and style of scientific, professional, and
technical writing; weekly writing aSSignments include
reports, proposals, instructions, and correspondence.
Use of graphics and documentation rn publication.
Prereq: completion of writing requirement and
upper-division standing.
321 Business Communications (3) Practice in writing
and analyzing internal and external messaQes
common to business, industry, and profeSSions.
Suggested for b,usi,ness and management students.
Prereq: completion of writing requirement and
upper-division standing. '
324,325,326 Short Story Writing (3,3,3) Examination
of the basic techniques and structure of the short story;
extensive analyses Gfstudent work and established
models. Prereq: instructor's consent. Lyons, Salisbury,
Taylor.
331,332, 333 Play Writing (3,3,3) Creative experiment
in the writing of plays with incidental study of models.
Analysis and discussion of. student work. Prereq:
instructor's consent. Not offered 1987-88.
341,342,343 Poetry Writing (3,3,3) Verse writing;
studY,of various verse forms as;media of,expression.
Analysis of class work. Prereq: Instructor s consent.
Haislip, Salisbury.
405 Writing and Conference (Arr,R)
408 (G) Workshop (Arr,R)
409 (G) Supervised Tutoring Practicum (1-3R)
411 (M) Advanced Composition (3) Expository writing
with emphasis on improving students' prose style and
attention to the underlying principles of syntax and
rhetoric. Intended for prospective secondary school
teachers and others who want this training. Prereq:
completion of writing requiremeD\ and upper-division
standing or instructor's consent. Gage, Love, Teich.
430, 431, 432 Senior Creative Writing (3,3,3)
Advanced sequen'ce in short story, poetry, and play
writing. Prereq: instructor's consent. Haislip, Lyons,
Salisbury.
451,452,453 Projects In Writing (3,3,3) For ~tudents
wanting advanced instruction and -practice In wrrtrng
short stories, novels, teleVISion dramas, nonfiction, etc.
Prereq: instructor's consent. Haislip, Lyons; Salisbury.
Graduate Courses
503 Thesis (Arr,R) PIN only. Prereq: instructor's
,consent.
505 Writing and Conference (Arr,R)'Prereq:instruc-
tor's consent. ,
530, 531, 532 Graduate Creative Writing (3,3,3S)
Concentration on student writing in a workshop
approach. Primarily for M.F.A. candidates but open to
other graduate students with interest and talent.
Prereq: instructor's consent. Haislip, Lyons, Salisbury.
Environmental Studies 73
Environmental
Studies
Environmental Studies Center
104 Condon Hail
Telephone (503) 686-3895 or -5006
John H. Baldwin, Program Director
Program Committee
Michael D. Axline, Law
John H. Elaldwin, Planning, Public Policy
and Management
Mary Faeth Chenery, Leisure
Studies and Services
Stanton A. Cook, Biology
Mary L. Fulton, Mathematics
Richard P. Gale, Sociology
Daniel Goldrich, Politicai Science
Glen A. Love, English
David C. Povey, Planning, Public Policy
and Management
Mark H. Heed, Geological Sciences
Alvin W. Urquhart, Geography
David H. Wagner, Biology
The ihterdisciplinary field of environmental
studies is concerned with the relations of
humans with their environment. The Environ-
mental Studies Program is designed to combine
theory and practice about environmental
systems from the sciences, the social sciences,
the humanities, and the fields of management,
public policy, and design. It helps students
compare and integrate these separate perspec-
tives and develop comprehensive, well-
reasoned approaches to environmental issues,
problems, and thought.
Undergraduate Studies
At present the undergraduate Environmental
Studies Program doesnot lead to adegree. A
certificate prog ram is currently under consider-
ation. The following courses emphasize environ-
mental concerns. See departmental sections of
this bulletin for course descriptions.
Basic Environmental Courses
The Human Environment (BI 108), Mineral
Resources and the Environment (GEOL 321),
Introduction to Environmental Studies (PPPM
331), Environmental Alteration (GEOG 370)
Social Sciences and
the Environment
Anthropology. Human Ecology (ANTH 320)
Economics. Issues in Resource Economics
(EC 332), Issues in Environmental Economics
(EC 333), Resource Economics (EC 432),
Environmental Economics (EC 433)
Geography. Landscape, Environment, and
Culture (GEOG 103), Urban Environment
(GEOG 105), Geography of Energy (GEOG
372), Cultural Geography (GEOG 436), Geo-
graphic Landscapes (GEOG 437), Historical
and Contemporary Views of the Environment
(GEOG 455G)
Landscape Architecture. Understanding
Landscapes (LA 260), Landscape Perception
(LA490G), Contemporary American Landscape
(LA 491G)
Political Science. Environmental Politics
(PS 497)
74 Environmental Studies
Sociology. Communities, Population, and.
Resources (SOC 21 0), Sociology of the EnVlron-
ment(SOC 416)
Science and the Environment
Anthropology. Human Adaptation (ANTH 223)
Biology. Explaining Life's Diversity: Ecology (BI
121), Habitats: Life of the Forest (BI 141):
Habitats: Freshwater Biology (BI142), Habitats:
Marine Biology (BI 143), Biology of Common
Plants (BI 160), Ecology (BI 314), Coastal
Biology (BI 360), Introduction to Bacteriology
(BI 381), Populations and Communities .(BI
471), Terrestrial Ecosystems (BI 474), Limnol-
ogy (BI475), The Biology of Estuarine systems
(BI 477), Marine Ecology (BI 478), MicrobIal
Ecology (BI 485)
Chemistry. Survey of General, Organic, and
Biochemistry (CH 101, 102, 103), Organic
Chemistry (CH 331, 332, 333) ,
Geography. The Natural Environment (GEOG
101), Geomorphology (GEOG 301), Climatology
(GEOG 302), Biogeography (GEOG 303),
Advanced Geomorphology (GEOG 482),
Geography of Water Resources (GEOG 483),
Hydrology (GEOG 484), Geography of Soils ,
(GEOG 485), Advanced Biogeography (GEOG
489)
Geological Sciences. General Geology: The
Face of the Earth (GEOL 102), Volcanoes and
Earthquakes (GEOL 351), Geology of Oregon
and the Pacific Northwest (GEOG 352),
Oceanography (GEOL 353), Petroleum Geology
(GEOL 422), Economic Mineral Deposits
(GEOL 423), Paleopedology (GEOG 435G)
Physics. Essentials of Physics (PH 101, 102,
103), Physics of Energy and Environment (PH
114), The Energy Laboratory (PH 115), The Sun
as a Future Energy Source (PH 116), PhySical
Science Survey (PH 154,155,156) ,
Management and Design
and the Environment
Architecture and Allied Arts. Introduction to
Visual Inquiry (AAA 180)
Architecture. Essential Considerations in
Architecture (ARCH 102), Seminar: Teaching
Environmental Design (ARCH 407), Experimen-
tal Course: Issues in Contemporary Architecture
(ARCH 410), Settlement Patterns (ARCH 431,
432, 433), Ecology Implications in Design
(ARCH 434), Architectural Form and Urban
Quality (ARCH 439)
English. Seminar: Literature and Ecology
(ENG 407)
Humanities. Ascent of Humanity (HUM 131)
Landscape Architecture. Introduction to .
Landscape Field Studies (LA 230), Site AnalySIS
(LA 361), Urban Farm (LA 390), Introduction to
Landscape Planning Analysis (LA 440), Land-
scape Preservation (LA 480)
Leisure Studies and Services. Environmental
Interpretation (LSS 493), Experimental Course:
Outdoor Recreation-Current Issues and
Environmental Ethics (LSS 510)
Planning, Public Policy and Management.
Introduction to Plarining and Public Policy
(PPPM 301), Public Service Management
(PPPM 322), Public Service Policies and
Programs (PPPM 323), Introduction to ~nviron­
mental Studies (PPPM 331), Introduction to
Public Law (PPPM 357), Natural Resource
Policy (PPPM 470)
Graduate Studies
A flexible degree focusing on environmental
studies can be earned through the Interdisci-
plinary Studies: Individualized Program. This
program is centered on the identification, .
management, and analysis of environmental
issues and policies; interaction of environmental
sciences, social sciences, and professional'
fields; and applied environmental problem
solving.
The two-year interdisciplinary graduate major
requires completion of 66 credits. To develop
considerable breadth and substance in knowl-
edge, the student must take a minimum of 15
credits in each of the three areas of concentra-
tion. There are 15 credits of required courses,
9 credits of which can be applied to the
concentration areas, in the following fields of
study: ecology, environmental law and politics,
resource policy management and planning,
environment and society, and physical environ-
ment. Applied project skills are developed .
through a 6-credit internship, a 9-credlt theSIS
or terminal project, and a 1-credit research
seminar, distributed across three concentration
areas. For electives, the student may select
from more than 50 University courses related to
environmental studies.
Students are admitted by the Environmental
Studies Committee on a competitive basis.
Once admitted, each student must meet with
his or her adviser each term to evaluate
progress and plan subsequent academic work.
Graduate Courses
In addition to the courses listed above, several
departments offer environment-related courses
specifically for graduate students. Recent
courses are listed below.' .
Anthropology. Cultural Ecology (ANTH 530)
Economics. Workshop: Resource Economics
(EC508), Urban and Regional Economic
Analysis (EC 514, 515, 516)
Geography. Seminar: Landscape Studies
(GEOG 507), Seminar: Quaternary Environ-
ments (GEOG 507), History of Geographic
Thought (GEOG 555)
Landsc!lpe Architecture. Landscape Planning
Analysis (LA 511, 512, 513), Land and Land-
scape (LA543) ,
Law.Urban Land Use Law (L568), Water
Resources Law (L ~69), Environment and
Energy (L576), Law of the Sea (L577), Ocean
and Coastal Law (L 579); the School of Law also
trains its students through the Environmental
Law Clinic
Planning,Public Policy and Management.
Seminar: Environmental Planning and Managec
ment (PPPM 407G), Seminar: Energy Policy
Planning (PPPM 507), Introduction to Urban
Planning (PPPM 511), Legal Issues in PI~nni~g
and the Environment(PPPM 518), Leg1slatlve
and Administrative Procedures (PPPM 523),
Environmental Issues in Planning (PPPM 526),
Land Use Planning I, " (PPPM 540, 541), Public
Land Law (PPPM 552)
Folklore and
Ethnic Studies
466 Prince Lucien Campbell Hall
Telephone (503) 686·3539
Edwin L. Coleman II and Sharon R. Sherman,
Program Codlrectors
Participating Faculty
Edwin L Coleman II, English
Sharon R. Sherman, English
Carol W. Silverman, Anthropology
The interdisciplinary Folklore and Ethnic .'
Studies Program offers perspectives on ethnic,
regional, occupational, age, sex, and other
traditional identities of individuals in specific
societies and cultures. Students in the Program
study the extent to which tradition continues to
enrich and express the .dynamics of human
behavior throughout the world. Folklore courses
examine the historical, cultural, soqial, and
psychological dimensions of such expressive
forms of behavior as myth, legend, folktale;
music, folksong, dance, art, and architecture;
delve into specific cultures; and make cro~s­
cultural comparisons. Theoretical analysis;
research methods, and fieldwork techniques, '
with an emphasis on film and video dOCUmenta-
tion and presentation, are integral parts of the
Program offerings in folklore.
The Ethnic Studies component of the Program
focuses on theoretical and practical issues
growing out of the political, philosophical, '
cultural, social, economic, and technological
realities of life in a multicultural country. Such
factors provide the backdrop for the identities
of ethnic, national, and traditional groups and
are related to patterns of exclusion, exploitation,
suppression, and discrimination.
Resources
Film and Folklore
Among its many approaches to the study of
folklore, a major strength of the University of
Oregon folklore program is its emphasis on the
use of film and video. Students who want to use
film and video in their study of folklore receive
the theoretical and practical training necessary
to document and present folklor.e ,visually
thro\Jgh film and folklore courses'andifieldwork
seminars. Special one-on-one tra,ining in
equipment use, fieldwork methodologies, and
editing is available. TheProgram has equipment
for 16mm bench editing and complete reo.
sources for the making of videotapes-from
shooting raw data to editing a polished video-
tape program for cablecast and distribution.
Although the' Program encourages shooting in
the field, studio training is Obtainable through
the Instructional TeleVision Unit of the Univer-
sity's Instructional Media Center, the Telecom-
munication and Film area of the Speech
Department, and the off~campus Community
Cable Access Center. '
Folklore Archive
The Randall V. Mills Archive of Northwest
, Folklore, the largest facility of its kind in the
Northwest, is a research repository available to
folklore scholars and studerits. It houses raw
field data, student and faCUlty research projects,
Folklore and Ethnic Studies 75
and audio and visual materials, which include
audio tapes, videotapes, and more than
7,000 slides. A six-part indexing and cross-
referencing system makes the archive data
easily retrievable. The Archive is open to the
public as well as to the University community.
Undergraduate Studies
At the undergraduate level, students must
complete major and degree requirements in
another department or school of the University
while obtaining a Certificate in Folklore and
Ethnic Studies. A primary goal of the Program
is to encourage students to become more
aware of the ethnic and culture-based dimen-
sions and applications of their particular major
fields. Students in literature, social sciences,
education, urban planning, art history, prelaw,
humanities, and Asian or other international
studies-to name only a few-find that related
Folklore and Ethnic Studies courses can enrich
their own degree programs.
Clusters. The following courses constitute one
arts and letters cluster:
Introduction to Afro-American Literature (ENG
151), Introduction to Native American Literature
(ENG 240), Introduction to Folklore and Myth
(ENG 250)
The following courses constitute one social
science cluster:
Introduction.to Ethnicity and Ethnic Com-
munities (ES 101, 102), Ethnic Groups and the
American Experience (ES 103)
Certificate in Folklore and
Ethnic Studies
Students may satisfy requirements for a Folklore
and Ethnic Studies Certificate by satisfactory
completion (grade of mid-C or better) of:
1. 21 credits of related upper-division courses
and 15 credits of required lower-division
courses or
2. 21 credits of related upper-division courses,
6 credits of Practicum (ES 409) in field
experience, and 9 credits of lower-division
courses in Folklore and Ethnic Studies. By
concentrating courses, the student may
obtain a certificate that indicates an ethnic
studies or a folklore emphasis'
Students seeking to qualify for such a certificate
must consult a codirector well in advance of
graduation for transcript evaluation or to
arrange the practicum. Students must complete
major and degree requirements in another
department or school of the University.
Minor in Ethnic Studies
The interdisciplinary minor in Ethnic Studies
requires 24 or more credits, with a minimum of
15 upper-division credits, distributed as follows:
Course Requirements 24 credits
Introduction to Ethnicity and Ethnic Communities(ES 101, 102) 6
Ethnic Groups and the American Experience(ES 103) 3
Related upper-division courses from areas
such as Anthropology (ANTH), Dance (DP),
Economics (EC), English (ENG), Folklore
and Ethnic Studies (ES), Geography (GEOG),
History (HST), Political Science (PS),
Psychology (PSY), Religious Studies (R),
Sociology (SOC), or Spanish (SPAN) 15
A list of approved courses is available in the Folklore
and Ethnic Studies Program office.
The minor program should be planned in
consultation with a Folklore and Ethnic Studies
adviser. With the consent of Folklore and Ethnic
Studies faculty membl;'lrs, students may use
appropriate courses numbered 405, 407,and
410, taught in participating departments, as
electives. A grade of mid-C or better must be
earned in any course applied toward the minor;
at least four of the courses must be taken at the
University of Oregon.
Graduate Study
in Folklore
Although the Folklore and Ethnic Studies
Program does not offer formal master's or .
doctoral degrees in folklore, students wanting
to complete graduate work in folklore at the
master's or doctoral levels may select folklore
as their 'area of concentration within the
framework of either the English or the Anthropol-
ogy Department. Students may also create their
own plan of study for the master of arts (MA)
ormasterof science (M.S.) degree through the
Interdisciplinary Studies: Individualized Pro-
gram (IS:IP) offered by the Graduate School.
Students who elect this deg ree combine related
courses with the approval of the Graduate
School and three departments in the University.
Students specializing in folklore generally
select courses taught by folklorists in the
English and Anthropology Departments and
combine these with a third interest area such
as history, dance, telecommunication and film,
or music. A thesis or fieldwork project is
required for completion of the degree. Students
working toward MA degrees must also demon-
strate competence in a foreign language.
Courses in Folklore and
Ethnic Studies (ES)
Note: Only Folklore and Ethnic Studies courses are
described below. For courses cross-listed from other
departments, see course descriptions in the various
departmental listings.
Lower-Division Courses
101, 102 Introduction to Ethnicity and Ethnic
Communltlea(3,3) History and traditions of minority
groups (both nonwhite and White) in the United States;
contemporary issues.
103 Ethnic Groups and the American Experience
(3) Voices of the ethnic experience in America:
literature, autobiography, and oral history.
199 Special Studies (1-3R) By arrangement with
instructor and approval of program director.
200 SEARCH (1-3R)
Upper-Division Courses
310 Scandinavian Minorities in America (3) The
socioeconomic and cultural heritage of the Scandina-
vian peoples in the United States, their histOry of
immigration and settlement, and their contribution to
contemporary American society.
315 Introduction to the Asian-American Experience
(,l3) Histories of Asian-American groups in the United
States: Chinese, Filipino, Japanese, Korean, and
others.
320 Problems and Issues In the Native American
Community (3) Cultural conflict between native
American and White-frontier world views. Legal status
of native people, treaty rights, and the Bureau of Indian
Affairs. The philosophy and effects of termination,
reservations, tribal traditions, and unity.
330 Minority Women: Issues and Concerns (3) The
status, problems, and styles of nonwhite women-
native American, Afro-American, Chicana, Chinese,
and Japanese-in contemporary American society.
400 SEARCH (1-3R)
405 Reading and Conference (Arr,R)
407 (M) Seminar (Arr,R)
409 Practicum (Arr,R)
410 (M) Experimental Course (Arr,R)
Additional Courses
Note: Other upper-division courses with related
subject matter may be included in individual
Folklore and Ethnic Studies Certificate pro-
grams by arrangement with the instructors and
the codirectors of Folklore and Ethnic Studies.
For descriptions of the following courses, see
departmental sections of this bulletin.
Anthropology. Selected Topics in Ethnology
(ANTH 210), Oregon Native Americans (ANTH
230), Ethnology of Hunters and Gatherers
(ANTH 301), Ethnology of Tribal Societies
(ANTH 302), Eihnology of Peasarit Societies
(ANTH 303), Race, Culture, and Sociobiology
(ANTH 414G), Native North Americans (ANTH
417G), Native Central Americans (ANTH 418G),
Native South Americans (ANTH 419G), Peoples
of the Pacific: Australian Aborigines (ANTH
423G), Peoples of the Pacific: Melanesia (ANTH
424G), Peoples of the Pacific: Polynesia and
Micronesia (ANTH 425G), Peoples of South
Africa (ANTH 426G), Peoples of Centra!.and .
East Africa (ANTH 427G), Peoples of West
Africa and the Sahara (ANTH 428G), Peoples
of India (ANTH 438G), Peoples of East Asia
(ANTH 439G), Peoples of Southeast Asia
(ANTH 440G), Religion and Magic of Primitives
(ANTH 444G), Folklore and Mythology of
Primitives (ANTH 445G), Art among Primitives
(ANTH 446G), Cultural Dynamics (ANTH 450G)
Dance. Cultural Backgrounds of Folk Dance,
Music, and Art (DP 257), Seminar: Dance Films
(DP 407), Dance Cultures of the World (DP
452G)
Economics. Urban Economic Problems
(EC 315)
English. Introduction to Afro-American litera-
ture (ENG 151), Introductiorito Native American
Literature (ENG 240), Introduction to Folklore
and Myth (ENG 250), Afro-American Prose
(ENG 310), Afro-American.Poetry (ENG 311),
Afro-American Drama (ENG 312), Reading and
Conference (ENG 405), Seminar (ENG 407G),
Experimental Course: Native American litera-
ture (ENG 410G), Studies in Mythology (ENG
417G), Folklore and Mythology of the British
Isles (ENG 418G), American Folklore (ENG
419G), Film and Folklore (ENG 446G), American
Popular Literature and Culture (ENG 447G),
Black Folklore (ENG 448G), Seminar: Ballad
(ENG 507), Seminar: Folklore Fieldwork (ENG
507), Seminar: Folktale (ENG 507), Seminar:
Major Afro-American Writers (ENG 507)
Geography. Geography of Languages (GEOG
438), Ethnic Geography (GEOG 439), Cultural
Geography of the Soviet West (GEOG 469),
Cultural Geography of the Soviet East,
(GEOG 470)
History. Afro-American History (HST 221,
222,223)
Music. Music in World Cultures (MUS 258)
Political Science. Politics of Multi-Ethnic
Societies (PS 443G)
76 Folklore and Ethnic,Studies
Psychology. Prejudice (PSY 415M)
Religious Studies. Great Religionsofthe World
(R 201, 202, 203), Religions of India (R 301),
Chinese Religions (R 302), Japanese Religions
(R 303), Judaism and Christianity since C.E. 70
(R 306), Religions of the Islamic World (R 307),
History of Eastern Christianity (R 324, 325),
Buddhism and Asian Culture (R 330, 331)
Romance Languages. Introduction to Spanish-
American Literature (SPAN 315), Chicano
Literature (SPAN 328)
Sociology. Race, Class, and Ethnic Groups in
America (SOC 212), Sociology of Race Rela-
tions (SOC 445G)
Speech. Background of Black Protest Rhetoric
(RHCM 426G) .
General Science
1550 Science II
Telephone (503) 686·5213
Amit Goswami, Director and Chair
Program Committee
Jacob Beck, Psychology
Mary L. Fulton, Mathematics
Amit Goswami, Physics
LeRoy H. Klemm, Chemistry
David G. Moursund, Teacher'Education
Mark H. Reed, Geological Sciences
David R. Sokoloff, Physics
Marliss G. Strange, Academic Advising
David He Wagner, Biology
The General Science Program curriculum
enables students to design interdisciplinary
programs in science that meet the requirements
forthe bachelor's degree. Many exciting areas
in science today do not fit well into a single
traditional science discipline. Among these are
neurosciences-the study of the relationships
between the functions of the nervous system
. and behavior, environmental sciences-the
scientific study of our interactions with the
physical environment, and biophysical sci-
ences-the study of living systems using
physical and chemical techniques. Students
pursuing technical careers in one of these areas
or planning to pursue graduatestudy might be
better served by a well-designed interdiscipli-
nary program than by a more specialized
degree program.
Preparation. High school students planning to
major in General Science should take as much
mathematics as possible, including two years
of algebra and trigonometry. They should also
take science courses in their areas of interest.
Students planning to transfer into the General
Science Program after two years at a community
college or at another college or university
should complete courses equivalent to the
.lower-division requirements listed below and as
many as possible of the general University
graduation requirements for the bachelor's
degree.
Careers. Students planning careers as high
school teachers of general science, integrated
science, and earth science may work toward
certification with the Integrated Science en-
dorsement while earning a bachelor's degree
in General Science..
Prehealth science students preparing for
careers in medicine, dentistry, or other medi-
cally-related areas find that the General Science
Program allows them to meet the professional
school admission requirements while gaining
more breadth than allowed in a Biology,
Chemistry, or Physics major.
Degree Requirements
Because of the flexibility of the General Science
requirements, it is important that all students
design their programs carefully, in consultation
with an adviser.
Majors and prospective majors should seek
assistance in program planning from the
Program director at the time a career goal is
identified and whenever a change in that goal
is contemplated. Members of the General
Science Committee of the College of Arts and
Sciences are available to devise individualized
interdisciplinary programs consistent with
student needs and within the scope of the
General Science Program.
Some examples of interdisciplinary programs,
and the subject matter areas that might be
combined in designing a program, are given
below:
Animal Behavior and Ethology: Biology,
Psychology, Anthropology
Biophysical Sciences: Biology, Chemistry,
Physics
Cognitive Sciences: Psychology, Computer
and Information Science, Mathematics
Environmental Sciences: Biology, Chemistry,
Geological Sciences, Physics
Neurosciences: Biology, Chemistry, Psy-
chology
All majors are encouraged to consult with the
Program director during the junior year to
ensure that their planned courses of study will
complete all requirements of the General
Science major. General Science majors may
choose to fulfill the major requirements of the
General Bulletin in effect the year they are
accepted as majors, orfhey may choose to fulfill
all the major requirements of a subsequent
bulletin.
Lower-Division Requirements
1. Proficiency in mathematics through second-
term calculus (MTH 201, 202); it is strongly
recommended that students complete the
year of calculus (MTH 203)
2. Completion of one course in computer
science (CIS 131,133,134, or 210)
3. Completion of three of the sequences or
three-term combinations listed below. At
least two of these sequences must be
accompanied by the appropriate laboratory
sequence:
Biology. General Biology I: How Cells Work
(BI201), General Biology II: How Organisms
Function (BI 202), and General Biology III:
The Living World (BI203).Molecular Biology
(BI291), Cellular Biochemistry (BI292), and
Cellular Physiology (BI293) with laboratories
(BI 294, 295, 296) may be substituted and
used as a laboratory sequence but do not
satisfy upper-division requirements
Chemistry. General Chemistry (CH 104,
105, 106) with General Chemistry Laboratory
(CH 107, 108, 109) or General Chemistry
(CH 204, 205, 206) with laboratories (CH
207,208,209)
Computer and Information Science.
Advanced Numerical Computation(CIS 234)
Geological Sciences. General Geology:
The Earth's Dynamic Interior (GEOL 101),
General Geology: The Face of the Earth
(GEOL 102), General Geology: Earth History
(GEOL 103) with laboratories (GEOL 104,
105, 106) or General Geology (GEOL 201,
202, 203 includes laboratories)
.Physics. General Physics (PH 201, 202,
203) or General Physics with Calculus (PH
211,212,213) with Introductory Physics
Laboratory (PH 204, 205, 206)
Psychology. Psychology as a Science (PSY
202, 203) and Biological Psychology (PSY
304) or Introduction to Experimental Psychol-
ogy (Honors College) (PSY 217, 218)
4. These lower-division requirements must be
completed with a minimum of a mid-C grade
point average (2.00 GPA). Courses graded
N (no pass) or F must be repeated
Upper-Division Requirements
1. To receive a bachelor's degree in General
Science, a student must either (a) complete
a minimuni of 30 credits of courses num-
bered 300 and above from the fields and
courses listed belowor(b) complete B1291,
292,293 with grades of mid-Cor better and
a minimum of 24 credits in courses num-
bered 300 and above from the fields and
courses listed below. (Courses numbered
310, 400-410, or 507 may not be included
unless approved.)
Anthropology. Human Ecology (ANTH
320), Human Evolution (ANTH 321), Human
Biological Variation (ANTH 322), Laboratory
in Physical Anthropology (ANTH 323),
Evolutionary Biology of the Primates (ANTH
324), Human Population Genetics (ANTH
470), Advanced Laboratory in Physical
Anthropology (ANTH 474), Primate Behavior
(ANTH 475), Primate Anatomy (ANTH 476),
Primate Systemics and Taxonomy (ANTH
477), Laboratory in Primate Anatomy (ANTH
478), and Palaeoprimatology (ANTH 479)
Biology. All courses
Chemistry. All courses
Computer and Information Science. All
courses
Geological Sciences. All courses except
Materials and Processes of Ceramics
(GEOL 428)
Mathematics. All courses
Physics. All courses
Psychology. PSY 302, 430-450
2. For students not in the secondary education
program, no more than 4 credits may be
taken that have fewer than two terms of
lower-division prerequisites. This means that
only one course may be taken from the
following: ANTH 320-324; B1376; GEOL 304,
321,351,353,354; MTH 425, 426, 427; PSY
302. For studentsin the secondary education
program, see detaiis below
3. At least 24 of these credits must be in graded
courses. Only courses graded mid-C and
above or P (pass) count toward these
requirements
4. At least 12 credits must be completed in one
department and at least 9 credits in another
department
5. Students majoring in General Science and
one or more other areas at the same time
should be aware that upper-division credits
used to meet minimum requirements of
another designated major may not also be
used to satisfy upper-division requirements
in General Science
Prehealth Sciences
Prehealth science students who choose to
major in General Science should examine the
admission requirements of the professional
school of their choice carefully in order to
design their programs to meet these require-
ments while satisfying the General Science
requirements. Such students should consultthe
Health Sciences, Preparatory section of this
bulletin for more information.
Secondary School Teaching
The General Science Program offers work for
preparation to teach general science, inte-
grated science, and earth science in secondary
schools. Certification as an Oregon secondary
teacher with the Integrated Science endorse-
ment requires satisfactory completion of a
program of teacher preparation, which includes
subject matter preparation in the teaching
specialty and in professional education, in
addition to the recommendation of the institution
in which the preparation is completed. The
General Science Program offers work toward
Basic and Standard Oregon certification.
Students wanting to satisfy the requirements for
Basic certification with a bachelor's degree in
general science must meet the requIrements
listed above and compiete the following
specific courses with a minimum GPA of 2.50.
1. Lower-division sequences must include the
following:
Biology. General Biology I: How Cells Work
(BI201), General Biology II: How Organisms
Function (BI 202), General Biology III: The
Living World (BI203). Molecular Biology (BI
291), Cellular Biochemistry (BI 292), and
Cellular Physiology (BI293) are acceptable
substitutes
Geological Sciences. General Geology:
The Earth's Dynamic Interior (GEOL 101),
General Geology: The Face of the Earth
(GEOL 102), General Geology: Earth History
(GEOL 103) with laboratories (GEOL 104,
105,.106) or General Geology (GEOL 201,
202,203)
Chemistry and Physics. One of the follow-
ing: General Chemistry (CH 104, 105, 106)
with General Chemistry Laboratory (CH 107,
108, 109) and Essentials of Physics (PH 101 ,
102, 103) or Generai Physics (PH 201, 202,
203) with Introductory Physics Laboratory
(PH 204, 205, 206) and Survey of General,
Organic, and Biochemistry (CH 101, 102,
103)
2. Geography. Climatology (GEOG 302). This
course counts toward the 30 required
upper-division credits
3: Geological Sciences. Geology of Oregon
and the Pacific Northwest (GEOL 352) and
Oceanography (GEOL 353)
4. In addition to the General Science degree
requirements, candidates for endorsement
must complete Descriptive Astronomy (PH
104, 105, 106) or Elementary Astronomy (PH
108,109)
5. Upper-division courses other than GEOG
302 and GEOL 352, 353 must have two or
more terms of lower-division prerequisites
Students interested in an Integrated Science
endorsement should plan their programs with
the assistance of the Integrated Science
endorsement adviser. For additional information
regarding the requirements for the Integrated
Science endorsement, students should consult
the Teacher Education Office of Student
Services, 175 Education Building; telephone
(503) 686-5425.
Geography 77
Geography
107 Condon Hall
Telephone (503) 686-4555
Alvin W. Urquhart, Department Head
Faculty
Patrick J. Bartlein, Associate Professor (climatology,
quantitative methods, water resources). BA, 1972,
M.S., 1975, Ph.D., 1978, Wisconsin, Madison. (1982)
Carl L. Johannessen, Professor (biogeography,
cultural geography, Central America). BA, 1950,
MA, 1953, Ph.D., 1959, California, Berkeley. (1959)
William G. Loy, Professor (ca.rtograPhy, interpretation
of aerial imagery, place-name studies). BA, 1958,
Minnesota at Duluth; M.S., 1962, Chicago; Ph.D., 1967,
Minnesota. On leave winter, spring 1988. (1967)
Patricia F. McDowell, Assistant Professor (geomorphol-
ogy, soils, Quaternaryenvironments). BA,1971, MA,
1977, illinois Institute of Technology; Ph.D., 1980,
Wisconsin, Madison. (1982)
Alexander B. Murphy, Assistant Professor (cultural
geography, political geography, law and geography).
BA, 1977, Yale; J.D., 1981, Columbia; Ph.D., 1987,
Chicago. (1987)
Gary H. Searl, Adjunct Assistant Professor (geographic
education, Oregon). B.BA, 1959, M.S., 1966, Oregon.
(1966)
Everett G. Smith, Jr., Professor (social geography,
urban geography). BA, 1953, M.A., 1956, illinois;
Ph.D., 1962, Minnesota. On leave 1987-88. (1965)
Alvin W. Urquhart, Professor (cultural geography,
geographic landscapes, environmental alteration).
BA, 1953, MA, 1958, Ph.D., 1962, California,
Berkeley. (1963)
Ronald Wixman, Associate Professor (Soviet Union,
eastern Europe, cultural geography). BA, 1968,
Hunter; M.A., 1972, Columbia; Ph.D., 1978, Chicago.
(1975)
Emeriti
Samuel N. Dicken, Professor Emeritus (coastal
geomorphology, cultural geography, Oregon). BA,
1924, Marietta; Ph.D., 1930, California, Berkeley.
(1947)
Clyde P. Patton, Professor Emeritus (climatology,
western Europe, cultural geography). A.B., 1948, MA,
1950, Ph.D., 1953, California, Berkeley. (1958)
Edward T. Price, Professor Emeritus (North America,
cultural geography, historical geography). B.S., 1937,
California Institute of Technology; Ph.D., 1950,
California, Berkeley. (1963)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Undergraduate Studies
Undergraduate students in the Department of
Geography develop an awareness of the
landscapes of several regions of the world and
investigate the physical and cultural processes
that form landscapes. Primary emphasis is
given to the historical role of humans in chang-
ing the face of the earth. Any lower-division
course is open to any student at the University;
none have prerequisites or require particular
high school background. Forstudents transfer-
ring to the University in their third year, prepara-
tion in introductory college geograpHy courses
is desirable.
An undergraduate major in Geography may
follow a broadly based general degree program
or a more specialized curriculum that em-
phasizes environmental studies, social science
teaching, or urban studies. Both bachelor of arts
(BA) and bachelor of science (B.S.).degrees
are offered in the Department. A grade of at
least C- or P (pass) is required in each of the
78 Geography
15 Geography courses used to fulfilla major in
Geography.
Mathematical skills are importantto some areas
of geographical study. It is recommended that
all Geography majors complete College
Algebra (MTH 101) and Elementary Functions
(MTH 102). For students planning graduate
studies in certain areas of geography, a
three-term sequence in calculus (MTH 201,
202, 203 or MTH207, 208, 209) is also recom-
mended.
Although a degree in Geography is primarily a
liberal arts degree, many graduates have found
related vocational opportunities ·in government
or private employment, principally in planning,
environmental research, or cartography.
Cluster Requirement. New students entering
the University must satisfy the cluster require-
ments for graduation. For details see Group
Requirements in the Registration and Academic
Policies section of this bulletin.
Students majoring in Geography should consult
their advisers to determine which clusters will
best support their major. For those students not
majoring in Geography, the two approved
clusters are:
Social Science. GEOG 103, 105, and one
course selected from 201-208
Science. Three courses selected from GEOG
101,301,302,303
Major Requirements
Fifteen courses, of which 10 must be upper
division, are required as follows:
Physical Geography. Three courses must be
selected from: The Natural Environment (GEOG
101), Geomorphology (GEOG301), Climatology
(GEOG 302), Biogeography (GEOG 303),
Advanced Geomorphology: [Term Subject]
(GEOG 482), Geography of Water Resources
(GEOG 483), Hydrology (GEOG 484), Geog-
raphy of Soils (GEOG 485), World Regional
Climatology (GEOG 487), Advanced Biogeog-
raphy (GEOG 489)
Cultural Geography. Three courses must be
selected from: Landscape, Environment, and
Culture (GEOG 103), Urban Environment
(GEOG 105), Environmental Alteration (GEOG
370), Geography of Energy (GEOG 372), .
Political Geography (GEOG 433), Economic
Geography (GEOG 434), Urban Geography
(GEOG 435), Cultural Geography (GEOG 436),
Geographic Landscapes (GEOG 437), Geog-
raphy of Languages (GEOG 438), Ethnic
Geography (GEOG 439), Historical and Con-
temporary Views of the Environment (GEOG
455)
Regional Geography. Three courses must be
selected from: Geography of Europe (GEOG
201), Geography of Latin America (GEOG 202),
Geography of Asia (GEOG 203), Geography of
the Soviet Union (GEOG 204), Geography of
Africa (GEOG 205), Geography of Oregon
(GEOG 206), Geography of the United States
(GEOG 207), Geography of Eastern Europe
(GEOG 208), Geography of Middle America
(GEOG 463), Geography of Western Europe
(GEOG 464), Eastern North America (GEOG
467), Western North America (GEOG 468),
Cultural Geog(aphy of the Soviet West (GEOG
469), Cultural Geography of the Soviet East
(GEOG 470)
Techniques of Geographers. Three courses
must be selected from: Reading and InterpretCl.-
tion of Maps (GEOG 180), Cartographic
Methods (GEOG 311), Aerial Photo Interpreta-
tion and Remote Sensing (GEOG 312), Geo-
graphic Field Studies (GEOG 313), Geographic
Application of Quantitative Methods (GEOG
314), Advanced Cartography (GEOG 411)
Research seminar for undergraduate majors.
One Seminar (GEOG 407)
Electives in Geography. A minimum of 6
additional credits of courses, seminars, reading
and conference, or research
Environmental Studies or
Urban Studies Emphasis
Geography majors who want to emphasize
either environmental studies or urban studies
must arrange a study program, in consultation
with a faculty adviser, that modifies the require-
ments of the general geography program to
include appropriate courses in other disciplines.
A written record of this special program be-
comes part of the student's departmental file.
Minor Requirements
Students who minor in Geography must com-
plete eight Geography courses with grades of
C- or better, including five upper-division
courses. GEOG 400, 401, 405, 406, 408, and
409 maynot be applied toward the Geography
minor.
The eight courses must include at least one in
techniques, for example, Reading and Interpre-
tation of Maps (GEOG 180) or Cartographic
Methods (GEOG 311); one in physical geog-
raphy,for example, The Natural Environment
(GEOG 101) or Climatology (GEOG 302); and
one in regional or cultural geography, for
example, Geography of Europe (GEOG 201) or
Urban Geography (GEOG 435). Remaining
courses to complete the minor should be
selected in consultation with an adviser in the
Department of Geography.
Secondary School Teaching
The Department of Geography offers work in
preparation for teaching social studies in the
public secondary schools. Certification as an
Oregon secondary teacher with the Social
Studies endorsement requires satisfactory
completion of a teacher preparation program,
which includes work in a teaching specialty and
inprofessional education and recommendation
of the institution in which the preparation is
completed. The Department of Geography
offers work toward both Basic and Standard
Oregon certification. For specific information
regarding requirements for the Social Studies
endorsement, students should consult Gary H.
Searl, the Department's endorsement adviser
for teacher education, and the staff in the
Teacher Education Office of Student Services,
175 Education Building.
Honors College Program
The Honors College student in Geography must
complete the following work in theDepartment:
Geomorphology (GEOG 301)
Climatology (GEOG 302)
Biogeography (GEOG 303)
Geographic Field Studies (GEOG 313)
Cultural Geography (GEOG 436)
Geographic Landscapes (GEOG 437)
Junior and senior honors seminars (HC 407)
Senior honors thesis
Graduate Studies
Graduate work leading to both the master of
arts (MA) and the doctor of philosophy (Ph.D.)
degrees is offered. The Department also
supervises an interdisciplinary master of
science (M.S.) degree program with emphasis
on geography and education.
Although the Department requires knowledge
of the fundamentals of geography, it welcomes
students whose undergraduate work has been
in other disciplines and who can apply their
previous training to geographic problems. Field
studies, seminars, and the preparation of
theses form the heart of advanced geographic
training.
Admission
To apply for admission, send to the University
Office of Admissions and Records the original
copy of the Application for Graduate Admission
form and the application fee and transcripts as
explained in the Graduate School section of this
bulletin.
The Department of Geography should receive:
1. The four carbon copies of the admission
application
2. Official transcripts of all undergraduate and
graduate college work
3. Three letters of reference
4. Ascore from the Miller Analogies Test (MAT)
or the Graduate Record Examination (GRE)
General Test
5. A statement concerning interests to be
pursued at the University
6. If appropriate, the application for agraduate
assistantship or fellowship award
Applicants whose application materials are
received by March 1 are given preference for
fall admission.
Master's Degree Program
The MA degree in Geography emphasizes
general proficiency in physical and cultural
geography and basic skills in the use of
geographic techniques and methods through
the following program of 45 graduate credits,
at least 36 in Geography. All Geography
courses taken by MA candidates are to be
graded passino pass (PIN). The program must
include the following:
1. The courses listed below or their equivalents,
if previously completed:
Geomorphology (GEOG 301)
Climatology (GEOG 302)
Biogeography (GEOG 303)
Cartographic Methods (GEOG 311)
Aerial Photo Interpretation and Remote
Sensing (GEOG 312)
Geographic Field Studies (GEOG 313)
Geographic Application of Quantitative
Methods (GEOG 314)
Urban Geography (GEOG 435)
Cultural Geography (GEOG 436)
At least one other course in cultural
geography
2. Historical and Contemporary Views of the
Environment (GEOG 455), Cultural Geog-
raphy(GEOG 523), or History of Geographic
Thought (GEOG 555)
3. Three graduate seminars in Geography at
the University of Oregon
4. ReadingskiJl in one foreign language
equivalent to second-year university profi-
ciency. Competence may be shown by
passing a second-year university foreign
language course or by passing the Graduate
Student Foreign Language Test (GSFLT) at
the appropriate level
5. A thesis approved by a departmental
committee and 9 credits of Thesis
(GEOG 503)
Interdisciplinary Program in Geography
This program is designed to relate the research
methods and viewpoint of geography to the
teaching of social studies at all levels of
instruction. The interdisciplinary M.S. degree
program requires 36 credits of work in geog-
raphy and 9 to 15 credits in education. Courses
and seminars parallel those for the MA
program. Teaching skills are substituted for
foreign language competence. A final written
examination administered by a departmental
committee is required. A learning activity
project is substituted for a thesis. Consult the
departmental interdisciplinary program adviser
for additional information.
Interdisciplinary Program in
Environmental Studies
An interdisciplinary master's degree focusing
on environmental studies is offered through the
Graduate School's Interdisciplinary Studies:
Individualized Program.· Graduate courses in
Geography; Planning, Public Policy and Man- .
agement; Biology; and Law (among others)
comprise the program.
Address inquiries to John H. Baldwin, Director,
Environmental Studies Program, 156 Hendricks
Hall, University of Oregon, Eugene OR 97403.
See also the Environmental Studies and
Graduate School sections of this bulletin.
Doctoral Program
The PhD. program requires mare specialization
of the student, who must demonstrate thorough
knowledge of the geography of a major region
of the worid and competent understanding of
one of the systematic fields of geography.
This program is designed to suit each indi-
vidual's background and interests. In addition
to a selection of seminars and courses, the
candidate may use the ffexibility of Research
(GEOG 501) and Reading and Conference
(GEOG 505) to follow specific interests with
individual members of the faculty. The PhD.
program, planned with faculty committee
approval, is measured by achievement of the
stated goais rather than by any specific number
of credits. Prospective candidates should pay
particular attention to the systematic specializa-
tion and regional interests of the staff before
applying for admission.
All Geography courses taken by PhD, candi-
dates in Geography are to be graded passino
pass (PIN).
Ph.D. Requirements
1. Completion of an MA degree in geography
or equivalent study. that includes courses
required for the MA degree in geography
at the University of Oregon
2. Six graduate seminars in geographY,at least
four at the University of Oregon. These may
include seminars taken forthe MAdegree
3. Evidence of foreign language or advanced
research competence. There are three ways
this requirement can be met:
a. Reading knowledge of two foreign
languages at the second-year university
level or
b. Reading knowledge of one foreign.
language atthe third-year university leve/,
shown by passing a third-year composi-
tion and conversation course in a foreign
language or by passing the Graduate
Student Foreign Language Test (GSFLT)
at the appropriate level or > '
c.Completion of three courses from areas'
other than geography that cover methods
and techniques useful in geographic
research. These·courses must be formally
approved by the Geography faculty
4.. Passingof comprehensive written examina-
·tions in
a. Regional geography of an area such as
North America, Middle America, arid
lands, or western Europe and
b. A systematic field of geography such as
geomorphology, climatology, biogeog-
raphy, population and settlement geog-
raphy, cultural geography, urban geog-
raphy, or economic geography and
c. Geographic thought and method
5. An approved field of study in a department
or departments suggested by the student
6. A dissertation presenting the results of
research of a substantive and original nature
on a significant geographic problem. The
dissertation must be approved by a faculty
committee and presented at a public lecture
Financial Assistance
A limited number of graduate teaching fellow-
ships (GTFs) are available. Fellows are exempt
from tuition but do pay a small fee each term.
They usually register for 15 credits of course
work a term and areassigned duties limited to
eight to 16 hours a week, Applications for
fellowships should be received by March 1.
The College Work-Study Program (under
federal funding for students from low-income
families) provides an alternative means of
financial assistance. The Department of Geog-
raphy has several positions under this program
Geography 79
at a maximum of 20 hours a week and a rate of
approximately $5.00 an hour. For work-study
certification and for applications for loans or
grants, a separate request for forms should be
made to the Office of Student Financial Aid, 260
Oregon Hall, University of Oregon, Eugene OR
97403.
Courses in
Geography (GEOG)
Lower-Division Courses
101 The Natural Environment (3) Physical geog raphy
of the earth with special emphasis on vegetation, .
landforms, climate, and soiis. Bartlein, Johannessen,
Loy, McDowell.
103 Landscape, Environment, and Culture (3)
Focuses on thE! ways in which various cultures have
evaluated, used, and modified the landscapes and
environments they have occupied. Murphy, Urquhart,
Wixman. .
105 Urban Environment (3) The character of cities
and ways of life in urban locations around the world,
Smith, Urquhart. .
180 Reading and Interpretation of Maps (3) Physical
and cultural features on maps, Critical analysis of
cartographic styles employed by atlas and map
makers. .
199 Special Studies (1-3R)
200 SEARCH (1-3R)
201 Geography of Europe (3) Physical and cultural
processes that have shaped the rural and urban
landscapes of Europe. Murphy,
202 Geography of Latin America (3) Ways in which
major cultural groups have modified the environment
of Latin America throughout history. Not offered
1987-88.
203 Geography of Asia (3) The major physical and
cultural realms of Asia, excluding Soviet Asia.
204 Geography of the Soviet Union (3) Natural
regions, major population groups, and the economic
development of the USSR. Wixman.
205 Geography of Africa (3) Physical and cuitural
processes that have shaped the ru ral and urban
landscapes of Africa. Not offered 1987-88.
206 Geography of Oregon (3) The natu re of Oregon:
its natural and human resources, changing patterns of
settlement, urbanization and economic development,
and problems of environmental use. Searl.
207 Geography of.the United States (3) Natural and
cultural landscapes, settlement patterns and urban
systems, regional divisions and integration. Not offered
1987-88.
208 Geography of EasternEurope (3) Physical,
economic, historical, and ethnocuitural features that
have created the present distribution of people and
the levels of socioeconomic development in Eastern
Europe. Not offered 1987-88.
Upper;.Oivision Courses
301 Geomorphology (3) Landforming processes in
the physical landscape with emphasis on processes
and reSUlting landforms. GEOG 101 recommended,
McDowell.
302 Climatology (3) Elements of climate: the heat and
water balance at the surface of the earth, atmospheric
processes that affect climate, factors of climatic
change, GEOG 101 recommended. Bartlein.
303 BiogeOgraphy (3) Relation of plants and animals
to the environment, distribution of individual species,
historical changes in plant distribution, aerial photo
interpretation, and domestication of biota. GEOG 101
reCommended. Johannessen,
311 Cartographic Methods (3) Map design, construc-
tion, and projections, Loy.
312 Aerial Photo Interpretation and Remote
sensing (3) Use of aerial photographs and other forms
of imagery. Loy,
313 Geographic Field Studies (3) Research
techniques in geography applied to'iocal areas and
problems, Field trip fee.
80 Geography
314 Geographic Application of Quantitative
Methods (3) Quantitative methods used in physical
and cultural geography, their significance and
limitations. Majors only. Bartlein.
370 Environmental Alteration (3) Human alteration of
the world's major ecological systems. Consequences
of human activity at different times and places in regard
tosoils, atmosphere, vegetation, landforms, and water.
Urquhart.
372 Geography of Energy (3) Nature and geographi-
cal distribution of energy resources, production,
conversion facilities, and consumption, Patterns of
energy transportation. Energy use in different societies.
Not offered 1987-88,
400 SEARCH (1-3R)
401 Resl!arch (Arr,R)
405 Reading and Conference (Arr,R)
406 Field Studiea (Arr,R)
407 (G) Seminar (3R) The following seminar topics
are offered in 1987-88: Applied Geomorphology
(McDowell), Cultural Diffusion (Johannessen), 'and
Problems in Political Geography (Murphy). Primarily for
undergr.aduate Geography majors.
408 Workshop (Arr,R)
409 Supervised Tutoring (Arr,R) PIN only.
410 (G) Experimental Course (Arr,R) Current topics
are Geography of Religion and Geography of Diet.
Wixman.
411 (G) Advanced Cartography (3) Map construction,
preparation of graphs and diagrams, and a final
individual project. Not offered 1987-88. ,
433 (G) Political Geography (3) Global POlitical
patterns and variable resources, impact of boundaries
on the landscape, voting distributions, and locations
and consequences of differing jurisdictions, Murphy.
434 (G) Economic Geography (3) Description and
analysis ofeconomic locations in different parts of the
world. Not offered 1987-88.
435 (G)Urban Geography (3) Urbanization throughout
the world; the structure of urban settlements; cities as
regional centers, physical places, and homes for
people; geographic problems in major urban environ-
ments. Prereq: upper-division or graduate standing.
Smith. Not offered 1987-88.
436 (G) Cultural Geography (3) Concepts of culture
applied to geographic regions of the world. Prereq:
GEOG 103 or instructor's consent. Urquhart. Not
offered 1987-88.
437 (G) Geographic Landscapes (3) Concepts and
examples of the cultural landscape. Prereq: GEOG 103
or instructor's consent. Urquhart,
438 (G) Geography of Languages (3) Present
distribution of languages in the world-who, where,
and how many. Historical evolution of present linguistic
patterns, The significance of other cUltural phenomena
to languages. Wixman. Not offered 1987-88.
439 (G) Ethnic Geography (3) Relationship of
landscape, environmental perception, and sociogeo-
graphic phenomena to ethnicity. World distribution and
diffusion of ethnic groups. Wixman.
455 (G) Historical and Contemporary Views of the
Environment (3) Ways in which humans have thought
about their place in nature, A,study of major environ-
mental ideas from Classical times to the present.
Urquhart.
463 (M) Geography of Middle America (3) Physical,
historical, and cultural processes that have shaped the
landscapes of Mexico, Central America, and the
Caribbean Islands. Prereq: 6 credits of lower-division
Geography courses. Johannessen.
464 (M) Geography of Western Europe (3) Natural
environments, cultural groups, and distinctive regional
landscapes of Western Europe.
467 (M) Eastern North America (3) Growth of major
regions from Atlantic colonies. Agriculture, industry,
population, and metropoljtan centers. Not offered
1987-88.
468 (M) WesternNorth America (3) Areas of attraction
and aversion; their development into modern regions.
Not offered 19,87-88.
469 (M) Cultura,1 Geography of the Soviet West (3)
Demographic, soCial, cultural, and political situation of
ethnic groups in the Western Borderlands of the USSR.
Wixman,
470 (M) Cultural Geography of the Soviet East (3)
Demographic, social, cultural, and political situation of
ethnic groups in the Islamic regions of the USSR.
Wixman.
482 (G) Advanced Geomorphology: [Term SUbJect]
(3R) Study of one of the principal landforming
processes, its characteristics in time and space, and
the resulting landforms. R when topic changes. Prereq:
GEOG 301 or instructor's consent. McDowell.
483 (G) Geography of Water Resources (3) Human
interaction with and impact on the hydrologic system;
emphasis on water use, water supply, and water
quality. Field trip fee. Prereq: GEOG 101 or equivalent.
McDowell.
484 (G) Hydrology (4) Processes operating in the
hydrologic cycle, methods of hydrolic analysis;
emphasis on surface water. Prereq: GEOG 101 or 201,
and MTH 101, 102. McDowell.
485 (G) Geography of Solis (3) Morphology and
genesis of soils, soil profile description, soil classifica-
tion, environmental influences on soils, applications of
soil information. Field trips, Special fee. Prereq: GEOG
101 or GEOL 201 or BI 149 or 272. McDowell.
487 (G) World Regional Climatology (3) Problems in
climatic classification. Distribution of climates on the
surface of the earth, Prereq: GEOG 302. Not offered
1987-88.
489 (G) Advanced Biogeography (3) Relation of
plants and animals to the environment, historical
changes in plant distribution, aerial photo interpretation
and mapping of vegetation, domestication of plants
and animals. Pfereq: GEOG 303. Johannessen, Field
trip fee.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Field Studies (Arr,R)
507 Seminar (Arr,R) The following graduate seminar
topic is offered in 1987-88: Introduction to Geographic
Research. McDowell, Wixman,
508 Workshop (Arr,R) ,
509 Supervised Tutoring (Arr,R)
510 Experimental Course (Arr,R)
523 Cultu,ral Geography (3) Basic literature and
current developments in cultural geography, Research
paper prepared for publication. Not offered 1987'88.
555 History of Geographic Thought (3) Development
of concepts of the earth and of human relation to it;
ends and means of geographic study. Not offered
1987-88,
Geological
Sciences
144 Geology Building
Telephone (503) 686·4573
Harve S. Waft, Department Head
Faculty
Sam Boggs, Professor (sedimentatio(l, sedimentary
petrology). B.S., 1956, Kentucky; Ph.D" 1964,
Colorado. (1965)
M, Darby Dyar, Assistant Professor (mineralogy-
spectroscopy, petrology, geOChemistry). B.A., 1980,
Wellesley; Ph.D., 1985, Massachusetts Institute of
Technology. (1986)
Gordon G. Goles, Professor (geochemistry). AB.,
1956, Harvard; Ph.D., 1961, Chicago. (1967)
Eugene D. Humphreys, Assistant Professor (seismol-
ogy, regional tectonics). B.S., 1974, M.S., 1978,
California, Riverside; Ph.D., 1985, California Institute
of Technology, (1985)
A Dana Johnston, Assistant Professor (experimental
petrology, geOChemistry), B.S., 1976, Bates; M,S"
1978, Ph.D., 1983, Minnesotaat Minneapolis-St. Paul.
(1986)
M. Allan Kays, Professor (metamorphic and igneous
petrology). B.A., 1956, Southern Illinois; M.A., 1958,
Ph.D., 1960, Washington (St. Louis). (1961)
Alexander R. McBirney, Professor (igneous petrOlogy,
volcanology). B,S., 1946, United States Military
Academy, West Point; Ph.D., 1961, California,
Berkeley. (1965)
William N. Orr, Professor (micropaleontology, bio-
stratigraphy). B.S., 1961, Oklahoma; M.A., 1963,
'California, Riverside and Los Angeles; Ph.D., 1967,
Michigan State. On leave fall 1987. (1967)
Mark H, Reed, Associate Professor (mineral.deposits,
hydrothermal geochemistry). B.A., 1971, Carleton;
M.S., 1974, Ph.D., 1977, California, Berkeley. (1978)
Gregory J. Retallack, Associate Professor
(paleobotany, paleosols). B.A., 1973, Macquarie;
Ph.D., 1978,New EnglandUniversity, Australia, (1981)
Jack M. Rice, Professor (geochemistry, petrOlogy).
AB., 1970, Dartmouth; M.S., 1972, Ph.D., 1975,
Washington (Seattle). (1977)
Mark A Richards, Assistant Professor (geodynamics).
B.S., 1977, Texas at Austin; M.S., 1978,Ph.D., 1986,
California Institute of Technololgy. (1985)
Norman M. Savage, Professor (Paleozoic paleontol-
ogy, stratigraphy). B.Sc., 1959, Bristol; Ph.D., 1968,
Sydney. (1971)
Harve S, Waff, Professor (tectonophysics, electro-
magnetic depth sounding). B.S" 1962, William and
Mary; M.S., 1966, Ph.D., 1970, Oregon. (1978)
Courtesy
Arthur J. Boucot, Courtesy Professor (paleontology,
evolution). AB., 1948; AM., 1949, Ph,D., 1953, '
Harvard. (1969)
Jane Gray, Courtesy Professor of Geology; Professor
of Biology (paleObotany, palynology).
Allan B. Griggs, Courtesy Professor (regional and
economic geology); Researc,h Geologist. B.S., 1932,
Oregon; Ph.D" 1952, Stanford. (1980)
Special Staff
David Morgan, Courtesy Assistant Professor (hydrol-
ogy). B.S., 1976, Oregon; M,S., 1979, Stanford. (1986)
Michael B. Shaffer, Research Assistant (electron beam
microanalysis). B.S., 1978, Oregon. (1978)
Emeriti
Ewart M. Baldwin, Professor Emeritus (stratigraphy,
regionaigeology). B.S., 1938, M.S., 1939, Washington
State; Ph.D., 1943, Cornell. (1947)
William T. Holser, Professor Emeritus (geochemistry).
B.S., 1942, M.S., 1946, California InstituteofTechnol-
ogy; Ph.D., 1950, Columbia. (1970)
Lloyd W. Staples, Professor Emeritus (mineralogy,
economic and engineering geology). AB" 1929,
Columbia; M.S., 1930, Michigan; Ph.D" 1935, Stanford.
(1939)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
The undergraduate program olthe Department
of Geological Sciences is designed to provide
an understanding of the materials of the earth
and processes that have shaped the earth and
generated our surface environment and mineral
and energy resources. Geology is a science
that applies all the basic sciences-biology,
chemistry, mathematics, and physics-to the
understanding of earth processes in a historical
context of geologic time. It is a science that
~xplor~s problems by combining field investiga-
tions with laboratory experiments and theoreti-
cal studies.
Preparation. High school students planning to
major in Geology should include in their high
school program algebra, geometry, trigo-
nometry, geography, and science (physics,
chemistry, biology, earth science, or general
science).
Students transferring to the Department of
Geologica[ Sciences following two years of
college work elsewhere should have completed
a year of general chemistry, a year of general
physics, and a year of calculus. If available to
the student, a year of general geology with
laboratory is also recommended. In addition
such students should have completed as many
as possible of the University requirements for
undergraduates,
Careers. Career opportunities for geologists
are best for students holding advanced de"
grees. A variety of professional positions are
open to students with master of science
degrees, including work in applied geology with
~etroleum and mining companies, consulting
firms, and state and federal agencies.
Geologists and geophysicists with doctor of
philosophy degrees have further opportunities
in university and college teaching and research
positions in federal agencies and private
industry. Students are therefore advised to
obtain agraduate degree for most professional
positions. Those with bachelor's degrees can
qualify for positions as laboratory technicians
or field assistants and for limited professional
positions as junior geologists.
Geology Curriculum
In the Geo[ogy program of study, [ower-division
students are required to take the following
courses:
Lower-Division Requirements 45-48 credits
General Geology (GEOL201, 202, 203) or
General Geology: The Earth's Dynamic
Intenor, The Face of. the Earth, Earth History(GEOL 101,102,103) with General Geology
Laboratory (GEOL 104,105,106) .. ' , . , ,. 12-15
Calculus (MTH 201, 202, 203) , 12
General Chemistry (CH 104, 105, 106) or
General Chemistry (CH 204, 205, 206) 9
General Physics (PH 201, 202, 203) or General
Physics with Calculus (PH 211, 212, 213) ..... 12
Upper-division Geology majors are required to
take the following courses:
Upper-Division Requirements 36 credits
The Fossil Record (GEOL 304) or
. f>aleontology (GEOL 431, 432, or 433) .... 3
Lithology (GEOL 311) or Petrology and
Petrography (GEOL 414, 415, or 416). . 5
Mineralogy (GEOL 325, 326) . . . , 8
Structural Geology (GEOL 391) ; .. 4
Stratigraphy and Sedimentation (GEOL 392) 4
Field Geology (GEOL 480) , 9
SCientific and Technical Writing (WR 320) 3
Students are also required to take 30 credits of
additional course work, chosen from one or
more of the three specific areas shown below.
At least 10 of the required 30 credits must be
taken in the Department of Geological Sciences.
The recommended courses for three common
specializations are listed below.
Stratigraphy-Sedimentology-Paleontology
Specialization
Geological Sciences. Minera[ogy (GEOL327),
Petrology and Petrography (GEOL 416),
Petroleum Geology (GEOL 422), Paleontology
(GEOL 431, 432, 433), Paleopedology (GEOL
435)
Chemistry. General Chemistry Laboratory (CH
107, 108, 109), Organic Chemistry (CH 331,
332,333)
Computer and Information Science.lntroduc-
tion to Numer.!cal Computation (C[S 133)
Geography. Geomorphology (GEOG 301)
Mathematics. Elements of Statistical Methods
(MTH 425)
Biology. A maximum of 15 credits in Biology at
the 200 level or above '
Students who want to specialize in paleontology
should take 9 credits in paleontology and up to
15 in Biology.
Geophysics-Structure-Tectonics
Specialization
Geological Sciences. Mineralogy (GEOL 327),
Petrology and Petrography (GEOL 414,415), '
Tectonics (GEOL 462), General Geophysics
(GEOL 463), Exploration Geophysics (GEOL
464), Photogeology (GEOL 473)
Computer andlnformation Science. Introduc-
tion to Numerical Computation (C[S 133)
Mathematics. Calculus of Several Variables
with Linear Algebra (MTH 331, 332, 333),
Introduction to Differential Equations (MTH 461)
Physics. Classical Mechanics (PH 324, 325),
Electricity and Magnetism (PH 441, 442)
Mineralogy-Petrology-Geochemistry
Specialization
Geological Sciences. Mineralogy (GEOL 327),
Petrology and Petrography (GEOL 414, 415,
416), Methods of Petrologic Analysis (GEOL
418), Electron Beam Analysis in Mineralogy and
Petrology (GEOL 419), Activation Analyses in
Petrology and Geochemistry (GEOL 420),
Economic Mineral Deposits (GEOL 423),
Properties of Crystals (GEOL 425), Thermo-
dynamic Geochemistry (GEOL 461),
Geochemistry (GEOL 470)
Chemistry. General Chemistry Laboratory (CH
107,108,109),lnstrumentaIAnalysis(CH324),
Organic Chemistry (CH 331, 332, 333), Inor-
ganic Chemistry (CH 411, 412), Physical
Chemistry (CH 441 , 442), Principles of Chemical
Thermodynamics (CH 451), Principles of
Statistical Mechanics (CH 453)
Computer and Information Science.lntroduc-
tion to Numerical Computation (CIS 133)
Physics. X-ray Crysta[lography (PH 491 )
Note: The United States GeologiCa[ Survey and
other government agencies require their
geological employees to have a background in
paleontology and geomorphology.
Geological Sciences 81
Students who plan to enter graduate school
after receiving their undergraduate degree
should also be aware that passing the Graduate
Record Examination Geology Test requires
preparation in the three broad areas of geology:
stratigraphy-sedimentation-paleontology,
structural geology and geophysics, mineralogy
and petrology.
Grade Options and Standards. Geology
undergraduat~smusttake for a grade (pass/no
pass not acceptable) all Geology courses
required in their program for graduation.
Required courses taken outside the Geological
Scien?es Department (e.g., Mathematics,
Chemistry, Physics, Biology, scientific and
technical writing) must also be taken for grades.
A[I required courses must be completed with
grades of C- or better; grades of D are not
acceptable,
Minor Requirements
Majors in other disciplines who wantto minor in
Geology must begin with either General Geol-
ogy (GEOL 201,202,203) or Genera[ Geology:
The Earth's Dynamic Interior, The Face of the
Earth, Earth History (GEOL 101,102, 103) with
laboratories (GEOL 104, 105, 106). In addition,
a minimum of 15 upper-division credits must be
completed. A grade of C- or better must be
earned in al[ courses. Appropriate courses are
listed below.
Geolog!cal Sciences. The Fossil Record
(GEOL 304), Litho[ogy (GEOL 311), ~ineral
Resources and the Environment (GEOL 321)
Mineralogy (GEOL 325, 326, 327), Mountain~
and Glaciers (GEOL 350), Volcanoes and
Earthquakes (GEOL 351), Geology of Oregon
and the Pacific Northwest (GEOL 352),
Oceanography (GEOL 353), Geology of the
Moon and Planets (GEOL 354), Geologic Fie[d
Methods (GEOL380), Structural Geology
(GEOL 391), Stratigraphy and Sedimentation
(GEOL392), Petrology and Petrography (GEOL
414, 415, 416), Electron Beam Analysis in
Mineralogy and Petrology (GEOL 419), Activa-
tion Ana[yses in Petrology and Geochemistry
(GEOL ~20)" Petroleum Geology (GEOL 422),
Economic Minerai Deposits (GEOL 423)
Properties of Crystals (GEOL 425), Mat~rials
and Processes of Ceramics (GEOL 428),
Paleontology (GEOL 431, 432, 433),
Paleopedology (GEOL 435), Pacific Coast
Geology (GEOL 451), Thermodynamic
Geochemistry (GEOL 461), Tectonics (GEOL
46?), General Geophysics (GEOL 463), Explo-
ration Geophysics (GEOL 464), Geochemistry
(GEOL 470), Photogeology (GEOL 473)
Biology. Methods of Pollen Analysis (B[ 435),
Paleoecology and Paleobiology of Nonmarine
Organisms (BI 491)
Possible Curricula ,for Science Majors
Biology Majors: GEOL 304,352,353,392,431,
432,433
Chemistry Majors: GEOL 325, 326. Following
GEOL 326, students with an interest in inorganic
chemistry may want to choose two additional
courses from GEOL 327,414,415,425,461,
470. Students interested in organic chemistry
might choose two additional courses from
GEOL 391, 392, 422
Physics Majors: GEOL 391; 462, 463,464
Possible Curricula for Nonscience Majors
Students majoring in disciplines outside the
natural sciences should choose a minimum of
82 Geological Sciences
four upper-division courses from the list of
appropriate courses that are compatible with
their individual interests. Students with a
minimal mathematics background should
restrict their course selections to the following:
GEOL 304,311, 321, 325, 326, 327, 352, 353,
354, 380, 391, 392, 414,415, 416, 420, 422,
428,431,432,433,435,451,473, and B1435.
Group Requirements
Fourteen stand-alone Geology courses and
several Geology clusters are approved to
satisfy University science group requirements.
For details see the Group Requirements section
of this bulletin under Registration and Academic
Policies. .
Secondary SchoolTeaching
Students interested in teaching earth sciences
in Oregon public schools may obtain certifica-
. tion in their field through a major in either
Geology or General Science. Certification as a
teacher of science in Oregon public junior and
senior high schools requires satisfactory
completion of a program of teacher education
that includes subject matter preparation .in the
sciences and in professional education, as well
as the recommendation of the institution in
which the preparation is completed. The
Department of Geological Sciences offers work
leading toward an Oregon teaching endorse-
ment in specified science fields at the Basic
and Standard certification levels, as determined
by the Teacher Standards and Practices
Commission. For specific information regarding
certification or endorsement requirements for
Integrated Sciences (earth science and general
science), students should consult the staff in
the Teacher Education Office of Student
Services, 175 Education Building.
Graduate Studies
The Department of Geological Sciences offers
programs of graduate study leading to master
of science (M.S.), master of arts (MA), and
doctor of philosophy (PhD.) degrees with
opportunity for research in a wide variety of
specialty 'fields. Course work is designed to
meet individual needs, and students may
pursue independent research in mineralogy,
petrology, geochemistry, volcanology, paleon-
tology, stratigraphy, sedimentary petrology,
geophysics, structural geology, and economic
geology. The master's degree program requires
two years or more for completion.
Admission tb the graduate program is competi-
tive and based on earlier academic records,
scores on the Graduate Record Examination
(GRE), and letters o'f recommendation. Foreign
students must also submit scores on the Test
of English as a Foreign Language (TOEFL).
Applications are welcome from students who
are interested in using their background in
related fields, such as physics, chemistry, and
biology, to solve geologic or geophysical
problems. .
Responsibility for advising graduate students
lies with a guidance committee consisting of
three faculty members. This committee meets
with each student shortly after he or she arrives
on campus and as often thereafter as necessary
for planning purposes.
Requirements
Incoming graduate students are expected to
have undergraduate preparation approximately
equivalent to that required for the bachelor's
degree in Geology at the University of Oregon,
as indicated in this bulletin. Deficiencies are
determined by the student's guidance commit-
tee, which also aSsists in designing a course of
study appropriate to his or her needs and
interests. Course work taken to correct deficien-
cies may be on a passino pass (PIN) or graded
basis or, with the approval olthe student's
guidance committee, by registered audit or by
challenge.
The basic University requirements for graduate
degrees are descri bed in the Graduate School
section of this bulletin. The Department sets
additional examination, course work, seminar,
foreign language (for MA and PhD.), and
thesis requirements. Applicants should write
directly to the Department of Geological
Sciences for details.
Programs
Graduate study in Geology may be pursued in
one or more of four broad areas: mineralogy-
petrology-geochemistry, stratigraphy-
sedimentary petrology-paleontology, structure-
geophysics, and economic geology (mineral
deposits). Students are encouraged to sample
course work from all of these areas. Indepen-
dent thesis research may be pursued in any
area with the consent of a faculty thesis adviser
and after circulating a thesis proposal to the full
Geological Sciences faculty for comment.
Mineralogy-Petrology-Geochemistry. The
Department has good analytical and other
research facilities for petrologic and geochem-
ical studies, and the volcanic and metamorphic
terranes of the Northwest offer an unsurpassed
natural laboratory for research and graduate
instruction in the broad field of igneous and
metamorphic processes.
Active research programs are diverse. They
include field and analytical study of igneous and
metamorphic rocks in the Cascade Mountains
and Klamath Mountains; experimental and
theoretical study of igneous silicate systems
(e.g., phase equilibria, trace-element partition-
ing, and rheological properties); studies of
igneous petrogenesis; calculations of multicom-
ponent equilibria in aqueous systems; and
geochemistry and tectonics of the lithosphere
and the asthenosphere.
Stratigraphy-Sedimentary Petrology-
Paleontology. The research interests of the
faculty members in this group encompass a
broad range of geologic problems related to
sedimentary rocks, Current research programs
include study of coastal and oceanic sediments;
provenance and depositional environments of
Tertiary sedimentary rocks of Oregon; regional
stratigraphy of the Pacific Northwest; Paleozoic
brachiopod and conodont biostratigraphy of
western North America and northwest Europe;
evolution of major kinds of soils and terrestrial
ecosystems through geological time; Creta-
ceous and Cenozoic foraminifera; and Cenozoic
diatoms and silicoflagellates. Opportunities for
research in palynology are also available
through cooperation with the Department of
Biology. \
Structure-Geophysics. Graduate work in the
structure-geophysics area involves the study of
Earth's dynamic processes on all scales.
Laboratory and theoretical studies address
both the microscopic and macroscopic nature
of partial melting in the upper mantle. Com-
plementary field studies using electromagnetic
soundings probe deep lithospheric structure as
well as the location of magma bodies and
geothermal sources in the Oregon Cascades.
Seismic imaging techniques using regional
arrays (e.g., tomography) provide powerful
tools in understanding regional tectonics.
StucJiesof upper mantle and lithospheric
structure in the Basin and Range province in
Baja California Sur and in the Pacific Northwest
subduction zone are resulting in essential
constraints, unavailable from surface geology,
for detailed dynamical models of plate-lithos-
pheric deformation. The more general study of
mantlewide convection, particularly the large-
scale role of subduction, is a rapidly developing
field. Geophysical observations including
long-wavelength gravity, seismic studies of
large-scale mantle heterogeneity, and plate
tectonic reconstructions are being combined
with theoretical fluid mechanics to roughly map
the global pattern of convection and plate
motions.
One focus of study is the recently recognized
seismic risk potential in Oregon and the Pacific
Northwest. Data from a proposed new seismic
array as well as space-based surveying
techniques and electromagnetic imaging will
complement rapidly expanding work by local
geologists and the United States Geological
Survey on the character of Quaternary deforma-
tion (e.g., coastal uplift) in Oregon
Mineral Deposits. Current research on ore
deposits includes studies of porphyry copper
deposits, epithermal veins, volcanogenic
massive sulfides, and sediment-hosted base
metal deposits. These research efforts combine
field mapping, petrography, and chemical
analyses with theoretical chemical modeling of
processes of ore fluid generation, alteration,
and mineralization (e.g., seawater-basalt
reaction, boiling of epithermal solutions, effects
of cooling of hydrothermal solutions).
Related Research Activities
The Center for Volcanology consists of an
informal, voluntary group of departmental
faculty members who are interested in promot-
ing research in the fields of igneous processes
and volcanic geology. Oregon and the Pacific
Northwest provide exceptional opportunities for
field study of volcanic rocks and structures.
The Condon Museum of Geology, adjacent to
the Geological Sciences Department, contains
an extensive collection of vertebrate fossils,
paleobotanical specimens, and recent verte-
brates, which are available to interested
researchers.
Research Facilities
Students may use a variety of analytical facilities
and equipment including an electron micro-
probe, a scanning electron microscope, X-ray
fluorescence, X-ray diffraction, atomic absorp-
tion and emission, and wet-chemical analysis;
Two piston-cylinder apparatuses with pressure-
temperature capability to 60 kilobars and
1500°C are available for studying crystalline,
partially molten, and molten silicates under
mantlelike conditions. Other equipment mea-
sures transport properties and viscosity in melts
and rocks at high temperatures.
An experimental petrology laboratory covers a
wide range of crustal temperatures and pres-
sures and includes equipment for doing
experiments in controlled atmospheres.
Computers are heavily used for much of the
research in the Department including acquisi-
tion of analytical and magnetotelluric data,
processing of seismic and gravity data, and
numerical modelling of geophysical processes
and geochemical reactions. Two geochemistry
laboratories are equipped with various sophisti-
cated computer programs for thermodynamic
calculations of gas-liquid-solid equilibria and
reaction processes important in metamorphic,
hydrothermal, and diagenetic systems. The
Department houses a MassComp, a Microvax
II coupled to a Tektronix 4129 high-resolution
color-graphics workstation, and an Ethernet
connection to a Convex 64 bit array processor.
In addition, it has four LSI-11/73s, an AT, and
numerous terminals that are hardwired to
University mainframe computers.
The sedimentological and paleontological
laboratories have, in addition to standard
laboratory equipment, an electronic particle-
size analyzer, an X-radiography unit, photo-
microscopes, a Leitz Aristophot unit, a fully
maintained catalog of foraminifera, an acid
room, and a conodont-processing laboratory.
Financial Aid for
Graduate Students
The Department provides support to a limited
number of graduate students through teaching
assistantships. Other students receive research
assistantships from individual faculty members
whose research is supported by grant funds.
Current sponsors of grant-funded research
include the National Science Foundation,
Chevron, and the Oregon State Department of
Geology and Mineral Industries.
Approximately one-half of our graduate stu-
dents are fully or partially supported through
teaching and research assistantships. Modest
financial support for graduate field and labora-
tory work is available through small grants from
the department's Student Research Fund,
Further information on financial assistance and
the Department policies for awarding and
renewing teaching and research fellowships
may be obtained by writing directly to the
Department.
Courses in Geology
(GEOL)
Lower-Division Courses
101 General Geology: The Earth's Dynamic Interior
(4) Earth's internal processes: volcanism, earthquakes,
gravity, magnetism, the earth's internal structure,
mountain building, plutonism, metamorphism, ,plate
tectonics. Concurrent enrollment in GEOL 104
recommended, Waff.
102 General Geology: The Face of the Earth (4)
Surface materials, landforms, and processes. Rocks
and minerals, geologic time scale; weathering,
erosion, sedimentation; groundwater, streams,
glaciers, winds, deserts, oceans, and coastlines.
Concurrent enrollment in GEOL 105 recommended.
Johnson.
103 General Geology: Earth History (4) Origin and
early history of the earth; time scale; fossilization;
correlation; sedimentary environments; sea-floor
spreading; orogenesis; stratigraphic history of North
America; evolution of plants and animals. Concurrent
enrollment in GEOL 106 recommended. Dyar.
104,105,106 General Geology Laboratory (1,1,1)
Identification and properties of minerals and rocks,
how to read topographic and geologic maps and use
aerial photographs, reproduction of geologic pro-
cesses by model studies, fossils as evidence of
evolutionary processes. Pre- or coreq: GEOL 101, 102,
103.
199 Special Studies (1-3R) Studies of special
geologic topics that combine background lectures
with gUided field trips to areas of particular geologic
interest.
201, 202, 203 General Geology (4,4,4) Covers the
same general ground as GEOL 101,102,103 but on
a more detailed scale. For science majors, Honors
College students, and other students with back-
grounds in chemistry, physics, and mathematics, Rice,
Richards, Orr.
BI242 Paleobiology and Evolution of Plants (4) See
description under Biology.
291 Rocks and Minerals (3) Common minerals and
rocks; origin and properties of precious, semiprecious,
and ornamental stones; economically important rocks
and minerals. For nonmajors. Prereq: high school
chemistry, Kays.
Upper-Division Courses
304 The Fossil Record (3) Origin of life in Precam-
brian; evolution of plants and invertebrate animals;
evolution of early chordates, fish, amphibians, reptiles,
dinosaurs, birds, and mammals; speciation and
extinction. Intended for junior and senior nonmajors
but also open to Geology majors. Savage,
311 Lithology (5) The origin, occurrence, and
classification of rock types. Laboratory examination
and classification of rocks in hand specimens and thin
sections. Three lectures, two laboratories. Prereq:
GEOL 325, 326, Kays.
321 Mineral Resources and the Environment (3)
Geologic characteristics and geographic distribution
of deposits of metals, oil, coal, water, and geothermal
energy. Evaluation of the human and environmental
problems resulting from exploitation of the Earth's
resources. Reed.
325, 326, 327 Mineralogy (4,4,4) 325: crystal
structure, symmetry, phySical and chemical properties
of minerals, X-ray powder diffraction, nonsilicate
minerals. 326: optical crystallography, silicate
minerals in hand specimens and under the polarizing
microscope. 327: special topics. Prereq: CH 104, 105,
106; GEOL201, 202, or101, 102, 104, 105; high school
trigonometry or MTH 102 or MTH 115. Dyar, Holser.
350 Mountains and Glaciers (3) The nature and
origins of Alpine and Andean mountain ranges; types
of glaciers that shape their topography. McBirney.
351 Volcanoes and Earthquakes (3) Themechanisms
that cause earthquakes and volcanoes, relation to
plate tectonics, associated hazards, geothermal
resources, examples in Oregon.
352 Geology of Oregon and the Pacific Northwest
(3) The region's geologic and tectonic history and the
plate tectonic processes responsible for its evolution.
Prereq: GEOL 101, 102 or equivalents. Goles,
Retailack. '
353 Oceanography (3) Characteristics and physical,
chemical, and biological processes of the world's
oceans. Includes sections on origin of the oceans,
plate tectonics, and human use and misuse of oceans,
Boggs,
354 Geology ofthe Moon and Planets (3) Results of
exploration of the lunar surface and observations of
the planets and satellites; inferences from the studies
of meteorites; the early history of the Earth. Goles.
380 Geologic Field Methods (3) Use of Brunion
compass, plane table and alidade, altimeters;
elementary topographic mapping; field mapping using
base maps and aerial phot0l;lraphs; techniques for
measuring stratigraphic sections. Prereq: GEOL 201,
202,203 (or GEOL 101-106), GEOL 391,392.
391 Structural Geology (4) Description, classification,
and origin of major and minor geologic structures; rock
deformation; stereographic projection in structural
analysis; geologic maps and sections. Prereq: GEOL
101, 102, 104, 105 or GEOL 201, 202.
392 Stratigraphy and Sedimentation (4) Sedimentary
processes; characteristic properties of sedimentary
rocks and their use in interpreting depositional
environments; principles of lithostratigraphy, mag-
netostratigraphy, seismic stratigraphy,and chrono-
stratigraphy, Prereq: GEOL 201, 202, 203 or GEOL
101-106. Boggs.
Geological Sciences 83
401 Research (Arr,R) PIN only.
405 Reading and Conference (Arr,R) PIN only.
407 (G) seminar (Arr,R)
408 (M) Workshop (Arr,R)
409 Practicum (1-3R)
410 (G) Experimental Course (Arr,R) Lithosphere
Evolution was a recent topic; Geodynamics is planned
for 1987-88.
412 Written and Spoken Exposition ofGeology (1)
Practice in the organization, preparation, and presen-
tation of geologic reports. Not offered 1987-88.
414,415, 416(G) Petrology and Petrography (5,5,5)
Origin, occurrence, and classification of rocks.
Laboratory work in both megascopic and microscopic
examination. 414: igneous. 415: metamorphic. 416:
sedimentary. Prereq: PH 201, 202, 203; GEOL 325,
326. McBirney, Kays, Boggs.
418 (G) Methods of Petrologic Analysis (4) Conven-
tional laboratory techniques with emphasis on optical
and X-ray methods, Enrollment limited. Prereq: GEOL
414,415. McBirney,
419 (G) Electron Beam Analysis In Mineralogy and
Petrology (4) Electron probe microanalysis and
scanning electron microscopy for analyzing minerals
and rocks. Instrumental functions and beam-sample
Interactions. Correction procedures for quantitative
X-ray analysis. Prereq: GEOL 325, 326, and first-year
physics or instructor's consent.
420 (G) Activation Analyses in Petrology and
Geochemistry (3) Nuclear activation techniques for
analyzing rocks and minerals, Types of activation and
of radioactive decay; radiation detection systems and
data reduction; applications to specific elements. ,
Prereq: GEOL 419 or instructor's consent. Goles.
422 (G) Petroleum Geology (3) Petroleum as an
energy source: occurrence, distribution, reserves,
chemical and physical properties; geologic framework
of petroleum entrapment and accumulation; origin and
migration; exploration and drillingtechniques;
petroieum and global tectonics. Prereq: GEOL 391,
392. Boggs.
423 (G) Economic Minerai Deposits (4) Magmatic
segregation, porphyry copper-molybdenum, hydro-
thermal veins, massive sulfides in volcanic rocks, and
base and precious metals in sedimentary rocks.
Geologic setting, tectonic setting, and chemistry of ore
deposition. Prereq: GEOL 325, 326; pre- or coreq:
GEOL 311. Reed.
425 (G) Properties of Crystals (3 ) Application of
physical properties of minerals to problems in
petrology, geochemistry, and geophysics. Principles
of bonding, packing structures, and silicate structures;
exposition of lattices, point groups, and space groups.
Prereq: GEOL 325, 326, 327 or one year of college
chemistry.
428 (M) Materials and Processei of ceramics (3)
Clay-water colloidal interactions in wetting and drying,
firing reactions in the clay body, glass formation,
crystal growth, thermal expansion, and glaze fit. For
Fine and Applied Arts majors without science back-
ground. Holser.
431, 432, 433 (G) Paleontology (3,3,3) Biostratig-
raphy, evolution, and paleoecology of life on earth.
431: archaic (Paleozoic and some Mesozoic)marine
invertebrates. 432: modern (Mesozoic and Cenozoic)
marine invertebrates. 433: nonmarine fossils. Lectures
and laboratory exercises on fossil specimens. Prereq:
GEOL 203 or 103,106. Savage. Orr, Retallack.
435 (G) Paleopedology (4) Soil formation; mapping
and naming fossil soils; features of soils in hand
specimens and petrographic thin sections; interpreta-
tions of ancient environments from features of fossil
soils. Prereq: GEOL 326: Retallack,
BI 435 (G)' Methods of Pollen Analysis (5) See
description under Biology.
451 (G) Pacific Coast Geology (3) The general
geology and special problems of the west coast of the
United States and Canada from Alaska to southern
California. Prereq: GEOL 392 and senior or graduate
standing. Retallack.
455 (M) Studies in Physical Geology (3) Earth
materials, geologic processes, and landform develop-
ment. Prereq: upper-division standing. Offered
infrequently, summer session only.
456 (M) Regional Geology of North America (3) A
regional approach to the study of North American
geology, rock units, structures, landforms, and
geologic history. Field trips. Prereq: upper-division
standing. Offered infrequently, summer session only.
461 (G) Thermodynamic Geochemistry (4) Introduc-
tion to geologic applications of classical chemical
thermodynamics. Gibbs free energy and its tempera-
84 Geological Sciences
ture, pressure, and composition derivatives; fugacity;
activity; chemical potential; solutions, Ideal and
nonideal. Prereq: GEOL 325, one year of college
chemistry, elementary calculus, or instructor's
consent. Rice.
462 (G) Tectonics (3) Large-scale processes of
orogeny, sea-floor spreading, and plate tectonics with
emphasis on current research. Prereq: GEOL 391,392,
or instructor's consent.
463 (G) General Geophysics (3) Physics of the earth:
origin and compOSition, seismiC waves, gravity and
isostasy, lateral variations in the crust and mantle,
geomagnetism, heat flow, plate tectonics, and .
convection. Prereq: one year of calculus and phYSICS
or instructor's consent. Humphreys.
464 (G) Exploration Geophysics (4) Theory and
methods used in geologic mapping and resource
exploration; exploration seismology. Gravity and
magnetic surveys and their Interpretation; electncal
and electromagnetic methods. Prereq: one year of
calculus and physics; GEOL 391, GEOL 463 or
instructor's consent.
470 (G) Geochemistry (4) Analytical techniques of
geochemistry; distributions of elements; lunar and
pianetary geochemistry; terrestrial igneous, metamor-
phic, and sedimentary geochemistry; oceans and
atmosphere; applications of stable and radiogenic
isotopes. Prereq: GEOL325, 3260rCH441 ,442, 443
or instructor's consent. Goles.
473 (G) Photogeology (3) Geologic interpretation of
air photographs; simple photogrammetry, photo-
geologicmapping, stereometers, Introduction to
remote sensing. Laboratory exercises in problems of
photogeological interpretation. Prereq: GEOL 201,
202, or 101, 102, 104, 105; GEOL 391,392.
480 Field Geology (9) Geological fieldwork in selected
parts of Oregon emphasizing mapping at several
scales in sedimentary, igneous, and metamorphic
areas. Mapping on topographic and airphoto bases.
Offered summer session only; meets in the field for six
weeks immediately after spring term. Prereq: GEOL
201,202,203, or 101 through 106; GEOL391, 392. A
course in mineralogy and lithology recommended.
BI 491 (G) Paleoecology (3) See description under
Biology.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 FJeld. Studies (Arr,R) Geologic fieldwork princi-
pally in connection with graduate thesis. EmphaSIS on
indiVidual problems. Prereq: graduate standing, theSIS
adviser's consent.
507 Seminar (Arr,R)
509 Practicum (1-3R)
510 Experimental Course (Arr,R)
511 Advanced Microscopy and Instrumentation (4)
Advanced optical mineralogy including universal
stage, immersion methods, and ore microscopx; X-ray
diffraction. Prereq: GEOL414, 415, 416. McBlrney.
514 Advanced Metamorphic Petrology (4) Topics
involving metamorph~sed rocks of the main comp~si­
tional types recrystallized under a vanety of settings
to illustrate important equilibria and petrologiC
principles. Selectedrock suites examl~ed microscop-
ically. Prereq: GEOL 41.5,461 or eqUivalent. Kays.
515 Advanced Igneous Petrology I (3) Igneous rocks
of differentiated basic intrusions and the oceans.
Content varies according to current research interests.
Selected rock suites examined microscopically.
Prereq: GEOL 414,461 or equivalents. McBirney.
516 Advanced Igneous Petrol0$ly II (3) Orogenic
igneous rocks, including calcalkaline sen~s, granites,
and rocks of the stable continental Intenor. Content
varies according to current research interests.
Selected rock suites examined microscopically.
Prereq: GEOL 414,461 or equivalents. Johnston.
519 Metamorphic Field Geology (4) .Field obs!!rva-
tions of metamorphic rocks. Recognition of fabncs,
facies, and structures that provide the basis for
understanding chronologies of metamorphic terranes.
Field project, report. Kays. .
520 Advanced Mineral Deposits (3) Hypotheses of
origin of mineral deposits; geochemistry of hydrother-
mal and sedimentary deposits of precious and base
metals. The chemistry and geology of ore-forming
environments. Prereq: GEOL 423. Reed.
523 Petrology of Detrital Rocks (3) Siliciclastic
sedimentary rocks with emphasis on sandstones:
provenance, transportation, deposition, and
diagenesis. Selected rock suites examined microscop-
ically. Prereq: GEOL 392,416. Boggs.
524 Petrology of Carbonate Rocks (3) Origin,
composition, texture, and diagenesis of carbonate
sedimentary rocks. Selected rock suites examined
microscopically. Prereq: GEOL 392,416. Boggs.
525 Stratigraphy of North America (3) Stratigraphic
framework of the United States and neighboring
countries. Prereq: GEOL 392.
526 Global Stratigraphy (3) Major stratigraphic
events of geologic history. The stratigraphic record in
different parts of the worid. Major paleontologic
changes and problems of evolutionary outbursts,
extinction, faunal provinces, and migration. Seniors
and graduate students only. Savage.
531, 532 Advanced Paleontology (3,3) Applied
problems in paieontology, principles of taxonomy.
Problems and theory of biostratigraphy. Collection,
preparation, and scientific illustration of fossil .speci-
mens. Paleoenvironments. Savage.
533 Mlcropaleontolo!!y (3) Separation from matrices
and preparation for miCroscopy; fundamentals of
microscopy; microtechniques; biology and ecology of
important microfossil groups. Emphasis on biostratig-
raphy. Classification of parataxa, petroleum, and
oceanographic micropaleontology. Prereq: GEOL
103, 106 or 203. Orr.
541 Archaeological Geology (3) Principles of
mineralogy, petrOlogy, and stratigraphy; materials of
stone-tool industries, stratigraphy, and geochronology;
palaeoenvironment and palaeodiet. For Anthropology
majors specializing in archaeoiogy .. Prereq: graduate
standing, instructor's consent; prevIous course work
in a physical science recommended. Goles.
561 Advanced Geochemistry I: Cosmochemistry (4)
Origin of elements and the solar system; classification,
petrological and geochemical charactenstlcs, ages,
and origins of meteorites; lunar geochemistry,
petrology, structure, and origin; geochemicalfeatures
of planetary bodies. Prereq: CH 442, GEOL 461, or
instructor's consent. Goles.
562 Advanced Geochemistry II: Thermodynamic
Applications (3) Scientific literature of geochemistry,
petrology, and mineralogy emphasizing the thermo-
dynamic approach; properties of silicate melts; phase
equilibria, geothermometry-barometry In Igneous
systems; thermodynamic data. Prereq: GEOL 414,415
or instructor's consent.
563 Advanced Geochemistry III: Low-Temperature
Geochemistry (3) Advanced topics in low-tempera-
ture and stable isotope geochemistry. The exogenic
cycles of the elements; history of the ocean and
atmosphere. Prereq: GEOL 461 or instructor's consent.
Holser.
564 Advanced Geochemistry IV: Metamorphic
Geochemistry (3) Thermodynamics of rock-forming
solid soiutions; excess mixing functions; silicate
minerals and metamorphic fluids; subsolidus geother-
mometry and geobarometry; dehydration and mixed-
volatile equilibria. Prereq: GEOL 415,461 or instructor's
consent. Rice.
565 Advanced Geochemistry V: Igneous
Geochemistry (4) Theoretical aspects of analytical
techniques; distribution of minor and trace elements
among igneous phases; the earth's upper mantle;
origins of basaltic magmas; magmatic differentiation.
Prereq: CH 442, GEOL 414 or 461, or instructor's
consent. Goles.
566 Hydrothermal Geochemistry (3) Chemical
equilibria involving minerals, gases, and aqueous
solutions; complexing, solid solution, metasomatism,
boiling, cooling, and mixing of solutions applied to ore
genesis, diagenesis, weathering. Prereq: GEOL 461
or CH 451 or equivalent. Reed.
571,572,573 Geophysics (3,3,3) Selected topics in
geophysics. Previous topics have included seismOl-
ogy, magnetotellurics, heat and mass transfer, and
dynamics of the mantle. Prereq: instructor'·s consent.
Waff, Richards, Humphreys.
591 Advanced Structural Geology (3) Theory of rock
fracture; structural effects of pore fiuids and magma
bodies; structures of volcanic complexes and of
volcanic fields and the influence of stresses; Cenozoic
tectonics and volcanism of selected regions. Prereq:
GEOL 391.
592 Volcanology (2) The products and processes of
volcanism, origin of magmas, eruptive mechanisms,
and relation of volcanism to orogeny and tectonic
processes. McBirney.
Germanic
Languages and
Literatures
202 Friendly Hall
Telephone (503) 686-4051
Jean M. Woods, Department Head
Faculty
Susan C. Anderson, Assistant Professor (foreign
language pedagogy, 20th-century literature). BA,
1978, M.A., 1981, Ph.D., 1985, North Carolina, Chapel
Hill. (1986)
Kenneth C. Calhoon, Assistant Professor (19th-century
literature, culture, and civilization). BA, 1979,
Louisville; MA, 1981, Ph.D., 1984, California, Irvine.
(1987)
Peter B. Gontrum, Professor (20th-century literature,
poetry). A.B., 1954, Haverford; MA, 1956, Princeton;
Ph.D., 1958, Munich. (1961)
WaltherL. Hahn, Professor(romanticism, 19th-century
novei and Novelle). Dip., Teachers College, Berlin,
1949; MA, 1954, Rice; Ph.D., 1956, Texas. (1961)
James R. McWilliams, Associate Professor(19th- and
20th-century literature). BA, 1951, MA, 1957, Ph.D.,
1963, California, Berkeley. (1960)
Helmut R. Plant, Associate Professor (Germanic
philology, paleography). BA, 1957, Fairmont; MA,
1961, Ph.D., 1964, Cincinnati. (1967)
Karla L. Schultz, Assistant Professor (contemporary
literature, literary theory). BA, 1965, Universitat
Gottingen; BA, 1967, Alma; MA, 1968, Washington
(Seattle); Ph.D., 1980, Oregon. (1987)
ingrid A. Weatherhead, Senior Instructor (Norwegian
language, literature). BA, 1950, MA, 1951, Puget
Sound. (1962)
Jean M. Woods, Professor(16th-century, baroque, and
18th-century literature). BA, 1948, Wellesley; MA,
1965, PhD., 1968, Oregon. (1967)
Virpi Zuck, Associate Professor (Scandinavian
literature). BA, 1964, MA, 1965, University of
Helsinki; PhD., 1977, Wisconsin, Madison. (1974)
Emeriti
Edmund P. Kremer, Professor Emeritus. J.U.D., 1924,
Frankfurt am Main. (1928)
Wolfgang A. Leppmann, Professor Emeritus (Goethe, .
18th-century literature). BA, 1948,MA., 1949, McGill;
Ph.D., 1952, Princeton. (1969)
Beth E. Maveety, Associate Professor Emerita (teacher
training, German literature). BA, 1937, MA, 1966,
San Jose State; Ph.D., 1969, Oregon. (1970)
Roger A. Nicholls, Professor Emeritus (drama,
19th-century literature). BA, 1949, Oxford; Ph.D.,
1953, California, Berkeley. (1963)
Astrid M. Williams, Professor Emerita. B.S., 1921, MA,
1932, Oregon; Ph.D., 1934, Marburg. (1935)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
The Department of Germanic Languages and
Literatures offers three options leading to the
bachelor of arts (BA) degree in German:
German language and literature, German area
studies, and German and Scandinavian. All
three options require 15 courses at the upper-
division level (300-499) of at least 3 credits
each, as listed below, in addition to proficiency·
in the German language normally demonstrated
by satisfactory completion of at least the third
term of Second-Year German (GER 203) or
Intensive Second-Year German (GER 205).
Except in very unusual cases, the Department
Germanic Languages and Literatures 85
will not accept a grade of D in any course
counted toward fulfilling requirements for a
major in German.
Undergraduate majors planning to teach
English in Germany are advised to take Applied
German Phonetics (GER 498) and English
. grammar courses.
To receive proper academic guidance all Arts
and Sciences premajors are urged and all
majors are required to take Special Studies:
Advising Conference (GER 199) at least once
prior to their senior year. .
Honors. To earn a bachelor of arts with honors,
a student must maintain a 3.50 grade point
average (GPA) and write an honors essay or
thesis approved by the departmental honors
committee for 3 credits in Thesis (GER 403).
Preparation. The Department of Germanic
Lang uages and Literatures has no particular
requirements for high school students begin-
ning the language. However, it is recommended
that students with one or two years of high.
school German take a placement examination
during registration week to help wiiilproper
placement. Students are also urged to acquire
a strong background in English grammar
equivalent to the Department's foundation
course, Comparative English and German
Grammar (GER 109).
Undergraduate students preparing for graduate
work in German are advised to pegin a second
foreign language. They should also take reiated
courses in either English or other European
literature, or both, or in philosophy or history.
Careers. A bachelor's degree in German
enables students to pursue careers in college
and secondary teaching, international business,
government and foreign service, and translation
and editorial work. Graduates of the Department
have been especially successful in being
accepted into graduate programs in German,
Scand(navian, linguistics, history, and compara-
tive literature. Many professional schools look
favorably on a student with a degree in the
language and literature option. Recent
graduates of the Department have had consid-
erable success in entering schools of law and
business.
Major Requirements
Note: The following courses do not count
toward the major: German for Reading Knowl-
edge (GER 321, 322, 323), Special Studies
(GER 199), SEARCH (GER 200, 400),Reading
and Conference (GER 405), Special Problems
(GER 406), Workshop (GER 408), Practicum:
Tutoring (GER 409).
German Language and Literature Option
1. Six upper-division German language
courses of at least 3 credits each (18 total
credits)
2. Nine upper-division German literature
courses of at least 3 credits each (27 total
credits); these courses must include Intro-
duction to German Literature (GER 324,325,
326)
3. Of these 15 courses, at least three must be
400-level GER courses
German Area Studies Option
1. Six upper-division German language
courses of at least 3 credits each (18 total
credits)
2. Nine upper-division courses distributed as
follows: .
a. Three courses of at least 3 credits each
in upper-division German literature
b. Three courses of at least 3 credits each
in upper-division German culture and
civilization
c. Three courses of at least 3 credits each
chosen from appropriate courses in other
departments. Examples include the
following:
Art History. Medieval Art and Architecture
in Germany (ARH 325)
History. History of Germany (HST 436,
437), Germany in the 20th Century (HST
438), Cultural History from Nietzsche to
Freud (HST 440), Europe in the EraofTotal
War, 1914-1929 (HST 445), Europe in the
Era of Total War, 1929-1945 (HST 446)
Music. The Music of Bach and Handel
(MUS 351), The Classic Symphony and
Sonata (MUS 352)
Philosophy. Leibniz (PHL 423), Kant
(PHL 429, 430)
Political Science. Political Systems of
Postwar Germany (PS 336)
Other appropriate courses may be used
to fulfill this requirement, subject to the
approvai of the undergraduate adviser.
3. Of these courses, at least three must be
400-level GER courses
Sample German Program
Entering freshmen considering a major in German may
want to enroll in the following courses during their first
year at the University.
Fell term 15 credits
First-Year German (GER 101) 4
Comparative English and German Grammar
(GER109) 3
Special Studies: Advising Conference (GER 199). 1
English Composition (WR 121) 3
History of Western Civilization (HST 101) or,
for qualified students, Europe since 1789
(HST 301) 3
International folk dancihg, ballroom dancing, or .
other elective .... '. . . . . . . . . . . . . . . . . . . . . .. 1
Winter term 16-18 credits
First-Year German (GER 102 or 104) 4-6
Shakesp.eare (ENG 202) .3
History of Western Civilization (HST 102)
or, for qualified students, Europe since
1789 (HST 302) 3
English Composltidn (WR 122) 3
Concepts of Computing (CIS 121) or other .
course from science group 3
Spring term 16-18 credits
First-Year German (GER 103 or 105) 4-6
Structure of English Words (LING 150) . . . 3
History of Western Civilization (HST 103) .
or, for qualified students, Europe since
1789 (HST 303) 3
Personal Health (HES 250) or other health course. 3
Elective from science group 3
German and Scandinavian Option
1. 6 credits in one Scandinavian language
2. 9 upper-division credits in another Scandina-
vian language
3. 9 credits in upper-division'Scandinavian
literature or culture
4. 12 credits in upper-division German lan-
guage or literature
Minor Requirements
The Department of Germanic Languages and
Literatures offers a minor in German and one in
Scandinavian.
Note: The following courses do not count
toward the German minor: German for Reading
Knowledge (GER 321, 322, 323), Special
Studies (GER 199), SEARCH (GER200, 400),
Reading and Conference (GER 405),.Special
Problems (GER 406), Workshop (GER 408), .
Practicum: Tutoring (GER 409).
German Minor. The German minor correlates
especially well with areas invoiving international
or European concentration. It is. particularly
useful for those majoring in international
studies, international business, European
history, sociology, politicaJscience, journalism,
linguistics, art history, music history, other
foreign languages, theater, and related fields.
The German minor requires eight courses in
German, of at least 3 credits each, at the
upper-division level. These may include courses
in language, literature, and cUlture and civiliza-
tion. No courses from other departments count
toward the minor in German.
Since not all course's are offered every year,
plans should be made well in advance so that
students can take prerequisites for 400-level
courses. Specific questions should be ad-
dressed to departmental undergraduate
advisers in German.
Scandinavian Minor. The Scandinavian minor
correlates well with areas involving international
or European concentration. It is particularly
useful for students majoring in international
business, European history, sociology, political
science, theater, art history, and similar fields.
Twenty-four credits in Scandinavian arere-
quired, of which 18 must be upper division (9
in language, 9 in literature); SCAN 400-410 do
count toward the Scandinavian minor. Grades
of at least C-or P(pass) must be earned in all
courses used to satisfy requirements for
the minor. .
Specific questions about the Scandinavian
minor should be addressed to departmental
undergraduate advisers in Scandinavian.
Study Abroad
Germany and Austria. The Department
encourages students in German to spend a
year at the German Siudy Center in Stuttgart-
TObingen, where, during the spring, they may
participate in the center's German Language
Intensive Program. Both the Center and the
program are operated by the Oregon State
System of Higher Education. Another opportu-
nity is to study for six weeks during the summer
at the Deutsche Sommerschule am Pazifik in
Portland.
For further information students should consult
the departmental representatives. All students
majoring or minoring in Germanic languages
and literatures must consult them about
86 Germanic Languages and Literatures
their proposed courses of study in the Stuttgart-
TObingen program before beginning their year
abroad. They must also take Special Studies:
Study in Germany (GER 399) to prepare for the
German university language-qualifying exami-
nation and for general orientation.
All German majors are required to complete
three courses at the 400 level on the Eugene
campus unless they intend to graduate in
absentia while enrolled through the Baden
WOrttemberg program. (See International
Services in the Services for Students section of
this bulletin.) Students are reminded that the
German major and minor requirements are in
terms of coursesrather than credits. All students
working toward a German major or minor must
consult an undergraduate adviser before
beginning any study-abroad program in order
to ensure that departmental requirements can
be met. '
Students may petition the Germanic Languages
and Literatures Department for exceptions to
the above. .
Norway and Sweden. Students in Scandina-
vian are strongly encouraged to spend a year
studying in an exchange. program at the
University of Bergen in Norway or at the
University of Linkoping in Sweden. For further
information consult departmental advisers in
Scandinavian.
Secondary School Teaching
The Department of Germanic Languages and
Literatures offers courses to prepare students
for teaching German in the public secondary
schools. Certification as an Oregon secondary
teacher with the German endorsement requires
satisfactory completion of a program of teacher
preparation that includes subject matter
preparation in the teaching specialty and in
professional education, as well as recommen-
dation olthe institution in which thepreparation
is completed. The Department of Germanic
Languages and Literatures offers work toward
Basic and Standard Oregon certification. For
additional information regarding requirements
for the Foreign Language endorsement in
German, students should consult the endorse-
ment adviser in Germanic Languages and
Literatures and the staff in the Teacher Educa-
tion Office of Student Services, ·175 Education
Building,
To be recommended for certification as a
teacher of German, students must satisfy
departmental requirements for a major and
complete the state-approved professional
educationprogram, including Special Methods
in Secondary School (SEED 495). To receive
departmental approval for student teaching,
these requirements must be completed satis-
factorily; the student must also attain acompos-
ite score of 250 in the Modern Language
Association (MLA) language proficiency test.
The Department recommends that, if possible,
students complete the five-year program for
Standard certification before beginning toteach
and that they concurrently satisfy the require-
ments for a master's degreein teaching
German.
Graduate Studies
The Department offersprograrns leading to the
degrees of master of arts (MA) and doctor of
philosophy (PhD.) in Gerrnanic languages and
literatures. For a graduate degree in Gerrnan,
work in German literature may be supplemented
by courses in Germanic philology. Potential
candidates should consult the graduate adviser
for information about University and departmen-
tal requirements.
In addition to the regular MA degree, the
Department offers an MA in teaching German.
The program provides the secondary sChool
teacher an opportunity to study language and
literature at the graduate level, to achieve
cornpetence in written and spoken German,
and to study and practice methods of present-
ing classroom material. It also fulfills the Oregon
requirements for Standard secondary teacher
certification,
Courses in
German (GER)
Note: Beacuse not every course listed here can be offered
every year, students are advised to consult the most recent
Time Schedule of Classes.
Lower-Division Courses
101,102,'103 First-Year German (4,4,4) Provides a
thorough grammatical foundation and an elementary
reading knowledge of German as well as an under-
standing of the spoken language.
104, 105 Flrst-Year German (6,6) A two-term
sequence covering the work of GER 101, 102, 103.
For students who want to begin German winter term.
109 Comparative English and German Grammar (3)
Aspects of English grammar that are especially
significant for students of German. Concepts and
terminology important in German; illustrations from
earlier forms of English. Plant.
199 Special Studies (1-3R)
200 SEARCH (1-3R)
201,202,203 Second·Year German (4,4,4) Grammar
and composition; reading of selections from represent-
ative authors; conversation. Prereq: GER 103, GER
105, or the equivalent.
204, 205 Intensive Second-Year German (6,6)
Covers in two terms the work of GER 201, 202, 203.
Prereq: one year of college German or equivalent or
instructor's consent. Plant.
229 Basic Writing in German (3) The writing of
German prose with focus on simple grammatical
structures and the orthography of German. First in a
series of writing courses; the others are GER 329and
429. Prereq: placement by test. Not offered 1981-88.
240 Contemporary Germany (3) The cultural and
historical heritage influencing contemporary life in the
German-speaking countries with emphasis on
developments in the arts. All lectures in English. Not
tlffered 1987-88.' '.
250 Goethe and His Contemporaries In Translation
(3) Readings in German literature in English translation:
Works from the classical age of German literature
including those from Lessing, Schiller, and Kleist as
well as the chief. works of Goethe. No knowledge of .
German required.
251 Thomas Mann, Kafka, and Hesse in Translation
(3) Readings of these three authors in English
translation: emphasis on their short fiction. No
knOWledge of German required.
252 Bret:ht and ModernGerman Drama In Transla-
tion (3.) Works by Bertolt Brecht and other important
dramatists, such as DQrrenmatt and Frisch, in English
translation. No knowledge of German required.
255 M9dleval German Literature in Translation (3)
The major German writers of the Middle Ages in English
translation. Works by Wolfram von Eschenbach and
Gottfried von Strassburg as well as the Song of the
Nibelungs. No knowledge of German required. Not
offered 1987-88. . .
257 Contemporary German Fiction in Translation
(3) Recent German fiction in English translation. The
novels and short prose of such authors as Grass, B61l,
Handke, Lenz, Walser, and Johnson. No knowledge of
German required. Not offered 1987-88.
Upper-Division Courses
301, 302, 303 Masterpieces of German Literature
(3,3,3) The great authors in the German literary'
tradition. Emphasis on the literary experience and
appreciation of the works.' Discussion in German.
Prereq: second-year German or instructor's consent.
321, 322, 323 German for Reading KnOWledge .
(3,3,3) Intensive practice in grammar; reading of texts
in the student's primary field. Principally for graduate
students. :
324, 325, 326 Introduction to German Literature
(3,3,3) Concepts and methods of explication of
German literary texts. Analysis of poetry, drama, and
prose. Discussion in German. Recommended for
majors. Prereq: second-year German or instructor's
consent.
327 Translation: German-English (3) General'. .
principles of translating; in-class exercises. Prereq:
GER 323, two years of college German, or equivalent.
329 Intermediate Composition in German (3) Use of
complex grammatical structures in writing; compound
tenses, Pllssive voice, SUbjunctive mood; specialized
vocabulary. Conducted in German. Prereq: placement
by writing test. Not offered 1987-88.
334,335,336 German ComposItion and Conversa-
tion (3,3,3) Extensive practice in speaking and writing,
Conpucted in German. Prereq: two years of college
German.
337, Intermediate Spoken German (3) Talks on both
aSSigned and student-initiated topics. Exercises to
increase vocabulary, idiomatic usa\le, and com-
prehension. Extemporaneous speaking. Conducted in
German. Prereq: two years of college German or
equivalent. .
338 Intermediate Spoken German (3) Review of
German pronunciation and spelling, Reports on
recorded materials, including German radio tapes, in
the language laboratory. Production of a "live" radio
program in German. Conducted in German. Prereq:
two years of college German or instructor's consent.
339/ntenslve German Grammar Review (3) Intensive
review of all grammatical stru'ctures of German,
Exercises supplemented by historical explanation.
Prereq: two years of college German or equivalent
340, 341 German Culture and Civilization (3,3)
Cultural, artistiC, and Intellectual developments in
Germany since 1871; contributions in art, music,
architecture, literature, theater, and .film against the
background of historical and social deveiopments.
Conducted in German. Prereq:'two years of college
German or instructor's consent.
399 Special Studies (1-4R) New topics or approaches
appropriate for third-year German proficiency level.
Content varies; focus may be on different aspects of
German language, literature, or culture and civiiization.
R when topic changes.
400 SEARCH (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 ReadIng and Conference (Arr,R)
406 Special Problems (Arr,R)
407 (G) Seminar (Arr,R)
408 (G) Workshop (Arr,R)
409 Practicum (1-3R)
410 (G) Experimental Course (Arr,R)
411 (G) Age of Classicism (3) The German literary
revival in the late 18th century. Readings from Lessing,
Goethe, Schiller,H6Ideriin, and others. Prereq: GER
324, 325, 326 or instructor's consent. Not offered
1987-88.
412 (G) Age of Classicism (3) Readings in the Age
of <;30ethe, ca. 1770-1830. Prereq: GER 324, 325, 326
or Instructor's consent. Not offered 1987-88.
413 (G) Goethe's Fsust(3) The historical and literary
tradition of the Faust legend; the genesis of Goethe's
Faustwith emphasis on Part I. Prereq: GER 324,325,
326 or instructor's consent. Not offered 1987-88.
414 (G) Beginning of the German Novel/e (3)
Goethe's contribution, Unterhaltungen deutscher
Ausgewanderten, to the wide range of narrative
possibilities as exemplified in romantic Novel/en and
those by Kleist and his early successors. Conducted
in German. Prereq: GER 324, 325, 326 or instructor's
consent.
415 (~) German Novel/en: The Art of Fiction (3)
Readmgs from Gotthelf to Fontane with emphasis on
narrative structure and technique. Conducted in
German. Prereq: GER 324, 325,.326 or instructor's
consent. Not offered 1987-88.
Germanic Languages and Literatures 87
416 (G) 19th-Century German Literature and Reality
(3) Readings from the wealth of Novellen displaying a
reflection of and concern with contemporary condi-
tions; the concept and role of the Novelle writer as a
critic of society. Conducted in German. Prereq: GER
324, 325, 326 or instructor's consent. Not offered
1987-88.
418 (G) German Literature from the Middle Ages
through the Enlightenment (3) German literature
frOm the medieval period (modern translations of works
from Old and Middle High German), the Reformation,
the Baroque, and the Enlightenment. Literary history.
Prereq: GER 324, 325, 326 or instructor's consent.
428 (G) Advanced Translation: English-German (3)
Principles of translating with in-class exercises
followed by translations of students' own texts.
Conducted in German. Prereq: GER 327, three years
of college German, or the equivalent. '
429 (G) Advanced German Writing (3) Writing of
original compositions; speciai problems in German
grammar and usage. Analysis of texts. Precis writing.
Conducted in German. Prereq: placement by writing
test or instructor's consent. Not offered 1987-88.
431 (G) Literature at the Turn of the Century (3)
German prose, poetry, and drama at the beginning of
this century. Authors include Hauptmann, Hofmanns-
thai, and Schnitzler. Prereq: GER 324, 325, 326 or
instructor's consent. Gontrum. Not offered 1987-88.
432 (G) From Expressionism through Exile (3)
Selected readings from Thomas Mann, Hesse, Rilke,
Kafka, and Brecht; each author's position in German
literature. Prereq: GER 324, 325, 326 or instructor's
consent. Not offered 1987-88.
433 (G) Literature after 1945(3) The dramas of Frisch
and DOrrenmattand contemporary fiction by writers
such as BOil and Grass. Literary directions since the
end of World War II. Prereq: GER 324, 325, 326 or
instructor's consent. Not offered 1987-88:
434 (G) History of the German Language (3) Modern
German dialects. Grammar, orthography, and
vocabulary of High German from the 20th back to the
9th century. The seminal works of German linguistic
science. Conducted in German. Prereq: three years of
college German or equivalent or instructor's consent.
Not offered 1987-88. .
437 (G) Advanced Speaking Practice in Germari(3)
Practice in expressive reading including papers
prepared for other courses. Analysis of German radio·
broadcasts and other recorded materials. Extem-
poraneous talks, one major oral presentation. Con-
ducted in German. Prereq: three years of coliege
German or equivalent or instructor's consent. Not
offered 1987-88. '
440 {G) Topics in German Culture and Civilization
(3) Political, social, economic, and cultural aspects 0./
the Federal Republic and the German Democratic'
Republic. Term paper required. Conducted in
German. Prereq: GER 340 a~d 341 or instructor's
consent.
450 Performance of German Drama (3R) Extensive
practice in effective oral communicationwith emphasis
()n correct pronunciation. Reading of play and scene
rehearsals in class; public performance at end of term.
Conducted in German. Prereq: two years of college
German or instructor's conse·nt. R When topic changes.
481 (G) Major German Authors (3R) In-depth study
of one ofthe following major writers in German literary
history: Lessing, Heine, HOlderlin, Hauptmann, Rilke,
Kafka, Thomas Mann, Hesse, Brecht, or Grass.
Primarily for undergraduates. Prereq: GER 324, 325,
326 or instructor's consent. R when topic changes.
498 (G) Applied German Phonetics (3) The articula-
tory basis of German pronunciation; analytic compari-
son of the sounds of German and English; diagnosis
and remedy of common errors in American pronunci-
ation of German. Conducted in German. Prereq: three .'
years of college German or instructor's consent. Plant.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 seminar (Arr,R)
508 Workshop (Arr,R)
509 Superviaed Tutoring Practicum (1·3R)
510 Experimental Course (Arr,R)
512; 513 German Lyric of the 18th and 19th·
Centuries (4,4) The poetry of Goethe, Schiller,
HOlderlin, MOrike, Heine, and others. From the Sturm
und Orang to the end of the 19th century. Each term
devoted to two or three poets. Prereq: graduate
standing or instructor's consent.
514 Introduction to Middle High German (4) Middie
High German grammar; emphasis on a nonhistorical
description of the language of manuscripts.
515 Readings in Middle High German Literature (4) .
Study of facsimile editions. Reading of manuscript and
some manuscript copying. Selections from the
Manesse Codexand the Carmina Burana. Conducted
in German. Prereq: instructor's consent.
517,518 Qerman Romanticism (4,4) Readings in
Tieck, Friedrich Schlegel, Novalis, Hoffmann, MOrike,
and Eichendorff. The concept and underlying philoso-
phy of romantic poetry. Romanticists' contributions to
literary criticism. Hahn.
520 Research Methods in German (3) Bibliography
and methods of research inGerman language and
literature as an introduction to graduate study. Not
offered 1987,88.
524 German Literature of the 16th Century (4)
Humanism and the Reformati()n as reflected in German
literature; the influence of Luther. Readings in Hans
Sachs, Fischart, and Brant; typical VolksbOcher. Not
offered 1987"88.
526 German Literature 1700-1750 (4) 'The German
Enlightenment and its relation to the Enlightenment in
Engiand and France. Readings in Goltsched,
Klopstock, Wieland, and oth.er typical figures of the
period. Not offered 1987-88.
527, 528 Goethe (4,4) Goethe's works, including
Faust, and Goethe's aesthetic and critical views.
530, 531 Old High German (4,4) Nonhlstorical
description of the structure of Old High German;
emphasis on syntax. Some reading of manuscripts;
selections from literature. Not offered 1987"88.
53~lntroductlon to Gothic (4) Gothic grammar and
script. Readings in the Gothic Bible; comparison with
West Germanic translations of corresponding paso.
sages of the New Testament. Of interest to students
of Old English and Old Norse. Not offered 1987-88.
536 Lessing (4) Lessing's dramas, his theoretical and
'philosophical writings, and his contribution to German
classicism.
537 Sturm und Orang (4) The dramatic works of the
"Storm'and Stress" writers and their contribution to a
new understanding of literature. Not offered 1987-88,
538 Schiller (4) Schiller as a dramatist and poet, with
particular consideration also of his important critical
essays, Nicholls. Not offered 1987-88.
539 Introduction to Old Saxon (4) Old Saxon
grammar with emphasis'on syntaclicstructures; some
manuscript readings; critical translation of major
portions of Heliand and Genesis. Recommended for
students of Old English, Not offered 1987-88.
540,541' Germa'n Drama of the 19th Century (4,4)
The dramas of Kleist, BOchner, Grabbe, Grillparzer,
and Hebbel; emphasis on dramatic technique and on
the individual contributions of these writersto·the
genre. Not offered 1987-88.
543, 544, 545 20th-Century Germ~n Lyric (4,4,4)
The major poets of this century inclUding Rilke, Trakl,
and Benn as well as contemporary poets such as
Ellzensberger, Bachmann, and Celan. Prereq:
graduate standing or instructor's consent. Gontrum.
Not offered 1987-88.
548,547,548 Modern German Novel (4,4,4) Thomas
Mann, Hesse, Kafka, Musil, Grass, Frisch, or others.
Emphasis on the nature of the genre, on its gradual
transformation, and on narrative style and technique.
Gontrum, Leppmann, Nicholls. Not offered 1987-88.
550,551,552 Modern German Drama (4,4,4)
Dramatic works and new dramatic techniques. 550:
Gerhart Hauptmann, Arthur Schnitzler. 551: Wedekind
and the Expressionists. 552: Brecht, DOrrenmatt,
Frisch. Gontrum. 550, 551 not offered 1987,88.
558 German Lyric ofthe 17th Century (4) Poetry by
Weckherlin, Opitz, Spee, Dath, Gryphius, and
Hofmannswaldau. Poetic theory of Opitz, Harsd6rffer,
and other 17th-century theoreticians. Not offered
1987-88:
559 German Drama and Prose ·of the 17th Century
(4) Dramas by Gryphius, Lohenstein, and Reuter. The
Baroque novel and the work of Grimmelshausen. Not
offered 1987-88.
566 The Concept ofthe German Novelle (4) The
literary historical background and development ofthe
genre; various theories of the Novelle from Friedrich
Schlegel to Musil; critical assessment from Lukacs to
Weinrich. Hahn. Not offered 1987-88.
Courses in
Scandinavian (SCAN)
Lower-Division Courses
111,112,113 First-Year Norwegian (3,3,3)Thorough
grammatical foundation. in idiomatic Norwegian with
emphasis on both reading and speaking the language.
Weatherhead,
121,122,123 First-Year Swedish (3,3,3) Thorough
grammatical foundation in idiomatic Swedish with
emphasis on both reading and speaking. luck.
131,132,133 First-Year Danish (3,3,3S) Thorough
grammatical foundation in idiomatic Danish with
emphasis on both reading and speaking the language.
199 Special Studies (1-3R)
200 SEARCH (1-3R)
204; 205, 206 Second-Year Norwegian (3,3,3) Review
of grammar; composition, conversation, current
newspapers; selections from representative authors.
Weatherhead.
207,208,209 Second-Year Swedish (3,3,3) Review
of grammar; composition, conversation; selections
from contemporary fiction, essays, and newspapers.
luck.
214,215, 216Secolid-Year Danish (3,3,3S) Review
of grammar; composition; conversation; selections
from representative texts in Danish. Prereq: SCAN 131,
132, 133 or instructor's consent.
Upper-Division Courses
351 Ibsen to Hamsun In Translation (3) Outstanding
Danish and Norwegian authors in the context of
Scandinavian intellectual history. Readings and
lectures in English. luck. Not offered 1987·88.
352 AugustStrindberg to Ingmar Bergman in
Translation (3) A cenllJry of Swedish literature and
film in transition and in revolt. Readings and lectures
in English. luck. Not offered 1987-88.
353 Readings In Translation: Scandinavian Litera-
tureand Society (3) Selected aspects of Scandinavian
society, past and present, based on readings of major
Scandinavian authors. Readings and lectures in
English. Most recent topic is women in Scandinavian
literature. luck.
354,355, 356Thlrd-Year Norwegian (3,3,3) Introduc-
tion to the history of the language; litera,ry texts
describing social and cultural features of modern
NorWay; spoken and written practice. Conducted in
Norwegian. Prereq: two years of coilege Norwegian or
equivalent. Weatherhead.
357,358,359 Third-Year Swedish (3,3,3) Historical
survey of the language; modern idiomatic Swedish with
practice in oral communication and written composi-
tion. Conducted in Swedish. Prereq: two years of
college Swedish or equivalent. luck.
400 SEARCH (1-3R)
401 Reaearch (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
406 Special Problems (Arr,R)
407 seminar (Arr,R)
408Workshop (Arr,R)
409 Practlcum (1-3R)
410 Experimental Course (Arr,R)
88 History
History
175 Prince Lucien Campbell Hall
Telephone (503) 686-4802
Mavis Howe Mate, Department Head
Faculty
David H. Anthony, Assistant Professor (Afro-American,
African). B.A., 1972, New York; M.A., 1975, Ph.D.,
1983, Wisconsin, Madison. (1984)
Raymond Birn, Professor (Europe: 1600-1815). A.B.,
1956, New York; M.A., 1957, Ph.D., 1961, Illinois.
(1961)
Thomas A. Brady, Professor (Renaissance and
Reformation). B.A., 1959, Notre Dame; M.A., 1963,
Columbia; PhD., 1968,Chicagd. (1967)
Cynthia J. BrokaW, Assistant Professor (premodern
China). B.A., 1972, Wellesley; M.A, 1974, Ph.D., 1984,
Harvard. (1987)
Richard Maxwell Brown, Beekman Professor of
Northwest and Pacific History (American West). B.A.,
1952, Reed; A.M., 1955, PhD., 1959, Harvard. (1977)
Roger P. Chickering, Professor (20th-century Ger-
many). B.A., 1964, Cornell; M.A., 1965, Ph.D., 1968,
Stanford. (196$)
Joseph W. Esherick, Professor (China). B.A., 1964, .
Harvard; M.A., 1966, Ph.D., 1971, California, Berkeley.
(1971) ".
G. Ralph Falconeri, Assoc.iate Professor (Japan,
modern China). B.A., 1949, Nevada; M.A., 1958, Ph.D.,
1967, Michigan. (1963)
Paul S.Holbo, Professor (American foreign relations);
Vice-Provost, Academic Affairs. B.A., 1951, Yale; MA,
1955, Ph.D., 1961, Chicago. (1959)
R. Alan Kimball, Associate Professor (modern Russia).
B.A., 1961, Kansas; MA,1963, Ph.D., 1967,
Washington (Seattle). (1967) .
Robert G. Lang, Associate Professor (Tudor and Stuart
England). A.B., 1955, Columbia; D.Phil., 1963, Oxford.
. (1964)'
Jack P. Maddex, Professor (Civil War). B.A., 1963,
Princeton; Ph.D., 1966, Nortll Carolina. (1966)
Mavis Howe Mate, Professor (medieval, women). B.A.,
1956, MA, 1961, Oxford; Ph.D., 1967, Ohio State.
(1974)
Glenn A. May, Associate Professor (American foreign
relations). BA, 1966, M.Phil., 1971, Ph.D., 1975, Yale.
(1983)
Randall E. McGowen, Assistant Professor (modern
Britain, India). B.A., 1970, American; MA, 1971, Ph.D.,
1979, Illinois. (1982)
John Nicols, Associate.Professor(anclent).A.B., 1966,
California, Berkeley, M.A., 1968, Ph.D., 1974, Califor-
nia, Los Angeles. On leave 1987-88. (1980)
Stanley A. Pierson, Professor (cultural and intellectual
European). B.A., 1950,.Oregon; AM., 1951, Ph.D.,
1957, Harvard. (1957)
Daniel A Pope, Associate Professor (American,
-economic). B.A., 1966, Swarthmore; M.A., 1968, Ph.D.,
1973, Columbia. (1975)
George J. Sheridan, Jr., Associate Professor (France,
European socioeconomic). B.A., 1969, Princeton;
M.A., 1974, Ph.D., 1978, Yale. (1976)
Louise Carroll Wade, Professor (U.S. social, urban, and
labor). B.A., 1948, Wellesley; Ph.D., 1954, Rochester.
(1975)
Emeriti
Gustave Alef, Professor Emeritus (medieval Russia).
B.A., 1949; MA, 1950, Rutgers; M.A., 1952, Ph.D.,
1956, Princeton. (1956)
Edwin R. Bingham, Professor Emeritus(cultural
.American;Pacific Northwest). B.A., 1941 ,M.A., 1942,
Occidental; Ph.D., 1951, California, Los Angeles.
(1965)
Lesiie Decker, Professor Emeritus (American
economic). B.A., 1951, Maine; M.A., 1952, Oklahoma
. State; Ph.D., 1961, Cornell. (1969)
William S. Hanna, Professor Emeritus (Colonial
America). A.B., 1949, M.A., 1954, Ph.D., 1959,
California, Berkeley. (1965)
Earl Pomeroy, Beekman Professor Emeritus of
Northwest and Pacific History (20th-century American).
BA, 1936, San Jose State; M.A., 1937, Ph.D., 1940,
California, Berkeley. (1949)
Robert W. Smith, Professor Emeritus (modern Britain).
BA, 1937, Chicago; M.A., 1940, Ph.D., 1942,
California, Los Angeles. (1947)
Lloyd Sorenson, Professor Emeritus (history of
civilization). B.A., 1938, North Dakota; M.A., 1945,
Ph.D., 1947, Illinois. (1947)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of.Oregon.
Undergraduate Studies
The study of history offers both a framework for
a liberal education and the background that is
essentialto an understanding of the. contempo-
rary world. Through analyZing interpretive
studies and accounts by witnessesto historical
events, students come to appreciate more fUlly
the complexity of human experience. By .
examining social ch(iriges in the past, they
develop a broad perspective and the ability to
weigh evidence and argument.
Preparation. Students planning to major in
History should include in their high school
preparation four years of social studies, four
years of English, and as much preparation as
possible in a foreign language. It is recom-
mended that students transferring to the
University at the end of their sophomore year
should have completed a year of Western
civilization and a year of United States history.
Careers. History provides a broad foundation
for a variety of careers in teaching and research,
law; journalism, international endeavors, foreign
service, business,government, the ministry, ..
Iibrarianship, museum and archival work, and
historic preservation. Additional education
beyond the bachelor's degree is required in
many of these fields. .
The History Major
Upon deciding to major in History, the student
is assigned a .faculty adviser from whom .
approval of a program of courses must be
obtained. The faculty adviser is available for
periodic review of the programahd of progress
inthe major. Undergraduate peeradvisers are
also available to help History majors an.d
prospective majors. TheDepartmentof History
major requirements are sufficiently structured
to guide the student yet flexible enough to
encourage the development of individual
interests.
Major Requirements
Note: Pending approval by the Oregon State
Board of Higher Education, the following
requirements apply to all students declaringthe
History major after summer session 1987.
Students who were History majors during or
prior to summer session 1987 may receive
departmental approval for the bachelor's
degree with a major in History under the
requirements thenin effect. Those requirements
are printed in the 1986-81University ofOregon
General Bulletin.
History courses that satisfy departmental major
requirements must be taken on a graded basis.
20 upper-division credits, including three
400-level courses of 4 credits each and a
Seminar (HST 407), must be taken at the
University. Specific requirements follow.
1. Satisfaction of the University requirements
for the bachelor of arts (B.A.) degree
2. 52 graded credits in History courses, of
which 34 must be upper division and 25 must
be in courses numbered 400-499
3. 6 upper-division graded credits in each of
the following three fields:
a. European history
b. United States history
c. Asian or Latin American or African history
4. 6 upper-division graded credits in history
befOre 1800 in any field
5. The Study of History (HST 315). This course
must be taken before Seminar (HST 407) or
Reading and Conference (HST 405) when
the latter are taken to fulfill the research
.paper requirement .
6. A research paper written in a Seminar (HST
407). In exceptional circumstances, and with
the approval of the departmental under-
graduate studies committee, a term paper
written in a Colloquium (HST 408) or in a
400-levellecture course (HST 41 0-499)may
.be expanded into a reSearch paper. Stu-
dents expanding a term paper are to enroll
in Reading and Conference (HST 405) for 2
credits. A grade of C- o'r better is required
in Seminar (HST 407) or Reading and
Conference (HST 405) when taken to fulfill
the research paper requirement. The
research paper must be written at the
University, of Oregon
7. A grade point average (GPA) of 2.25 or
better in graded History courses
Note:TheU,niversity offers a five-year program
combining an undergraduate departmental
major and a master of business administration
(M.B.A.). Early planning of courses is essential
to meet requirements of this combined program.
Sample Program
The following is a suggested arrangement of courses
that will lead to a B.A. degree in History. The guidance
of this sample program should be supplemented by
regular consultation with faCUlty and peer advisers.
Freshman Year 42-51 credits
History of Western Civilization (HST 101, 102,
103) or World History (HST 110,111,112) 9
English Composition (WR 121) 3
Personal Health (HES 250) 3
Science cluster 9-12
First-year foreign language sequence 12-15
Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 6-9
Sophomore Year 48-51 credits
History of the United States (HST 201, 202,
203) or Foundations of East Asian Civilization
(HST 290), China, Past and Present (HST 291),
Japan, Past and Present (HST 292) or Afro-
American History (HST 221, 222, 223) 9
English Composition (WR 122 or 123) 3
Arts and letters cluster. . . . . . . . . . . . . . . . . . . . . 9
Social science cluster 9
Second-year foreign language sequence 12-15
Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 6
Junior Year 48-51 credits
300-ievel History courses, inclUding HST 315 9
400-level History courses 12
Science group courses 9-12
Language and literature course to fulfill
BA requirement . . . . .. 3
Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 15
Senior Year 48 credits
Seminar (HST 407) and other 400-level History
courses , 13
Social science group courses . . . . . . . . . . . . . . .. 9
Electives . . . . . . . . . . .. 26
Secondary School Teaching
The Department of History offers courses that
may lead to certification to teach social studies
in Oregon public secondary schools. Certifica-
tion as a secondary teacher with the Social
Studies endorsement requires satisfactory
completion of a program that includes profes-
sional courses in education and subject matter
courses in the social sciences, as well as the
recommendation of the institution in which
preparation is completed. The professional
courses include 42 to 48 credits in courses to
be taken in the College of Education. For
information on the specific professional courses
required and the sequence in which they should
be taken, consult the staff in the Teacher
Education Office of Student Services, 175
Education Building. The departmental adviser
for teacher education, also called the endorse-
ment adviser, gives subject matter endorsement
for certification to teach social studies. For the
endorsement for the Basic certificate, History
majors are required to satisfy all of the require-
ments set out under Major Requirements, 1
through 7 above, and the additional require-
ments that follow.
1. 36 credits, including 12 upper-division
credits, of planned study in other social
sciences chosen from at least three of the
following: Anthropology, Geography, Politi-
cal Science, Psychology, and Sociology.
At least 15 credits, including the 12 upper-
division credits, must be graded
2. 6 credits in Economics, including principles
and workings of the United States economy.
Two terms of American Economic History
(HST 487,488,489) fulfills this requirement:
Consult the History adviser for teacher
education on the courses in Economics that
satisfy this requirement
3.. 12 credits in United States history. Credits
in United States history that fulfill require-
ments 2 or 3 under Major Requirements,
above, may be counted
4. 6 credits in courses emphasizing state and
local government: Consult the History
adviser for teacher education on the Political
Science courses that satisfy this require-
ment: These courses may be counted
toward fulfillment of the requirement in 1
5. 6 credits in courses concerning contempo-
rary sociai, international, and intercultural
issues or probiems. Consult the History
endorsement adviser for secondary educa-
tion on the courses that satisfy this require-
ment: These courses may be chosen to
count toward fulfillment of the requirement
under 1
6. 6credits in Geography. These courses may
also be chosen to fulfill.the requirements.
under 5 and to count toward fulfillment of the
requirements under 1
7. AGPAof 2.75 or better in History and social
science courses
To complete in four years (12 terms) the
University requirements for the bachelor of arts
degree, departmental requirements for the
History major, and the additional social science
courses and professional courses needed for
secondary teaching endorsement demands
very careful planning. Consultation with advis-
ers in the College of Education and the Depart-
ment of History is essential.
Minor Requirements
A History minor requires 28 credits in History,
of which 22 must be upper division and 13must
be at the 400 level. The upper-division credits
must include at least 3 in history before 1800 in
any fie/d. Students must complete The Study of
History (HST 315), a Seminar (HST 407), and
two other 400-level courses at the University of
Oregon. Grades of C-orbetter must be earned
in all courses applied toward the minor. Stu-
dents may choose one of two options to meet
the minor requirements.
General Option
This option is for students who want a broad
minor in History. Students must take The Study
of History(HST315), a Seminar(HST 407), and.
at least 6 other graded upper-division credits
in each of the following fields: (a) European
history, (b) United States history, and (c) Asian
or Latin American or African history.
Supporting Option
This option is designed for students who want
a minor program in History composed of
courses closely related to and supportive of
their majors. Students must take The Study of
History (HST 315), a Seminar (HST 407), and
20 credits in one of the .followingareas: (a)
European history, (b) United States history, (c)
Asian or Latin American or African history, and
(d) another field defined in consultation with the
History Department undergraduate advising
coordinator. .
History Honors Program
The honors program in History provides an
opportunity for capable and highly motivated
History majors to develop their interests in
historical research through writing a thesis in
the senior year.
To be eligible for admission to the program,
students rhust have completed at least 27
credits in History, of which at least 18mus! have
been taken at the University of Oregon. The'
18 credits must include- The Study of History
(HST315) and 9 other upper-division credits.
The grade point average in all History courses
must be 3.50 or better. .
Those who satisfactorily complete the thesis
and related work and fulfill the requirements of
the History major are eligible for a bachelOr's
degree with honors in History.
Further information about the honors program
may be obtained from the History Department:
Graduate .. Studies
The Department offers graduate instruction
leading to the degrees of master of arts (MA)
and doctor of philosophy (PhD.) in United
States,European, East Asian, and Latin Ameri-
can history.
Admission
Procedures for admission to graduate work in
History include the following:
1. A completed Application for Graduate
Admission
2. Transcripts ,of all college work
3. Three letters of recommendation
History 89
4. Scores on the Verbal and Quantitative
sections of the Graduate Record Examina-
tion (GRE)
5. Test of English as a Foreign Language
(TOEFL) scores for foreign students
A number of graduate awards in the form of
assistantships are available each year for
entering graduate students.
Fields of Study
All graduate stUdents must prepare a program
of course work covering one major field and at
leastone minor field of historical study. The
major fields are ancient history, medieval
Europe, Europe 1400-1815, Europe since 1789,
Britain and its empire, Russia, the United States,
East Asia, and Latin America. The minor field
may be
a. A broad overview of a second major field
b. A limited but significant aspect of a second
major field .
c. A field, cutting across major fields, devised
by the student or
d. Work outside the History Department related
to the major field
Master of Arts
Students are expected to have completed a .
course of study inthe liberal arts with emphasis
on history. They are expected to finish the
master's degree program within two academic
years. They must take Historical Methods and
Writings (HST 512, 513); at least 5 credits in
Seminar (HST 407 cir 507); and an additional 5
credits in Reading and Conference (HST 505),
Seminar (HST 507), or Colloquium (HST 508).
Option One. Students choosing this option
must demonstrate competence in one foreign
language by passing a Graduate Student
Foreign Language Test or comparable exami- .
nation in French, German, Russian, Spanish, .
Chinese, Japanese, Latin,Greek, or another
language approved by the Graduate Commit-
tee. Students in Option One must write a
master's thesis in their major field and take at
least 8 credits in their minor field. Following a
written examination in the major field, Option
One students defend the thesis in an oral
examination.
Option Two. This option is designed for
students interested in history-related jobs. They
do not usually continue into a history doctoral
program, These students must demonstrate
competence in either (a) one foreign language
or (b) the computer-quantification skill, if
approved by the GraduateConimittee. They
lJ1ust prepare a major field of history, write a
research paper in that field, and pass a written
examination in it. They must take 30 credits in
graduate History courses, at least'8 of which
must be in their minor field of history. Students
in' Option Two must take at least 9 graduate
credits outside the History Department in fields
related to their vocational objectives. Examples
of those fields are archives, architecture and
historic preservation, public polic'y 'and man-
agement, industrial relations, and international
relations.
Interdisciplinary Master's Degree fo.rsec·
ondary Teachers. The History Department
administers this program for the Graduate
90 History
School, and candidates are not subject to
additional departmental requirements. It is
possible, however, to take up to 36 credits in
History under this program. See the Graduate
School section of this bulletin for specific
interdisciplinary requirements.
Doctor of Philosophy
Students are expected to have completed a
master's degree in History or a closely allied
field. They must demonstrate competence in
either (a) two foreign languages or (b) one
foreign language and, with approval of the
Graduate Committee, acomputer-quantification
skill or an analytical skill such as literary
criticism, symbolic anthropology, or linguistics.
All doctoral students must take Historical
Methods and Writings (HST 512,513) and a
minimum of 10 credits in research seminars
beyond the master's degree. They must
prepare a program of course work covering
three fields of study, including a major field and
at least one minor field in history. The third field
may be another minor field in history or it may
be in a discipline other than history.
Upon satisfactory completion of an oralexami-
nation in their major field and a written examina-
tion in their minor history field, a doctoral
candidate must write a dissertation showing
evidence of originality and ability in independent
investigation. Students holding graduate
teaching fellowships (GTFs) who have been
advanced to candidacy offer a8pecial Studies
(HST 199) course of their own design or teach
a section of a survey course.
Courses in History (HST)
Note: Pending approval by the Oregon State Board of
Higher Education, courses numbered 411 through 499 Wlll
be offered for 4 credits each beginning summer session
1987. Ifapproval is not granted, each of these courses will
be offered for 3 credits as in the past. Because not every
course listed here can be offered every year, students are
advised to consult the most recent Time Schedule ofClasses.
Lower-Division Courses
101, 102; 103 History of Western Civiliz!ttion (3,3,3)
Historical development of the Western world; major
changes in value systems, ideas, social structures,
economic institutions, and forms of political life.
101: ancient and medieval societies. 102: from the
Renaissance to Napoleon. 103: 19th and 20th
centuries.
107,108,109 History (Honors College)(3,3,3)
Significant events, ideas, and institutions in the
development of Western civilization.
110, 111, 112 World History (3,3,3) Major world
civilizations and their historical interaction. Political,
religious, and soCial thought. institutions, and develop-
ments. 110: origins of civilizations in the Middle East,
the Mediterranean area, the Indian subcontinent. and
China to the end of the ancient era. 111: modern
civilizations during the era of Western imperialism. 112:
modern civilizations during the present century of
world crisis.
199 Special Studies (1-3R) Problem-oriented course
designed for students interested in history who mayor
may not become majors.
200 SEARCH (1-3R)
201, 202, 203 History of the United States (3,3,3)
Economic and social change in America; the develop-
ment of political, diplomatic, and cultural traditions;
and the rise of urbanization and industrialization. 201:
Native Americans, settlement, Puritanism, Enlighten-
ment, Revolution, and Republic. 202: Jacksonian era,
expansion. Slavery, disunion, reconstruction, and
Gilded Age. 203: ~rogressivism, the 1920s, New Deal,
Wolid Wars and Cold War, social and intellectual
change.
216 War and the Modern World (3) Evolution of the
conduct of war in the 19th and 20th centuries as a
reflection of social. political, and technological
developments;
221,222,223 Afro-American History (3,3,3) 221 :the
Africao background of ancestors of the present black
pop\llation. 222: the American South as a society
dependent upon bonded black labor. 223: Recon-
. struction through the Reagan era. Anthony.
249 U.S.A.-USSR Shared History (3) USA-USSR
shared historical experiences extend far beyond
diplomacy, trade, and internatio~al adversity or
alliance. They include frontier expansion, revolution,
industrialization; imperialism, and ways of seeing the
world. Kimball.
290 Foundations of East Asian Clvllizat!on(3)
Comparison of traditional Chinese and Japanese
civilizations; contrast of both to the West. Confucian
ethics to bureaucratic empire in China. feUdalism and
roots of modern Japan. Esherick.
291 China, Past and Present (3) Traditional and
contemporary China focusing on continuity and
change since the Communist revolution. Topical
approach: values, social structure, family, village, .
economy, politics, art. Esherick.
292 Japan, Past and Present (3) Introduction to
Japanese culture emphasizing persistence and
change in value and social behavior. Topical and
analytical approach stressing interdependence of
Japanese institutions and processes. Falconeri.
Upper-Division Courses
301,302,303 Europe since 1789 (3,3,3) Political,
social, economic. and cultural trends from the French
Revolution tothe present. 301: 1789 to 1870. 302: 1870
to 1918. 303: 1918 to the present. Pierson.
304, 305, 306 English History (3,3,3) British history
from Roman times to the 20th century. 304: institutional,
constitutional, and economic development ofEngland
from the Romano-British period to the 16th century.
305: political, religious, economic, and social change
from the Tudor age to the Industrial ReVOlution. 306:
the Victorian age and the 20th century with emphasis
on the background of modern Britain's social and
economic problems and position in Europe and the
world. Lang, McGowen.
307, 308 American Radicalism (3,3) Motives,
strategies, successes, and failures of radical move-
ments and their significance for American society. 307:
American Revolution, slave revolts, abolitionism,
utopian communities. 308: PopUlism, Marxist groups,
labororgani;;:ing, NewLeft, and counterculture. Pope.
310 The Age of Discoveries (3) Eu ropean exploration
and seaborn empires, 1270-1600. Motives, technol-
ogy, and institutionsofthe Italian and Iberian empires.
Medieval travels to Asia; Venetian and Genoese
empires; Spanish conquest of Mexico. HST 101, 102
or 'equivalents recommended.
311 Islam and Christendom in the Renaissance (3)
Empire building and imperial rule in Europe and
Western Asia in the 15th and 16th centuries. Compari-
son and contrast of the Hapsburg or Turkish empires
and the Ottomans. HST 101, 102 or equivalents
recommended. Brady.
312 The Crisis of the 17th century (3) 17th-century
Europe in crisis ..Economic depression,.warfare, social
dislocation, mid-century revolutions;.the plight of
peasants and townspeople; traditional culture, science
and rationalism. Birn.
313 Enlightenment to Revolution: Europe, 1715-
1789 (3) 18th-century Europe: the Golden Age of
aristocratic society, the liberal-bourgeois challenge,
the French Revolution; the Enlightenment and its
effects on elite and popular culture .. HST 102 recom-
mended. Birn.
315 The Study of History (3) Introduction to historical
reasoning and research methods.
321, 322 History of Amerlclln Foreign Relations
since 1941 (3,3) 321: World War II and background
of the Cold War, 1941-1945; military, political, and
diplomatic developments. 322: origins of the Cold War;
diplomacy and politics, 1945-1949; and the Korean
War. Holbo, May. .
324, 325, 326 Byzantium and the Slavs (3,3,3) 324:
from Rome to Byzantium, 284-61 O. 325: the Byzantine
Apogee, 610-1071.326: Byzantium and the Slavs. Alef.
331 Perceptions and Roles of Women from the
Greeks through the 17th Century (3) The ways in
which perceptions about women's role in society
partially reflected and partially contrasted with their
actual role in society. Mate.
332 Women and Social Movements in Europefrom
1750 to the Present (3) Methods used by women to
improve their position in society: participation in
revolution, voting, etc. Reasons for success or failure
of these methods. Mate.
348,349 Spain and Portugal: The Rise and Decline
of Empire (3,3) Peninsular history from the invasion of
the Moors to the Portuguese revolution of 1974 and
the death of Franco in 1975. 348: 711-1700. 349:.
1700-1975. Sophomore standing or above recom-
mended. Offered alternately with HST 350,
351, 352.
350,351,352 History of Latin America (3,3,3) Major
economic, political, and cultural trends and con-
tinuities. 350: Pre-Columbian and Iberian history, the
colonial period up to 1700. 351: transition from late
colonial mercantilism to political independence and
national definition, 1700-1880.352: era of political and
economic consolidation and adjustmentafter 1880
and the later turn to repression. Sophomore standing
recommended. Offered alternately with HST 348, 349.
363 History of canada (3) Growth of Canada from
colony to nation. Emphasis on British and French
influences, relations with the United States, the
backgrounds of constitutional, economic, and cultural
problems of Canada today.
365,366 History of India (3,3) 365: from ancient times
to 1800, inclUding the development of Hinduism, the
Gupta and Mughal empires, and India in the world
system. 366: the British in India, the struggle for
independence, and India in the nuclear age.
370 History of the South (3) Regional history of the
American South and. of successive Southern ways of
life. Evolution of the South as a slaveholdingsociety,
its bid for independence, and its subsequent redefi-
nitions and adaptations to national norms. Maddex.
374 History of Religious Life in the United States
(3) Planting, adaptation, development. andsocial role
of religious groups and traditions in the United States
from the Colonial period to the present. Maddex.
375 American Towns and Cities to 1900 (3) Settle-
ment and growth of urban centers; port, river, canal,
and railroad towns; role of municipal government; city
boss versus reformers; opportunities for rural Ameri-
cans and immigrants. Wade.
376 History of the American City (3) Municipal
reforms; urban planning .and social controls, the
Depression and federal involvement in cities; urban
experiences of blacks, immigrants, and rural Ameri-
cans; suburban expansion and the urban prospect.
Wade.
380 American Business History (3) American
businesses from their Colonial origins to the present.
Focus on interaction between the political, social,
economic, and ideological environment and the
internal structure and activities of business enterprises.
Pope.
387 The United States and the Problems of the
Nuclear Age (3) Development of the atomic bomb
during World War II and historical, diplomatic, and
technological issues-fallout. civil defense, reactor
policy, test-ban negotiatiori--'in the postwar years.
391, 392, 393 East Asia in Modern Times (3,3,3)
Political, social, and diplomatic history of China and
Japan, with some attention to Korea and Southeast
Asia, from 1800 to the present. Falconeri.
399 Special Studies (1-4R) New fields in or ap-
proaches to history. Content varies from term to term.
Topics include Science and Culture in the Ancient
World, History and Drama. R when topic changes.
400 SEARCH (1-3R)
401 Research (1-6R) PIN only.
403 Thesis (1-6R)
405 Reading and Conference (1-6R)
407 (G) Seminar: [Term Subject] (5R) Recent topics
include American Biography, Pacific War, 19th-
Century France, and American West.
408 (G) Colloquium (1-6R) Recent topics include
English Reformation, Anti-Semitism in European
History, Recent American Radicalism, and French
Enlightenment.
409 Supervised Tutoring Practlcum (1-3R)
410 (G) Experimental Courae (1·6R) Upper-division
problem-oriented courses.
411 (G) History of Greece (4) Political, social, and
cultural history of the Hellenic world from the
Mycenaeans to Alexander the GreaLNicols.
412,413 (G) History of Roine (4,4) 412: political"
social, and constitutional history of Rome from its
earliest beginnings to the end of the Republic.
413: the period of the Empire, Nicols.
415 (G) History of South Africa (4) The development
olthemodern South African state, beginnin!;J with the
indigenous populations and concluding with the
evolution of the.20th-century apartheid state. Anthony.
421,422,423 (G) Middle Ages (4,4,4) Social; poiitical,
and economic conditions in Western Europe from
476 to 1450. 421: 476-1000-the collapse of the
Roman Empire and the rise of Carolingian Europe.
422: 1000'1250-the development of the French and
English monarchies, the growth of towns and trade,
and the flowering of the 12th-century renaissance.
423: 1250-1450-the growth of parliament, changes
in religious and intellectual iife, and theeffects of war .
and the Black Death on 14th-centuryeconomy and
society. Mate.
425, 426, 427 (G) Early Social Thought (4,4,4)
European social ideas in the transition from feudalism
to capitalism, ca. 1100-1600. Leading social ideas
in the context. of class structures and state building.
425: Middle Ages. 426: Renaissance. 427: Reforma-
tion. Prereq: HST 101, 102 or equivalents.
430 (G) Renaissance Italy (4) Renaissance culture
and its social foundations from ca. 1350 to ca. 1530.
Humanism from Petrarch to Machiavelli. Brady..
432 (G) Problems in the German Reformation (4)
The German Reformation as a religious and social
movement: the revolt of Luther; the Peasants' War;
Anabaptism; the urban reform; the rise of Protes-
tantism. Brady.
433 (G) The French Revolution and Era of Napoleon
(4) The crisis of I'ancien regime, the revolution of
1789-92; the Thermidorian Reaction, Directory,
international revoiutionary ideology; Napoleonic
Empire, Waterloo, and reconstruction of Europe in
1815. Prereq: HST 102 or 105 or equivalent. Birn.
436,437 (G) Hllitory ofGermany (4,4) 436: from the
Peace of Augsburg (1555) to the death of Frederick
the Great (1786). 437: to the fall of Bismarck (1890).
Chickering.
438 (G) Germany in the 20th Century (4) Domestic
tension and outward pressure during the Wilhelmine
empire; the German Revolution; the Weimar Republic;
National Socialism; Germany since 1945.
439 (G) Cultural History from Romanticism to Marx
(4) Major issues in the cultural and intellectual life of
Europe, 1790-1850. Pierson.
440 (G) Cultural History from Nietzsche to Freud (4)
Major issues in the cultural and intellectual life of
Europe, 1870-1920. Pierson.
441, 442, 443 (G) History of France (4,4,4) 441: the
Middle Ages to the French Revolution-establishment
of centralized monarchy; society inl'ancien'regime;
17th-century classicism; collapse olthe old order. 442:
1789-1870-French Revolutions of 1789,1830, and
1848; Napoleonic Empire; monarchy, repubiicanism,
and dictatorship; society, art, and religion in post-
Revolutionary France. 443: 1870 to the present~the
Paris Commune and Third Repubiic; the Dreyfus affair;
popular front, fall of France and Resistance; Algeria,
de Gaulle, the 1968 student movement. Birn, Sheridan.
444 (G) Europe inthe "Golden Age," 1890-1914(4)
A comprehensive survey of European society and
poiitics on the eve of war. Prereq: HST 103 or 302 or
equivalent. Chickering.
445 (G) Europe in the Era of Total War, 1914-1929
(4) The Great War and its impact on society and
politics; revolution in Russia and central Europe;
temporary stabilization in the 1920s. Prereq: HST 103
or q03 or equivalent. Chickering.
446 (G) Europe in the Era of Total War, 1929-1945
(4) Effect of the Great Depression on society and
politics; fascism in Germany and Eastern Europe; the
international crisis; military aspects of the Second
World War; the Nazi imperium, resistance. Prereq: HST
103 or 303 or equivalent.Chickering.
447, 446, 449 (G) History of Russia (4,4,4) 447: the
Kievan state and the emergence of Muscovy. 448:
creation of the Russian Empire, political, social, and
economic developments. 449: revolutionary Russia,
1861 to the present. Alef, Kimball.
452,453 (G) The Russian Revolution (4,4) Originsof
the Revolution; transition and instabilitY in pre-
Revolutionary Russia. The consequences of the
Revolution; the place of the 1917 Revolution In the
European and world revolutionary traditions. Kimball.
454 (G) The Recovery of'Europe, 1945-Present (4)
Recovery in West and East Europe since World War
II; effects olthe Cold War; developmentolthe Common
Market; the German problem; Communism; intellectual
trends; role of the United States, Prer.eq: HST 103 or
303, PS 101 or equivalent. Chickering.
455, 456 (G) Economic Hllitoryof Modern Europe
(4,4) 455: 1500-1830-economies in preindustrial
Europe; growth of trade, overseas discoveries, and
their impacton mercantilism, capitalism, and reiigion;
the Industrial Revolution in Britain. 456: 1800-present-
industrialization; imperialism and capitalism; the
depression of the 1930$; Nazi and Soviet economics;
Common Market; multinational corporations; and
economic planning in postwar Europe. Sheridan.
457 (G)The Era of Jacksonian Democracy (4) United
States poiitics and society from the War of 1812 to the
Mexican War, focusing on the rise of Jacksonian
democracy and of sectionalism. Maddex.
458 (G) The Era of the Civil War (4) The sectional
controversies in United States politics from 1846 until
disunion in 1861; the war between the Union and the
Southern Confederacy, 186.1-65. Maddex.
459 (G) The Era of Reconstruction (4) Reconstruction
of the Union after 1865; emphasis on sectional and
racial conflicts until the arrival of political and cultural
equilibrium in the 1880s and the eclipse of Reconstruc-
tion issues. Maddex.
460 (G) Origins of American Culture, 1740-1830(4)
Examination of factors in American cultural expression:
European influences, the role of western population
movement, nationalism, and political rhetoric as
revealed in art, architecture, and literature. Hanna.
461,462 (G) History of Modern American Thought
and Culture (4,4) 461: 1828-1898-Jacksonian
society; Manifest Destiny; Transcendentalism and
reform; romanticism and realism in American art; social
gospel; Darwinism; Mark Twain's America. 462: .
1898-1970s-Manifest Destiny revived; rationale of
Progressive movement; the Golden Twenties; New
Deal society; arts.andvalues in wartime; countercul-
tures; civil rights; ecology. Bingham.
463 (G) History of BraZil, 1500-1964 (4) The socio-
economic history of the colonial period; emphasis on
political conflicts of the 19th and 20th centuries. HST
350, 351, 352 and sophomore standing or above
recommended.
464 (G) History of Mexico (4) Mexican history from
1810 to 1946. Special attention to nationhood,
economic development, church-state relations, the
Mexican identity, and the Revolution of 191 O.
465 (G) The Caribbean and Central America in the
Modern Period (4) The Caribbean and Central .
America since the late 18th century, focusing on Cuba,
Haiti, and Nicaragua. Topics include the impact of
'rnonoculture, struggles for independence, slavery and
peonage. Sophomore standing andHST 350, 351,352
recommended.
466 (G) Tudor England (4) The political, social,
economic, and intellectual development of England
throligh the reigns of the Tudor sovereigns, 1485-1603.
Lang. .
467 (G) Stuart England (4) England in the period .
1603-1714, with attention to political, economic, social,
and intellectual change. Special emphasis on the
English Revolution of 1640-1660. Lang.
468 (G) Britain In the Age of Industrialization,
1760-1870.(4) Britain during the Industri.al Revolution.
Emphasis on social and economic transformation, the
rise of democracy, liberalism, and the reaction to the
American and French revolutions. McGowen.
469 (G) Modern Britain, 1870-Present(4) Britain as
a mature industrial society, the riseolthewelfare state,
the impact of world war, the loss,of empire, and the
nature of economic diffiCUlty. McGoweri. .
470,471 (G) American Social History (4,4) PopUlation
changes; race and ethnic/ty; religious conflict;
adaptation to industrialization and urbanization;
distribution of wealth; claSS structure; changing status
of women; social reform movements and social
History 91
legislation. 470: 19th century. 471: 20th century. Wade.
473,474,475 (G) American Foreign Aelations (4,4,4)
American foreign policy from the Revolution through
the Secorid World War: America's wars, peace .
negotiations, diplomacy, major treaties, expansion,
economic and political influence, Presidential leader-
ship, Congress and the public, arms limitation,
isolation and involvement. May:
476, 4n (G) The American West (4,4) The American
frontier. 476: the early American frontier. 4n: the Great
Plains and the Far West. Brown.
478 (G) Hlatory of 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 histQry and culture. Brown.
479 (G) American Labor Movement (4) Trade unions
from the 1870s to present; philosophies of labor
leaders; causes of major strikes; state and federal
legislation; political activities of labor; relationship to
unorganized workers. Wade. -
480, 481, 482 (Gl The United States In the 20th
Century (4,4,4) Society and politics during the 20th
century, emphasizing the transformation olthe United
.States from a rural to all. urbanized society and from
a continental to a world power. ~O: 1900-1921 -indus-
trialization, urbanization, immigration, Progressive
movement, World War I. 481: 1921'1945-the 1920s,
Depression and New Deal, World War II anq its soc/aI
consequences. 482: 1945 to the present-Cold War,
consumer culture, civil rights, the 1960s, politics after
Vietnam and Watergate.
485, 486 (G) Col(mial America: 17th and 18th
Centuries (4,4) Interaction of European peoples and
cultures with the American environment, the formation
of American society, and Colonial ideas and institutions
that have persisted. 485: European contribution and
American beginnings to 1760:486: American Revolu-
tion, Constitlition, and Natignalism to the 1790s. Hanna.
487, ~8, 489 (G) American Economic History(4,4,4)
Economic development of the United States. 487:
European settlement to 1861-Colonial America as a
preindustrial society; economic significance of
independence; growth in the pre-Civil War era;
economics of slavery and sectional conflict. 488:
1861-1914-causes, costs, and benefits of rapid,
industrialization, economic development. and social
conflicts; government regUlation and coordination.
489: growth, cycles, and crises; impact of war; the
Great Depression; post-World War II boom; current
problems in historical perspective. Pope.
491,492 (G) Thought and Society In East Aala (4,4)
Intellectual life of China and Japan with emphasis on
the interaction between ideas and their social and
political context. 491 : to 1800. 492: 1800 to the present.
494, 495, 496 (G) History of China (4,4,4) 494: from
the city-state of Shang through the feudal age to the
cultural, economic, and bureaucratic heights of the
Sung (960-1279). 495: quickly through the 'Mongols
and the Ming to a consideration of the impact of
imperialism in the Ch'ing (1644-1911). 496: the
Chinese revolutionary experience in the 20th century.
Esherick.
497, 498, 499 (G) History of Japan (4,4,4) 497: 660
B.C. to 1600 AD.-mythology, Shinto, Buddhism,
courtly aesthetics, and the warrior in the formation of
a unique cultural tradition. 498: to World War I-con-
frontation with the West, emergence from isolation,
Japanese imperiaiism. 499: to the present-democ-
racy, ultranationalism and the New Order, World War
II disaster, U.S. Occupation, and postwar surge to
superstate status. Falconeri.
Graduate Courses
501 Research (1-6R) PIN only.
_502Supervllied College Teaching (1·6R)
503 Thesis (1'6R) PIN only.
505 Reading and Conference (l-6R)
507 seminar: [Terlll Subject] (1-6R) Topics vary from
year to year, depending on interests and neec:Js of
students and availability of faCUlty.
508 Colloquium (l-6R) Topics vary from year to year,
depending upon interests and needs of students and
availability 0 faculty. '
509 Supervised Tutoring Practlcum (1-3R)
510 Experimental Course (l-6R)
512,513 Historical Methods and Writings (3,35)
Exploration of the historiography, bibliographical aids,
research tools, and methods of professional historians,
92 Honors College
Honors College
320C",apman Hall
Telephone (503) 686·5414
Richard C. Stevenson, Director
Faculty
Henry M. Alley, Assistant Professor (creative writing,
19th-century British fiction). BA, 1967, Stanford;
M.FA, 1969, Ph.D., 1971, CornelL (1982)
Frances B. Cogan, Assistant Professbr (Victorian,
19th,century literature). BA, 1969, MA 1970, PhD.,
1981, Oregon. (1981)
Bernard V. Lightman, Assistant Professor (European
intellectual history). BA, 1973, MA, 1974, York;
PhD., 1979, Brandeis. (1983)
Dennis Todd, Adjunct Assistant Professor (ecology,
evolution). B.S., 1969, Oregon; M.S., 1971, Scripps;
PhD., 1984, Oregon. (1984)
Note: The date in parentheses anhe end of each entry is
the first year at the University of Oregon.
Participating
William.E. Bradshaw, Biology
Micheal N. Dyer, Mathematics
Gordon G. Goles, Geological Sciences
Leslie K. Greer, University Library,
Micha Grudin, ,English
Robert Grudin, English
Jeffrey M:'HiJrwit, Art History
Benton Johnson', SociOlogy
Mary E. Kuntz,. Classics
Dominic A. LaRusso, Speech
James W. Long, ChEilmistry
Steven Lowenstam, Classics
Derry Maisch, Linguistics
Robert Mauro, Psychology
Robert M. MazO, Chemistry
Alexander R. McBirney, Geological Sciences
John Nicols, History .
Kenneth R. O'Conneil, Fine and Applied Arts
John M. Orbell, Political Science
Stanley A. Pierson, History
Barbara Corrado POP(), Women's.Studies .
Geraldine Richmond, Chemistry
CheyneyC. Ryan, Philosophy
EdwardC. Sargent, M.D" Honors College'
Nornian M. Savage, Geological Sciences'
George J. Sheridan, Jr.; History
Barry N. Siegal, Economics .
Jean Stockard,. Sociology
Marjorie Taylor, Psychology
Mark A. Thoma, Economics
Catherine W. Wilson, Philosophy
Robert L. Zimmerman, Physics
Departmental Advisers
. Anthropology: Vernon R. Dorjahn
Architecture: Arthur W. Hawn
Asian Studies: Stephen W.Kohl
Biology: Dennis Todd
Business Administration: Donald E. Lytle
Chemistry: John F. W. Keana
Classics: Steven Lowenstarn
Comparative Literature: Irvin(j' N. Wohlfarth
Computer and Infprmation Science: Alan L. Eliason
East Asian Languages and Literatures: StephEin
W. Kohl
Economics: StephenE. Haynes
Education: Robert A. Sylwester
English: Richard L. Stein
Fine and Applied. Arts: David G. Foster and Robert
C. James . "
General Science: Amit Goswami
Geography: Carl. L.: Johannessen
Geological Sciences: GordonG. Goles
GermaniGLanguage.s aO,d Literatures: Peter
B. Gonirum"
History: Stanley A, Pierson .
Humanities: Steven Lowenstam
InternationaLS!Udies: Clarence E. Thurber
Journalism: Kenneth T. Metzler
Linguistics: o'erry Maisch
Mathematics: Richard M. Koch
Music: Robert I. Hurwitz, jOhn C. MqManus,
Richard Trombley
Philosophy: Arnulf Zweig
Physics: Robert L. Zimmerman
Political Science:' John M. Orbell·
Psychology: Daniel P.Kimble
Religious Studies: Hee-Jin Kim
Romance Languages. French: Richard H. Desroches,
Spanish: Perry J. Powers,ltalian: Emmanuei S.
Hatzantonis'. ' , .
Russian and East European Studies: R. Alan Kimball
Sociology: Jean Stockard
Speech. Rhetoric and Communication: Charley A.
Leistner and Dominic A. LaRusso, Telecommunica-
tion and Film: Ronald E. Sherriffs, Theater Arts:
Grant F, McKernie
Predentistry: James A. Weston
Prelaw: Marilyn M. Bradetich
Premedicine: Dennis Todd.
The Robert Donald Clarl( Honors Colleg'e is a
small liberal arts college within the larger
University. The purpose of the College is to
bring together excellent students and specially
selected faculty members in a chalienging and
supportive academic program. Carefully
designed small 'classes, a collegial environ-
ment, and close advising prepare students for
advanced study in the University departments
or professional schools of their choice. Reach-
ing beyond professional orspecialized training
and beyond the university years, the College
seeks to inspire students to a full lifetime of
broad intellectual curiosity and continuing
self-sustained inquiry and personal growth.
Honors College courses are 'taught by its own
faculty as well as by faculty members from other
campus departments. Two writing specialists
are on the College staff.
Each Honors College student selects a major
from the regUlar departments or professional
schools of the UniverSity. About 40 percent of
the students major in one of the humanities or
social sciences,AO percent in a science, and
20 percent in a professional school discipline.
Honors College courSes are concentrated
largely in the first two years of a four-year
bachelor of arts (BA) degree program in a
University department or school, supplemented
with special colloquia and seminars in the junior
and senior years. Course enrollments rarely
exceed 25 students.
The curriculum is a balance of humanities,
social sciences, and sciences. It includes
instruction in mathematics and foreign
languages.
Work in'the major begins at least by the first
term of the junior year. The student's college
career culminates in an advanced research
project in the major field of study. The senior
thesis: whict1 results from this work, is presented
to an oral examination committee made up of
faculty member$ from the major department
and the Honors College. In this way, each
student is given the opportunity to join the
virtues of a liberal arts education with those of
professional and specialized learning in
departments.
Students and Faculty
Those who study and teach in the Honors
College share an openness to new ideas, a
commitment to the energetic pursuit of excel-
lence, and a concern for the full, harmonious
development of the individual. There are more
than 400 Honors College students representing
interests in all the scholarly disciplines and
coming from allover the nation and beyond.
Honors College students participate in a wide
range of campus and community activities:
student and University government and commit-
tees; the stL!dent newspaper, the Oregon Daily
Emerald; University Theatre; School of Music
productions; debate; and intramural and varsity
athletics,
Many Honors College graduates continue their
education in various graduate schools around
the country and the world. They study such
diverse fields as law, architecture, medicine,
molecular biology, and English language and
literature. Other graduates go on to a wide
variety of endeavors in such areas as public
service, private enterprise, or the Peace Corps.
Honors College Center
The Honors College is located on the third floor
of Chapman Hall on the west side of the
University of Oregon campus, near both the
Main Library and the UO Bookstore.
The Honors College Center consists of a
classroom, a seminar room, faculty and ad-
ministrative offices, the Honors College Student
Activities Board office, a kitchen, a library with
study tables a.nd quiet nooks, and a computer
laboratory.
Entering the
Honors College
High schooL seniors and students currently
enrolled in the University or elsewhere are
encouraged to consider entering the Honors
College.
Application Procedure
Application must be made to both the University
and the Honors College. Information on apply-
ingto the University is available. from the
University's Office of Admissions and Records.
Honors College application materials are
contained in a brochure that may be obtained
from the Honors College office. A complete
application consists of the following parts, all of
which must be sent directly to the Honors .
College office:
1. Completed application form
2, A concise, well-organized essay of 300-600
'words that critically evaluates one important
aspect of the applicant's education to date
and explains, in terms of this evaluation,
what he or she feels the Honors College can
, offer' .
3. Two letters of recommendation from two of
the applicant's current teachers
4. High school grade transcripts and results of
all College Board Soholastic Aptitude Test
(SAT) or American College Test (ACT)
scores. The Honors College also requires a
Test of Standard Written English (TSWE)
score
Transfer students should also forward to the
Honors College transcripts of all college work
to date.
Students who have attended another higher
education institution, or who are currently
enrolled in the Universlty but notin the Honors
College, may apply for admission if they
(a) have a sound academic record in substan-
tive courses ofstudy; (b) have faculty sponsor-
ship in the form of two good letters of recommen-
dation from professors who can speak pointedly
to the applicant's qualities; and (c) have a
strong desire for a challenging liberal arts
education in addition to specialized work in a
major.
Applications and questions concerning the
Honors College may be addressed to:
Director
Robert D. Clark Honors College
University o/Oregon
Eugene OR 97403
Telephone (503)686-5414
Academic Requirements
Requirements for thebachelorof arts degree in
the Honors College are a substitute for the
various group requirements that other University
of Oregon students must meElt for graduation.
Although carefully structured, Honors College
requirements have inherent flexibility and may
be adjusted appropriately to suit individual
needs and backgrounds. In consultation with
advisers, students take full responsibility for
understanding and shaping their study pro-
grams within the broad context provided by
these requirements. This process is itself a
significant part of the education offered at the
Honors College.
FUll-year Sequences
Honors College History. History (Honors
College) (HST 107, 108, 109): an examination,
through close study of secondary and primary
source materials, of institutions and ideas that
have shaped the modElrn world
Honors College Literature. Honors College
Literature (HC 101,102,103):13. study of
literature and the nature of Iite'raryexperience
through the reading of great works drawn from
English and world literatures
Arts and Letters. Honors College Arts and
Letters (HC 211, 212, 213): for example,
selected topics dealing with major writers,
artists, and composers.
Mathematics. Topics in ModernMathematics
(HonorsCollege)(MTH 190, 191, 192): a course
in such topics as logic and set theory, topology,
game theory, theory of numbers, probability,
nonstandard geometry, and computers; or
calculus (MTH 201 , 202, 203 or MTH 207,208,
209); orapproved courses such as Elementary
Functions (MTH. 102), Preparation for Calculus
(MTH 115), or Computer and Information
Science courses numbered CIS 21 0 and higher
Science. Three approved courses. For exam-
ple, General Chemistry (CH 204, 205, 206):
first-year college chemistry for selected stu-
dents with excellent backgrounds in high
school chemistry, mathematics, and physics; or
Introduction to Experimental Psychology
(Honors College) (PSY 217, 218): some of the
major concepts and areas of research in
modern psychology; orHonors College Science
(HC 207,208,209): a challenging sequence of
courses on the origins of the universe, the
chemicalorigins of life, and evolution taught by
representatives from several science depart-
ments; or other approved courses
Social Science. Approved courses. For
example, Honors College Social Science (HC
204, 205, 206): a treatment of the social science
disciplines-economics, political science,
sociology, anthropology, and psychology-in
an integrated fashion; or Microeconomics and
Macroeconomics (Honors) (EC 204, 205); or
approved courses in one of the social science
departments
Additional Courses
Colloquia (generally taken in the junior or senior
year). Topics and fields are diverse but should
be outside the student's major. Recent topics
include history of science,.-new religions,
evolution and human behavior, medical fron-
tiers, the history of sexuality, and comic morality
in literature.
senior Seminar. Coordinated with major
departments. Senior Seminar (HC 407) aids
students in the preparation of the seniorthesis
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 requirec
ments, and electives.
The Honors College is especially committed to
excellence in writing. The program integrates
instruction and practice in fundamental rhetori-
cal skills-writing, reading, speaking, and
iistening-with the subject matter of the core
courses, particularly in History (Honors College)
(HST 107,108,109), Honors College Literature
(HC 101, 102, 103), and the Senior Seminar (HC
407). Students who graduate in- the Honors
College ordinarily do not take separate required
writing courses. Students who transfer out of
the Honors College before. completing their
degree work must satisfy the University compo-
sition requirements.
The general University requirements for a
bachelor of arts (BA) degree are the equivalent
of second-year competence in a foreign
language (by completing at least the third term,
second year of a foreign language course
taught in the language or by a waiver examina-
tion), 36 credits in literature and language, and
basic knowiedge of health (one course or a
waiver examination).
Before graduating, Honors Colleg.e students
must also meet the particular requirements, .
listed elsewhere in this bulletin, of their major
department or professional school, and they
must have a 3.00 or better cumulative grade
point average (GPA) at graduation.
Courses in the
Honors College (HC)
Lower-Division Courses
101, 102, 103 Honors College Literature (3,3,3)
Literature and the nature of literary experience through
reading great works drawn from English and other
literatures.
Honors College 93
HST 107,108,109 History (Honors College) (3,3,3)
See description under History.
MTH 190, 191, 192 Topics In Modern Mathematics
(Honors College) (4,4,4) See description under
Mathematics.
199Special Studies (1·3R) Topics of current interest.
GEOL 201,202,203 General Geology (4,4,4) See
description under Geological Sciences.
MTH 201, 202, 203 Calculus (4,4,4) See description
under Mathematics.
204,205,206 Honors College Social Science (3,3,3)
The thought, works, and methods of the social
sciences.
CH 204, 205, 206 General Chemistry (3,3,3) See
description under Chemistry.
EC 204, 205 Microeconomics and Macroeconomics
(Honors) (3,3) See description under Economics.
207, 208, 209 Honors College Science (4,4,4) A
challenging sequence ofcourses on the origins of the
universe, the chemical origins of life, and evolution
taught by science department faculty members and
designated for nonscience students.
211, 212, 213 Honors College Arts and Letters
(3,3,3R) Intensive study in several areas of arts and
letters; topics and areas change each term.
PSY 217, 218 Introduction to Experimental Psychol-
ogy (Honors College) (4,4) See description under
PsychOlogy.
Upper-Division Courses
405 Reading and Conference (Arr,R)
406 Special Problem8(Arr;R)
407 Seminar (Arr,R) The 3-credit Junior Seminar
explores basic research methods and initiates work on
the senior thesis or project. The 2·credit Senior
Seminar supports early work on the senior thesis or
independent scholar project.
408 Colloquium (Arr,R) Offered in a wide range
of topics.
409 Practlcum (Arr,R)
Independent
StUdy Program
In addition to the cUrriculum designed for .
students who have been admitted to the Honors
College, the University has created a special
program, administered by the College but not
limited to students enrolled in it. The Indepen-
dent Study Program i$ designed for. students
whp ""ant to pursue extended scholarly studies
in an area not represented within established
academic departments or schools.
Students working for a Bachelor of Arts (B.A.)
in IndependentStudy are usually juniors or
seniors. In addition to Independent Study (HC
402), these students must complete basic
University BA requjrements including group
requirements, two years of college~level foreign
language study, writing, health, and 36 credits
of language and literature. They must also have
specific, coherent plans for independent work.
A proposal of these plans must be presented
to a faculty committee demonstrating thatlhis
program of study is not available through any
other department or school. In consultation with
the committea, each student sets individual
goals and designs a schedule of courses and
research which will CUlminate in a senior thesis
or project.
Upper-Division Course
HC 402 Independent StUdy (1-17R) Open only to
students accepted in the Independent Study Program.
94 Humanities
Humanities
302 Condon Hall
Telephone (503) 686-4069
Steven Lowenstam, Program Director
Program Committee
Emmanuel S, Hatzantonis, Romance Languages
Steven Lowenstam, Classics
Gary M, Martin, Music
Mavis Howe Mate, History
Robert M, Mazo, Chemistry
Grant F, McKemie, Speech
Richard A. Sundt, Art History
Alan S, Wolfe, East Asian Languages
and Literatures
Participating FaCUlty
William Calin, Romance Languages
Sylvia B, Giustina, Romance Languages
Emmanuel S, Hatzantonis, Romance Languages
Wolfgang A. Leppmann, Germanic Languages and
Literatures
Steven Lowenstam, Classics
Leland M, Roth, Art History
Richard A. Sundt, Art History
Fruim Yurevich, Russian
General Informai'ion
Humanities is an interdisciplinary bachelor's
degree program built around a core of literature,
philosophy, and history, Its aim is to provide
students with a knowledge of the ideas and
institutions that form the basis of our culture,
Majors in their junior year, in consultation with
their advisers, choose a particular topic in the
humanities on which to concentrate: a
chronological period, geographical area, or
important theme, The Humanities Program is
designed to give adequate preparation for work
in literature, law, government, religion, or the
social sciences, It also seeks to help students
deve/opan informed and intelligent response
to problems in modern society,
Major ReqUirements
Both lower- and upper-division courses re"
quired for a major in Humanities are listed
below, Any course used to satisfy such require-
ments must be passed with a grade of C- or
better. An upper'division course cannot be
used to satisfy more than one requirement for
the major in Humanities.
Lower-Division Requirements. Introduction to
the Humanities I, II, III (HUM 101,102, 103)
Satisfaction of the University language require-
ment for the bachelor of..arts (BA) degree
History of Western CivUization (HST 101, 102,
103)
Survey of English Literature(ENG 204, 205, 206)
History of Western Art ,(ARH 204, 205, 206) or
History of Oriental Art (ARH 207, 208, 209) or
Introduction to Music and Its Literature (MUS
201, 202, 203)
Upper-Division Requirements. 9 credits of
history relating to the field of concentration
Three of the following Classics courses: Greek
and Roman Epic (CL 301), Greek and Roman
Tragedy (CL 302), Literatu re: Greek Phi losophy
(CL 303), Classical Comedy (CL 304), Latin
Literature (CL 305)
History of Ancient Philosophy (PHL 301, 302,
303) orHistoryof Modern Philosophy (PHL 304,
305,306)
9 credits of Humanities courses at the upper-
division level
12 additional credits in any courses related to
the field of concentration
Honors Program
The honors program in humanities provides the
opportunity for the student to present the area
of concentration in a written thesis. The require-
ments for a degree with honors are the following:
1, Satisfaction of the requirements for a major
2. A grade point average (GPA) of 3.50 in
courses taken to meet the upper-division
requirements of the major
3. A senior thesis of substantial quality, ap-
proved by the thesis director and the
Program director
Courses in
Humanities (HUM)
Lower-Division Courses
101 Introduction to the HumanIties I (3) Ideas and
modes of vision Western culture has inherited from the
Classical period, Readings and discussions focus on
literature, philosophy, history, the arts, and religion,
Lowenstam.
102 Introduction to the Humanities II (3) Ideas and
modes of vision Western culture has inherited from the
medieval to the Renaissance periods. Readings and
discussions focus on literature, philosophy, history, the
arts, and religion, Hatzantonis.
103 Introduction to the Humanities III (3) Ideas and
modes of vision Western culture has inherited from the
Age of Enlightenmenlto the modern period, Readings
and discussions focus on literature, philosophy, the
arts, and science.
131 Ascent of Humanity (3) Great revolutions in
thought, social structure, and technology; how human
beings develop an understanding of their own
universe; roots of some of the major problems facing
us today, Goles.
199 Special StudIes (1-3R) Current topics are Ancient
Science and Culture, Asian Odyssey, and Slavic
Civilization,
Upper-Division Courses
351 Studies In Medieval Culture: (Term SUbject]
(3R) Interdisciplinary survey of medieval culture with
focus on literature, art and architecture, philosophy,
music, and daily life. Geographic areas or motifs may
vary from term to term, Typical offerings are Dante and
Cultural Confluences, Medieval History as Drama, and
Medievai World. R twice when topic changes,
352 Studies In Renaissance CUlture: [Term Subject]
(3R) Interdisciplinary survey of the Renaissance with
focus on literature, art and architecture, music,
philosophy, and daily life, Geographic areas or motifs
may vary from term to term, Typical offerings are
Revival of Greek in Renaissance Florence, Venice:
Culturai Anatomy, and Renaissance Music and
Culture, R twice when topic changes.
354 Studies in Modern CUlture: [Term Subject] (3R)
Interdisciplinary survey of modern culture with focus
on literature, art and architecture, music, philosophy,
and social problems, Geographic areas or motifs may
vary from term to term, Typical offerings are Contempo-
rary Germany, Shogun a.hd Modern Japan. R twice
when topic changes,
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
407 (M) Seminar (Arr,R) Current topics are Art and
Literature of Ancient Greece, Russian History and
Literature, Not offered every year.
410 (M) Experimental Course (Arr,R) Recent topics
have included Humanistic Foundations of Education,
Sport and the Olympic Ideal, and Time and the Human
Experience. All readings may be done in English
translation,
Additional Courses
Humanities students may also be' interested in
these courses from other disciplines, See
descriptions under appropriate departments.
Biology. ,Human Biology: The Environment
(Si 108)
Classics. Classical World (CL 307, 308, 309),
Classic Myths (CL 321)
History. History of Greece (HST 411), History
of Rome (HST 412, 413), Cultural History from
Nietzsche to Freud (HST 440)
Landscape Architecture. Landscape Percep-
tion (LA 490), Contemporary American Land-
scape (LA 491)
Mathematics. Mathematical Symmetry
(MTH 152)
Philosophy. Philosophy in Literature (PHL
331), Introduction to Philosophy of Science
(PHL 339, 340)
Theater Arts. Theater and Culture (TA471, 472)
International
Studies
837 Prince Lucien Campbell Hall
Telephone (503) 686·5051
Gerald W. Fry, Program Director
Galen R. Martin, Research Associate
University Committee on
International Studies
Gerald S.Albaum: Marketing (international marketing,
marketing research)
Vernon R. Dorjahn, Anthropology (Africa, poiitical
development, Liberia)
G. Ralph Falconeri, History (Asian studies, Japan)
Michael B. Fishlen, East Asian Languages and
Literatures (Chinese)
Gerald W. Fry: Political Science and International
Studies (Pacific regional studies, Thailand, develop-
ment theory)
Peter B. Gontrum, Germanic Languages and Litera-
tures (modern drama and lyric poetry)
Emmanuel S. Hatzantonis, Romance Languages
(Italian civilization) '.
Stephen E, Haynes, Economics (international trade
and finance)
Paul S. Holbo: History (diplomatic history, U.S.-Latin
America relations)
Thomas Hovet, Jr., Political Science (international law
and organization, ocean politics)
Michaei G. Huelshoff, Political Science (international
political economy, Germany)
Robert M. Jackson, Romance Languages (Latin
American literature, Chile, Mexico)
Jon L. Jacobson: Law (international law, lawofthe sea)
Carl L. Johannessen, Geography (Latin America,
Costa Rica, pre- and post-contact studies)
Stephen W, Kohl, East Asian Languages and Litera-
tures (Japanese civilization)
Glenn A. May, History (U.S. foreign policy, Philippines,
Southeast Asian studies)
Thomas Mills, International Services (Scandinavia,
international cultural exchange)
Michael J, Moravcsik,' Physics (science in developing
countries)
Deanna M, Robinson: Speech (communication and
cultural change)
Warren E. Smith: School and Community H,ealth
(Pacific regional health problems, World Health
Organization)
Richard M, Steers, Management (international
business)
Norman D. Sundberg, Psychology (cross-cultural
psychology, India, Australia, Bali)
Clarence E. Thurber: Political Science and Interna-
tional Studies (Latin America, comparative develop-
ment)
Anita Weiss, Assistant Professor (South and Southeast
Asia, Islamic studies, women in development). B.A.,
1975, Rutgers; M.A" 1976, Ph.D., 1983, California,
Berkeley. (1987)
Philip D. Young, Anthropology (Latin America,
Panama)
M, George Zaninovich: Political Science (Yugoslavia,
East Europe)
• Executive Committee
Emeritus
John F. Gange, Professor Emeritus of International
Studies and Public Affairs (U.S. foreign poiicy,
economic assistance, Southeast Asia). B.A., 1932,
M.A" 1934, Stanford. (1960)
Note: 'The date in parentheses is the first year at the
University of Oregon.
Undergraduate Studies
The undergraduate International Studies
Program offers an interdisciplinary bachelor of
arts (BA) degree to students who want a
rigorous education in the basic elements of the
field. The Program provides a sound general·
education for tbe student interested in the
complex interrelationships (political, economic,
social, and cultural) that exist among nations in
the highly interdependent modern world,
The Program also provides preprofessional
training for careers in government, communica-
tions, law, business, philanthropic foundations,
and voluntary organizations.
Advising. The role of the faculty adviser is
central to the Program. Students admitted as
majors in International Studies should consult
their advisers on progress at least once each
term. Students interested in applying to the
Program should seek a faculty member with
whom they have a common area of interest to
act as their adviser, generally one of the
committee members named above.
Admission. Students must apply for admission
during their sophomore or junior year at the
University. A grade point average (GPA) of 3.00
or better is required. Passino pass (PIN) grades
are not considered in computing the GPA With
the adviser, the student draws up a proposed
course of study. The curricular proposal and a
statement of academic and career objectives
are then submitted to the committee. through
the International Studies Program office. If the
proposed course of study is accepted, the
student must adhere to it unless revisions are
approved in the Program office.
Core Program and
Major ReqUirements
The majqr consists of work in three core blocks;
international relations, regional cultures and
area studies, and global perspectives and
issues. Required work in these blocks, including
a final thesis, totals a minimum of 45 credits.
Courses passed with a D grade' may not be
used to satisfy the major requirements. In
addition, three years of a foreign language or
the equivalent is required.
The core program may include courses from a
numberof departments. The minimum require-
ment is 15 credits in each block. All courses
taken for the major, with the exception of the
language requirement, must be graded.
A maximum of 9 credits in courses taken to fulfill
the University group requirements may be
applied toward the International Studies major.
A maximum Of 21 credits in courses taken in a
single department may be applied toward the
International Studies major, exclusive of the
language requirement. This is to permit an
appropriate degree of specialization as well as
to encourage double majors.
The Program dOes not offer a minor.
Block A: International Relations. The studeni
concentrates on the basic features of the
international system including international
governmental relations and foreign policy,
international law and organizations, interna-
tional trade and finance, economic develop-
ment and transnational corporations, and
International Studies 95
international communications. Suggested
Block A courses are listed later in this section.
Block B: Regional Cultures and Area Studies.
This block pertains to groups ofnations sharing
common historical, geographic, linguistic, and
religious experiences. In satisfying the Block B
requirement, students are expected to concen-
trate on one regional culture or area. The foreign
language should coincide with the region
chosen.
Areas of focus may include Asia, Southeast
Asia, Russia and Eastern Europe, and Latin
America, in which the University has programs
with curricular offerings from various depart-
ment. (See Asian Studies, Latin American
Studies, and Russian and East European
Studies sections of this bulletin.) In developing
a program of study, a student may want to
consult committee members for these pro-
grams.
For Western European Studies; Pacific Region
Studies, or African Studies, the student may
develop aprogram of courses by consulting an
academic adviser with experience in the area
of interest.
Suggested Block B courses are listed later in
this section.
BlockC: Global Perspectives and Issues. To
fulfill the requirements for Block C, students are
strongly encouraged to take a series of introduc-
tory courses as follows: The Human Environ-
ment (BI 108) or Population and Global Re-
sources (INTL 251), World Value Systems
(INTL250), and Rich Nations and Poor Nations:
Conflict and Cooperation (INTL 252). After this
overview of global perspectives and issues,
students should take two or more specialized
classes which will enable'them to concentrate
on one of the following: (a) world cultures,
(b) population and resources, (c) problems of
development, or (d) special topics. The last
alternative allows the student, in consultation
with an adviser, to use a special theme or topic
as an integrating device. Examples of such
topics are revolutions and international studies,
scientific development and international rela-
tions, and the international system in a particular
historical period. Proposals under special
topics must also be submitted to the Program
office for approval. Students are encouraged to
take most of their Block C courses in only one
of these subareas.
Suggested Block C courses are listed later in
this section.
Senior Thesis. The required thesis, written
during the student's senior year, is an advanced
400-level inquiry intQ any of the three blocks.
The thesis is written in consultation with the
student's thesis adviser, usually a member of
the University Committee on International
Studies. The student writes a research paper or
completes a senior project during a two-term
period for a total of 6 credits, which may be
included in the 45 credits required for the major,
Language Requirement. Students must
achieve proficiency in a single foreign language
at a level associated with three years of study.
The language should coincide with the regional
area chosen in Block B. Proficiency in the
96 International Studies
language may be achieved through classroom
study, including advanced placement, or it may
be demonstrated by examination. The student
must be currently proficient in a single foreign
language inorder to satisfy this requirement.
Study Abroad. Study in a foreign country is
highly recommended to students majoring in
International Studies. For details see the
International Services section of this bulletin
and index entries under "Foreign study oppor-
tunities." Advice is available from the Interna-
tional Services director in 330 Oregon Hall.
Internship Option. Students may receive PIN
credit for work done as interns. Interested
students should inquire at the International·
Studies Program office.
Suggested Core
Block Courses
Note: Courses are illustrative only, and com-
prise approximately half of the University's
offerings appropriate to international studies;
the other half will be listed in the 1988-89
General Bulletin. The following lists usually
include only the first term of recommended
sequences and generally reflect courses being
offered during the current academic year. With
prior approval from an adviser, other courses-
inclUding those numbered 407 and 410-may
be selected from these and other departments.
Block A: International Relations
International Studies. Rich Nations and Poor
Nations: Conflict and Cooperation (INTL 252),
Seminar: Aid to Developing Countries (iNTL
407), Seminar: Americans and the Third World
(INTL 407)
Business Administration. International Man-
agement (MGMT 420), International Finance
and Investment (FINL 463), International
Marketing Management (MKTG 475), Interna-
tional Transportation and Distribution Manage-
ment (TRN 453)
Economics. International Economics (EC 440),
The Multinational Corporation (EC 462) .
Geography. Political Geography (GEOG 433),
Economic Geography (GEOG 434)
History. War and the Modern World (HST 216),
U.S.A.-USSR Shared History (HST 249), History
of American Foreign Relations since 1941 (HST
321), The United States and the Problems of
the Nuclear Age (HST 387)
Law. International Law (L 571)
Political Science. Modern World Governments
(PS 101), Crisis and Response in International
Politics (PS 105), Introduction to Comparative
Politics (PS 204), International Relations (PS
205), Political Ideologies (PS 225), United
States Foreign Policy (PS 325),Theories of
International Politics (PS 326), Communist
Political Systems (PS 335), International Protec-
tion of Human Rights (PS 419), International
Organization (PS 420), Irenology: The Study of
Peace (PS 421), International Law (PS 422),
Comparative Foreign Policies (PS 440), Interna-
tional Political Economy (PS 449), Political
Behavior (PS 470), Political Leadership (PS
477), National Security Policy (PS 496)
Sociology. Marxist Sociological Theory (SOC
375), Systems of War and Peace (SOC 464)
Telecommunication and Film. Seminar:
International Communication (TCF 407)
Block B:Regional Cultures and
Area Studies
AFRICAN STUDIES
Anthropology. Ethnology of Hunters and
Gatherers (ANTH 301), Ethnology of Tribal
Societies (ANTH 302), Ethnology of Peasant
Societies (ANTH 303), Peoples of South Africa
(ANTH 426), Political Anthropology (ANTH 453)
English. Black Folklore (ENG 448)
Geography. Geography of Africa (GEOG 205)
History. Afro-American History (HST 221),
History of India (HST 365), History of South
Africa (HST 415)
ASIAN STUDIES. See the Asian Studies section
of this bulletin.
CANADIAN STUDIES. See the Canadian Studies
section of this bulletin.
LATIN AMERICAN STUDIES. See the Latin Ameri-
can Studies section of this bulletin.
PACIFIC REGION STUDIES
International Studies. Special Studies: Intro-
duction to Australian Studies (INTL 199),
Seminar: The Overseas Executive (INTL 407),
Seminar: The Pacific Challenge (INTL 407),
Seminar: Southeast Asia and the Pacific
(INTL 407)
Anthropology. Asian and Pacific Archaeology
(ANTH 350), Peoples of the Pacific: Australian
Aborigines (ANTH 423)
Economics. Economics of the Pacific Rim
(EC 453)
RUSSIAN AND EAST EUROPEAN STUDIES. see
the Russian and East European Studies section
of this bulletin.
SOUTHEAST ASIAN STUDIES. See the Asian
Studies section of this bulletin.
WESTERN EUROPEAN STUDIES
Geography. Geography of Europe
(GEOG 201), Geography of Western Europe
(GEOG 464)
History. Europe since 1789 (HST 301), Europe
inthe "Golden Age," 1890-1914 (HST 444), The
Recovery of Europe, 1945-Present (HST 454),
Economic History of Modern Europe (HST 455)
Political Science. Politics of Western Europe I
(PS 424) .
Note: Students who want to focus on one
western European country should see related
course offerings under Economics, Germanic
Languages and Literatures, History, and
Romance Languages.
Block C: Global Perspectives
and Issues
WORLD CULTURES
International StUdies. World Value Systems
(INTL 250), Seminar: Global Perspectives and
Issues (INTL 407), Seminar: World Value
Systems (INTL 407)
Anthropology. Ethnology of Hunters and
Gatherers (ANTH 301), Ethnology of Tribal
Societies (ANTH 302), Ethnology of Peasant
Societies (ANTH 303)
Dance. Cultural Backgrounds of Folk Dance,
Music, and Art (DP 257), Dance Cultures of the
World (DP 452)
Education. Education in Anthropological
Perspective (CI 471), Values and Human
Behavior (CPSY 493), Counseling Nonwhite
American Minorities (CPSY 495), Higher
Education in Developing Countries (EDPM
530), Anthropology and Education I (CI 582),
Ethnographic Research in Education (CI 585)
English. World Literature (ENG 107), Introduc-
tion to Folklore and Myth (ENG 250)
Geography. Landscape, Environment, and
Culture (GEOG 103), Cultural Geography
(GEOG 436), Geography ofLanguages (GEOG
438), Ethnic Geography (GEOG 439)
History. World History (HST 110)
Humanities. Ascent of Humanity (HUM 131)
Journalism. International Advertising (J 443)
Linguistics. Introduction to Linguistics (LING
290), Languages of the World (LING 311)
Music. Music in World Cultures (MUS 258)
Philosophy. Introduction to the Philosophy
of Religion (PHL 204), Science and Humanity
(PHL 206), Social and Political Philosophy
(PHL 307)
Political Science. Art and the State (PS 301),
Political Theory: 19th and 20th Centuries (PS
432), Politics of Multi-Ethnic Societies (PS 443)
Psychology. Prejudice (PSY 415), Psycholin-
guistics (PSY 440)
Religious Studies. Great Religions of the World
(R 201, 202, 203)
Rhetoric and Communication. Introduction to'
Human Communication (RHCM 235)
Sociology. Comparative Class Systems
(SOC 452)
POPULATION AND RESOURCES
International Studies. PopUlation and Global
Resources (INTL 251)
Anthropology. Human Ecology (ANTH 320),
Human Biological Variation (ANTH 322), Food
and Culture (ANTH 333)
Biology. Human Biology: Genetics (BI 107),
Human Biology: The Environment (BI 108);
Marine Ecology (BI 478)
Chemistry. Chemistry, Nutrition, and World
Food (CH 121)
Economics. Resource Economics (EC432)
Geography. The Natural Environment (GEOG
101), Geography of Energy (GEOG 372),
Historical and Contemporary Views of the
Envi ronment (GEOG 455), Geography of Water
Resources (GEOG 483), World Regional
Climatology (GEOG 487)
Geological Sciences. Oceanography (GEOL
353)
Health. World Health Problems (HEP 571)
- .
Law. Environment and Energy (L 576), Law of
the Sea (L 577)
Physics. Physics of Energy and Environment
(PH 114)
Planning, Public Policy and Management.
Seminar: Natural Resource Policy (PPPM 407)
Political Science. Ocean Politics (PS 423),
Environmental Politics .(PS 497)
Sociology. Communities, Population, and
Resources (SOC 210), World Population and
Social Structure (SOC 303), Sociology of the
Environment (SOC 416)
PROBLEMS OF DEVELOPMENT
International Studies. Rich Nations and Poor
Nations: Conflict and Cooperation (INTL 252),
Seminar: Aid to Developing Countries (INTL
407), Seminar: International Community De-
velopment (INTL 407). Seminar: National
Planning and Development (INTL 407), Semi-
nar: Science and Development (INTL 407)
'Anthropology.Seminar: International Develop-
ment: Anthropological. Perspectives (ANTH
407). Economic Anthropology (ANTH 454)
Economics. Problems and Issues in the
Developing Economies (EC 357), Economic
Development (EC 457)
Educational Policy and Management. Higher
Education in Developing Countries (EDPM 530)
Political Science. Communist Political Systems
(PS 335), Marxist Political Theories (PS 433).
Political Development and Revolution (PS 475)
Sociology. Social Change (SOC 349), Sociol-
ogy of Developing Areas (SOC 450), Bureauc-
racy, Power, and Society (SOC 470)
Graduate Studies
An interdisciplinary master of arts (MA) degree
program in International Studies is offered for
students who contemplate careers in foreign
affairs, international organizations. or domestic
organizations with international activities. A
minimum of 63 credits must be completed for
the degree. In addition, students without prior
international experience are also expected to
serve a relevant 12-credit internship.
The M.A. degree program in International
Studies can be tailored to meet the unique
professional needs of each student, and it
provides the flexibility of interdisciplinary study.
In close consultation with his or her adviser, the
student develops a program of study that
combines expertise in a specific professional
area withinterdisciplinary training in interna-
tional studies. Areas of professional concentrae
tion include, for example, planning, public
policy and management; journalism; interna-
tional communications; health education and
nutrition; international business; and interna-
tional education. Concentrations in other
professional areas, such as community de-
velopment, can also bearranged.
Graduates of the International Stud ies Program
have served as international technical advisers,
career diplomats, international business and
trade experts, analysts in Third World countries.
community development professionals, and
administrators of international programs.
Graduate Curriculum
Of the 63 credits needed to complete the
degree. students are required to take a
minimum of '2.7 graded credits: 12 in the
interdisciplinary core and 15 in the professional
concentration area. A maximum of 21 credits
.may be taken in anyone department in order
to permit an appropriate degree of specializa-
tion.
Interdisciplinary Core. All students take 1B
credits of interdisciplinary courses in Interna-
. tional Studies, which form the common core of'
the curriculum. The core is comprised of four
major competence areas: cross-cultural under-
standing and communication; understanding
the dynamics of relations between the United
States and developing countries; understand-
ing major development theories and ap-
proaches; and competence in cross-cultural
, research methods. Students may select from a
range of specified courses to satisfy this
requirement. A minimum of one course must be
taken from each competence area.
Professional Concentration Area. All students
take approximately 24 credits in their area of
professional concentration. Courses in the
concentration area are chosen in consultation
with an adviser from the relevant cooperating
department or professional school. Concentra-
tion areas vary according to student interests
and needs. For example, given the rapid influx
of foreign students into United States univer-
sities, counseling is likely to become an increas-
ingly important professional concentration area.
For students interested in agricultural extension
and rural development, courses may be taken
at Oregon State University. (For information on
concurrent enrollment. see the Registration and
Academic Policies section of this bulletin.) With
both the United States and the state of Oregon
turning greater attention to export expansion,
professional concentration in international
economics and trade in the Pacific region
represents another area of expanding oppor-
tunities.
Students interested in a general international
studies program (for example, in preparation
for the United States Foreign Service) may
satisfy this requirement by taking 24 credits
emphasizing international political, historical,
economic, and cultural factors. Students
interested in international communications and
journalism might also concentrate on this area.
Geographic Focus. All students take a
minimum of 12 credits in their area of geo-
graphic specialty (e.g., East Asia, Africa, Latin
America, the Pacific region). An area specialty
is also possible as a professional concentration.
Language StUdy and Competence. Students
must demonstrate a third-year level of profi-
ciency in a foreign language relevant to their
professional or geographic focus prior to
completion of the program. Students who want
to improve their language skills as part of their
MA program may take second- and third-year
Chinese, Japanese, or Russian, or they may
take.third- and fourth-year Romance or Ger-
manic language courses in lieu of up to 6 credits
in the Geographic Focus, 6 credits in the
Professional Concentration Area, or 12 credits
of the Field Internship. No more than 15 total
credits of foreign language study may be
applied toward fulfillment of program require-
ments. Through completion of their master's
degree requirements. foreign students whose
high school or university instruction was not in
English demonstrate proficiency in English as
a second language.
Field Internship. A 12-credit internship is
required of students without prior international
working experience and of those changing their
professional focus. Internships in the Pacific
region are currently being emphasized. The
International Studies 97
Program assists stud'ents in locating intern-
ships. Students who believe they have had
sufficient international experience may submit
a petition to the di rector of the International
Studies Program ,to have the internship require-
ment waived. If granted, such a waiver does
not reduce the 63-credit requirement for the
degree.
Exit Project. Each student is required to write
a thesis or policy paper to complete require-
ments. Nine credits are awarded for a thesis
and 3 to 6 credits for a policy paper.
Foreign Students. Foreign as well as United
States students are encouraged to apply. Their
study programs will be individually designed to
meet their professional needs and those of the
home country.
Courses in International
Studies (INTl)
Lower-Division Courses
199 Special Studlea (1-3R)
200 SEARCH (1-3R)
250 World Value Systems (3) Origin. diffusion,
evolution. and present distribution of some of the major
belief systems in the world and their implications for
harmony and discord.
251 Population and Global Resources (3) The world
ecosystem from a 'global perspective. including
qualitative and quantitative aspects of human popula-
tions and their resources and alternative strategies for
coping with global imbalance,
252 Rich Nations and Poor Nations: Conflict and
Cooperation (3) Compares differences in national
economics, politics, social structures. cultures, and
world outlook. The central theme is how people seek
to improve their quality of life.
Upper-Division Courses
401 Research (1-6R) PIN only. Prereq: instructor's
consent.
403 (M) Thesis (3-6R) Prereq: instructor's consent.
Majors only. R for maximum of 6 credits.
405 (M) Reading and Conference (1-6R) Prereq:
instructor's consent.
406 (M) Field Studies (1-12R) PIN only. Prereq:
instructor's consent. R for maximum of 12 credits.
407 (G) Seminar (1-3R) Current topics include Aid to
Developing Countries, Americans and the Third World,
Global Perspectives and Issues, International Commu-
nity Development, International Research Methods,
National Planning and Development, The Overseas
Executive, The Pacific Challenge, Science and
Development, and World Value Systems.
409 (M) Practicum (1-12R) PIN only. Closely
supervised participation in the activities of pUblic or
private organizations, institutes, and community
service agencies. Prereq: program director's consent.
R for maximum of 12 credits.
410 (G) Experimental Course (1-3R)
Graduate Courses
501 Research (1-6R) PIN only. Prereq: instructor's
consent.
5.03 Thesis (3-9R) PIN only. Prereq: exit project
committee's consent. Majors only. R for maximum of
12 credits.
505 Reading and Coriference (1-6R) Prereq:
instructor's consent.
506 Field Studies (1-12R) PIN only. Prereq: graduate
standing and exit project committee's consent. R for
maximum of 12 credits.
507 Seminar (1-3R)
509 Practicum (1-12R) PIN only. Closely supervised
participation in the activities of public or private
organizations, institutes, and community service
agencies. Prereq: program director's consent. R for
maximum of 12 credits.
510 Experimental Course (1-3R)
98 Latin American Studies
Latin American
Studies
940 Prince Lucien Campbell Hall
Telephone (503) 686-4861
Daniel Goldrich, Committee Chair
Executive Committee
Colette G. Craig. linguistiCs
Juan A. Epple, Romance Languages
Clarence E. Thurber, Political Science
Philip D. Young, Anthropology
Participating Faculty
George Ayora, Romance Languages
William S. Ayres, Anthropology
Colette G. Craig, Linguistics
David J. Curland, Romance Languages
Don E. Dumond, Anthropology
Juan A. Epple, Romance Languages
Maradel K. Gale, Planning, PUblic Policy and
Management
Richard P. Gale, Sociology
Daniel Goldrich, Political Science
Paul S. Holbo, History
Robert M. Jackson, Romance Languages
Carl L. Johannessen, Geography
Raymond Mikesell, Economics
George W. Shipman, University Librarian
Clarence E. Thurber, Political Science and Intemational
Studies
Philip D. Young, Anthropology
The University of Oregon offers undergraduate
and graduate programs in Latin American
studies under the auspices of the interdiscipli-
nary Committee on Latin American Studies. No
degree in Latin American studies is available at
the University. An emphasis on Latin America
is available both at the bachelor of arts (BA)
and at the master of arts (MA) levels in
International Studies and in History. See the
International Studies and History sections of this
bulletin.
Undergraduate Studies
Preparation. High school. students who have
tak~n courses in politicai science, economics,
history, or otherapproaches to international
affairs, or who have participated in extra-
curricular activities (such as the Oregon High
School International Relations League) may well
be interested in Latin American studies.
Community college students who have taken
courses in international relations may be
interested in specializing in Latin American
studies.
Careers. Career opportunities for students
completing Latin American studies are available
through such avenues as the Peace Corps, the
United States Foreign Service (inclUding U.S.
Information Service), the foreign aid programs
of the American government, the United
Nations, and through private foundations,
international businesses, and international
church organizations.
Program ReqUirements
The undergraduate program in Latin American'
studies requires the following course work:
1. History of Latin America (HST 350,351,352)
2. The equivalent of two years of college~level
Spanish or Portuguese or both
3. A major in one of the fol/owing (requirements
for each are listed below): Anthropology,
Geography, History, or Spanish literature
4. A minimum of 12 credits in Latin American
area courses (listed below)
Anthropology. Students choosing a major in
Anthropology must complete the fol/owing
courses:
Introduction to Archaeology (ANTH 107),
Introduction to Human Evolution (ANTH 110),
and Introduction to Cultural Anthropology
(ANTH 120)
9 credits in physical anthropology courses
numbered 300-499
9 credits in cultural anthropology courses
numbered 300-499 including Native Central
Americans (ANTH 418) and Native South
Americans (ANTH 419)
9 credits in prehistory courses including Middle
American Prehistory (ANTH 462) and South
American Prehistory (ANTH 463)
6 additional credits in Latin American anthropol-
ogy chosen from Research: Latin America
(ANTH 401), Reading and Conference: Latin
America (ANTH 405), and Seminar: Modern
Latin America (ANTH 407) .
The advisers for Latin American anthropology
are William S. Ayres, Don E. Dumond, and Philip
D. Young.
Geography. Students choosing a major in
Geography must complete a minimum of 33
additional credits in that field, of which 24 must
be upper division. Specific requirements
include the following:
9 credits of basic geography chosen from The
Natural Environment (GEOG 101 ),Landscape,
Environment, and Culture (GEOG 103), Urban
Environment (GEOG 105), and Reading and
Interpretation of Maps (GEOG 180)
12 addittonal credits of Latin American geog-
raphy chosen from Research: Latin America
(GEOG 401), Reading and Conference: Latin
America (GEOG 405), Seminar: Latin America
(GEOG 407), Seminar: The Latin American City
(GEOG 407), and Geography of Middle America
(GEOG 463)
The adviser for Latin American geography is
Carl L. Johannessen.
History. Students choosing a major in History
must complete a minimum of 36 additional
credits in History, of which 18 must be upper
division. Specific requirements include the
following:
History of Western Civilization (HST 101, 102,
103)
6 additional credits in Latin American history
chosen from Research: Latin America (HST
401), Reading and Conference: Latin America
(HST 405), Seminar: Latin America (HST 407),
History of Brazil, 1500-1964 (HST 463), History
of Mexico (HST 464), and The Caribbean and
Centra! America in the Modern Period (HST 465)
At least 12 credits of the history program must
be in courses numbered 400-499 .
The adviser for Latin Amerioan history is Paul
S. Holbo.
Spanish Literature. Students choosing a major
in Spanish literature must complete a minimum
of 45 upper-division credits, as outlined in the
Romance Languages section of this bulletin
under Literary Major in Spanish. Offerings
include Introduction to Spanish-American
Literature (SPAN 315), Chicano Literature
(SPAN 328), Spanish-American Literature
(SPAN 444), Spanish-American Short Story
(SPAN 445), Novel of the Mexican Revolution
(SPAN 446), and Portuguese and Brazilian
Literature (PORT 471, 472, 473).
The advisers for Spanish literature are George
Ayora, David J. Curland, Juan A. Epple, and
Robert M. Jackson.
Latin American Area Courses. In addition to
courses in a student's major concentration, a
minimum of 12 credits are required, chosen
from the following courses:
Seminar: Modern Latin America (ANTH 407),
Seminar: The Latin American City (GEOG 407),
Seminar: Latin American Rural Settlement
(GEOG 407), Seminar: International Community
Development (INTL 407), Native Central
Americans (ANTH 418), Native South Ameri-
cans (ANTH 419), Middle American Prehistory
(ANTH 462), South American Prehistory (ANTH
463), Geography of Middle America (GEOG
463), History of Brazil, 1500-1964 (HST 463),
History of Mexico (HST464), The Caribbean
arid Central America in the Modern Period (HST
465)
Graduate Studies.
Specialization in Latin American studies at the
graduate level is possible in a number of
departments in the College of Arts and Sci-
ences. Anthropology, Economics, Geography,
History, International Studies (an interdiscipli-
nary master's degree program), Political
Science, Sociology, and Spanish (in the
Romance Languages Department) have
graduate faculty members competent and
interested in the area. It is possible to arrange
graduate programs in these fields with a
concentration in Latin American studies.
Study Abroad
University of Oregon students may study in
Mexico at the University of Guadalajara through
an exchange agreement with the Northwest
Interinstitutional Council on Study Abroad
(NICSA). See also index entries in this bulletin
under "Foreign study opportunities."
In addition, arrangements may be made on an
individual basis for study in Guatemala, Mexico,
or Costa Rica (see Colette G. Craig, Carl L.
Johannessen, or Clarence E. Thurber), in
Panama (see Philip D. Young), orin Spain (see
Robert M. Jackson).
Linguistics
233 Straub Hall
Telephone (503) 686-3906
Scott Delancey, Qepartment Head
Faculty
Colette G. Craig, Associate Professor (syntax,
semantics, language typology, language contact and
bilin\lualism, language and culture, latin American
studies; Romance and Amerindian languages).
Licence, 1968, Maitrise, 1969, Universite de Paris-
Nanterre; Ph.D., 1975, Harvard. (1974)
Scott Delancey, Associate Professor (phonology,
syntax, semantics; Sino-Tibetan and East Asian
languages). B.A., 1972, Cornell; Ph.D., 1980, Indiana.
(1982)
T. Giv6n, Professor (syntax, semantics, discourse
pragmatics, syntactic change, syntactic typology and
language universals, language contact, pidgins and
creoles, lexicography, philosophy of language;
Indo-European, Amerindian, Austronesian, Semitic,
African, and Sino-Tibetan languages). B.Sc.. 1959,
Jerusalem; M.S., 1962, M.A., 1966, Ph.D., 1969,
California, los Angeles. (1981)
Derry Maisch, Associate Professor (historical and
comparative linguistics, language and culture,
sociolinguistics, historical phonology; Germanic
languages). B.A., 1965, M.A., 1967, Chicago; Ph.D.,
1971, Wisconsin, Madison. (1971)
Doris l. Payne, Assistant Professor (morphology,
syntax, semantics, discourse; Amerindian languages).
B,S., 1974, Wheaton; M.A., 1976, Texas at Arlington;
Ph.D., 1985, California, los Angeles. (1987)
Russell S. Tomlin, Associate Professor (discourse
analysis, syntax, semantics, second-language
acquisition, English as a second language,typology
and language universals). B.A., 1973, Knox; M.A.,
1975, Ph.D.. 1979, Michigan. (1979)
Note: The date in parenthesesat the end of each entry is
the first year at the University of Oregon.
Participating
James L. Boren, English
Sarah A. Douglas, Computer and Information Science
Arthur M. Farley, Computer and Information Science
Noriko Fujii, East Asian languages and Literatures
John T. Gage, English
Morton Ann Gernsbacher, Psychology
Stanley B. Gr\3enfield, English
Kenneth B. Liberman, Sociology
Steven lowenstam, Classics'
Helmut R. Plant, Germanic languages and Literatures
Michael I. Posner, Psychology
Theodore Stern, Anthropology
Prilip D, Young, Anthropology
General Information
The Department of Linguistics offers instruction
in Linguistics leading to a bachelor of arts
(BA), a master of arts (MA) in two options-
general linguistics and English as a second
language-and a doctor of philosophy (PhD.)
degree in Linguistics with interdisciplinary
emphasis.
American English Institute
The American English institute (AEI), directed
by Linguistics Department faculty members,
provides English as a second language (ESL)
instruction to nonnative speakers of English. It
offers teaching, training, and employment
opportunities for graduate Linguistics students
in ESL methodology, second-language acqui-
sition, and curriculum development, as well as
research opportunities in the acquisition and
teaching of language and related fields.
Certification in Foreign Language
Teaching
Second-Language Acquisition and Language
Teaching (LING 444) and Second-Language
Teaching Methods (LING 445) can be applied
toward state certification in foreign language
teaching. Students who take either course for
this purpose must complete their field research
in the targeted language.
Cognitive Science Program
The Department of Linguistics participates in
the interdisciplinary Cognitive Science Pro-
gram, together with the Anthropology, Biology,
Computer and Information Science, and
Psychology Departments. Graduate students at
both the MA and the PhD. levels are encour-
aged to pursue interdisciplinary studies and
research. For further information, see the
Cognitive Science section of this bulletin.
Neuroscience
See the Neuroscience sectionof this bulletin for
more information about the study of neuro-
science at the University.
Financial Aid
The Department offers several graduate
teaching fellowships (GTFs) in Linguistics arid
at the American English Institute (AEI) as well
as a number of graduate research fellowships.
Other types of support are occasionally avail-
able: Qualified applicants for graduate admis-
sion are eligible to apply for support.
Undergraduate Studies
The program offers instruction in the nature of
human language, the structural variety of
individual languages, and the methodology of
conducting a linguistic investigation. The
primary aim of linguistics as a science is to
stUdy the use and organization of human
language in coding and communicating
knowledge. Although linguists may study .
specific facts of many languages, they do so to
gain insight into the properties and processes
common to all languages. Such common
features may in turn reflect universals of human
cognitive, cultural, and social organization.
Language occupies a central position in the
human universe, so much so that it is often cited
as a major criterion for defining humankind. Its
use in the coding and processing of knowledge
makes it relevant to psychology. As a tooi of
reasoning it verges on logic and philosophy. As
a computational system it relates to computer
science and language~data processing. As a
repository of one's cultural world view, it is a
part of anthropology. As aninstrument of social
intercourse and a mark of social identity, it
interacts with sociology. As a biological subsys-
tem lodged In the brain, it is highly relevant to
neurology. As the primary vehicle of learning
and maturation it is important for education. As
an expressive medium it is the crux of literature
and rhetoric.
Careers. To gain understanding into the
complexities of human ianguageis thus to gain
entrance into numerous fields of academic
investigation and practical use. Indeed, com-
puter programmers, conflict mediators, cryp-
tologists, elementary school teachers, language
teachers, lawyers, pSYChiatrists, speech
Linguistics 99
therapists, and translators all depend heavily
on understanding the nature and use of
language.
The bachelor's degree in Linguistics provides
a solid foundation for further graduate studies
in anthropology, communication, computer
science, educatibn, journalism, linguistics,
literature and languages, philosophy, psychol-
ogy, socioiogy, or speech pathology. It is also
a strong entry point into the various practical
applied fields listed above.
Bachelor of Arts Requirements
1. Two years olone foreign language and orie
year of another
2. The following requlredcourses in Linguistics:
Introduction to Linguistics (LING 290)
Languages of the World (LING 311 )
Phonetics (LING 411)
Introduction to Phonology (LING 450)
Syntax and Semantics I (LING 451)
Syntax and Semantics II (LING 452)
Historical and Comparative Linguistics
(LING 460)
Sociolinguistics (LING 490)
3. At least 12 additional credits selected either
from Linguistics courses or from courses in
other departments listed as 'relevant to
linguistics. At least 6 of these must be
upper-division credits, including at least one
undergraduate Proseminar (LING 407)
4. All courses applied toward the major in
Linguistics must be taken on a graded basis.
A course in which a grade of D or lower is
earned cannot count toward the major
5. The study program of Linguistics under-
graduate majors must be approved by the
departmental undergraduate adviser
Minor Requirements
The Department of Linguistics offers a minor in
either of two options: cognitive science or social
science. Listed below are courses required for
completion of the minor in each option.
Cognitive Science . 24 credits
Introduction to lingUistics (LING 290) or
Elements of lingUistics (LING 421) , 4
Phonetics (LING 411) ... ,........... 4
Introduction to Phonology (LING 450) or
Discourse Analysis (LING 522) 4
Syntax and Semantics I (LING 451) 4
Syntax and Semantics II (LING 452) . . . . . . . . . .. 4
Empirical Methods in Linguistics (LING 470) .... 4
Social Science 26 credits
Introduction to Linguistics (LING 290) or
Elements of Linguistics (LING 421) . . . . . . . . .. 4
language, Culture, and Society (LING 295) ... ,. 3
languages of the World (LING 311) .. , . . . . . . .. 3
Phonetics (LING 411), .. . .. . .. . . . . . . . . . . . .. 4
Introduction to Phonology (LING 450) . . . . . . . . .. 4
Syntax and Semantics I (LING 451) .,......... 4
Syntax and Semantics II (LING 452) . . . . . . . . . .. 4
Graduate Studies
Solid preparation in linguistics is an indispen-
sable requirement for any further specialization
at the graduate level, applied as well as
theoretical. Although the facuity and courses
deal with a wide variety of linguistic topics and
issues, four facets of linguistics are strongly
emphasized in the graduate program:
100 Linguistics
1. A ·functional approach to the study of
language structure and use
2. An empirical, live-data, fieldwork, experi-
mental, and cross-linguistic approach to the
methodology of linguistic research
3. Interdisciplinary emphasis on the place of
human language in its wider natural context
4. English as a second language, at both the
teaching-methodology and research levels,
and applied linguistics in general
Master of Arts
The masterof arts (MA) program in Linguistics
offers two major options-one in linguistics, the
other in applied linguistics (AL) and English as
a second language (ESL). Both options require
solid course work in language structure,
function, and use. Students in the AL-ESL option
are expected to take most of their elective
courses within the ESL curriculum; other
students may pursue a variety of electives in
both Linguistics and related disciplines.
Admission Requirements. Admission into the
MA program assumes the completion of the
equivalent of the courses required for the BA
in Linguistics. Students may be admitted into
the program without having previously com-
pleted such courses, but they are then required
to take and pass (with at least a B- grade) the
followir:lg upper-division courses: Introduction
to Phonology(L1NG 450), Syntax and Semantics
I (LING 451), and Syntax and Semantics II
(LING 452).
Required CQurses. The following courses,
totaling 34 credits, are required for anM.A. in
Linguistics:
One Proseminar (LING 407G) or Seminar
(LING 507)
Empirical Methods in Linguistics (LING 470G)
Linguistic Theory: Phonology (LING 5(4)
Linguistic Theory: Syntax (liNG 5(5)
Linguistic Theory: Semantics (LING 5(6)
Field Methods I, II, III (LING 517, 518, 5(9)
Elective Courses. Students working toward an
MA degree must take an additional 17credits
in graduate-level courses, excludingLiNG 450,
451, or 452M, chosen either from Linguistics or
from relevant related disciplines and approved
by the departmental graduate adviser. MA
students pursuing the AL-ESL option must
include the following:
Second-Language Acquisition and Language
. Teaching (LING 444G)
Second-Language Teaching Methods
(LING 445G)
English Grammar (ENG 490G)
Teaching English as a Second Language:
Practicum (LING 509)
Advanced Teaching English as a Second
Language (LING 545)
M.A. Examination. The MA deg ree in linguis-
tics is granted upon successful completion of
required course work, maintenance of the
University-prescribed grade point average, and
the passing of a written examination. MA
examinations are administered twice a year, at
the end of the fall and spring terms. No course
with a grade lower than C- can be counted to
satisfy the degree requirements.
M.A. Thesis. Students in good standing in the
program may be invited by the faculty to write
an MA thesis rather than take the written MA
examination. The faculty sitting as a committee
of the whole must approve such an option, and
one Linguistics Department faCUlty member
must be willing to serve as thesis adviser. The
thesis adviser will make recommendations 10
the faculty concerning the acceptability of the
MA thesis. The faculty will either accept or
reject the thesis.
Doctor of Philosophy
The doctor of philosophy (Ph.D.) program in
Linguistics is individually tailored to meet the
needs and professional goals of the student,
with strong interdisciplinary emphasis on
related fields with faculty strength on the
University campus. These may include-but
are not limited to-animal communication, .
anthropological linguistics, applied linguistics,
cognitive science, discourse and text analysis,
English linguistics, first"· and second-language
acquisition, language-data processing,
neurolinguistics, psycholinguistics, sociolin-
guistics, and speech pathology and speech
therapy.
Admission. Requirements. Applicants must
have an MA in Linguistics or its equivalent.
Applicants without an MA may be admitted
provisionally and must complete all prerequisite
MA-Ievel Linguistics courses before they
become regular graduate students. Each
applicant is required to submit, along with the
graduate application, a sample graduate
research paper (or MA thesis) at least 30
pages in length.
Residency Requirement. The Graduate
School requires at least three years of full-time
work beyond the bachelor's degree for the
doctorate, with at least one year spent in
continuous residence on the Eugene campus.
The Department of Linguistics construes the
latter requirement to mean that at least six
courses, including seminars, must be taken
within the program while the student is in
continuous residence for three academic terms.
Foreign Language Requirement. Students in
the Ph.D. program must demonstrate profi-
ciency in two foreign languages, either by
examination or through course work. These
languages are normally 'Chinese, French,
German, Japanese, Russian, or Spanish, but
the student may petition to substitute another
language for one of the above if the student's
study program or other special circumstances
justify such a substitution.
Required Courses. No specific courses are
required for the Ph.D. Students must complete
at least 32 credits of graduate courses in
Linguistics or related fields approved by their
doctoral adviser. Of these 32 credits, at least
16 must be in Linguistics and must include at
least two seminars (one in syntax, semantics,
or pragmatics). No courses required for the
MA can count toward Ph.D. course require-
ments.
Doctoral Adviser. The Department head
. appoints a doctoral adviser for each student
upon admission into the Ph.D. program.
Doctoral Examination. Upon completion of all
preceding requirements, the candidate may
petition the Department to take the doctoral
examination. The examination Consists of three
original research papers of substantial length
on topics approved by the faculty. At least two
of the papers must be in two separate subfields
of linguistics, while the third may be in a related
field. The Linguistics faculty accepts or rejects
the papers. Upon successful completion of this
examination, the student is advanced to
candidacy.
Doctoral Dissertation. The Ph.D. is granted
upon completion of the preceding require-
ments, the writing of an original dissertation
acceptable to the doctoral committee, and an
oral examination on the dissertation. A student
may petition the Department to waive the oral
examination under special circumstances. The
doctoral committee must include at least three
Linguistics faculty members, and it must be
either chaired or cochaired by the student's
doctoral adviser in Linguistics. The student
must submit a dissertation prospectus in
writing, and it must be approved by the doctoral
committee before the student begins writing the
dissertation.
Linguistics ColloqUium
The Linguistics colloquium convenes once a
week, usually in the afternoon, to hear presenta-
tions on special topics of general interest by
invited speakers from other departments or
universities or by members of the Linguistics
Department, including graduate students. All
graduate students are expected to attend
regularly.
Advising and Review Practices
Undergraduate students in Linguistics are
advised about their study program each term
by the departmental undergraduate adviser.
Graduate students are advised each term by
the departmental graduate adviser. In addition,
some students may be assigned a personal
faculty adviser to advise them in the areas of
their academic interest. The performance of
each graduate student is reviewed at the end
of each academic term by the faculty. In case
a student falls below whatthe faculty considers
minimal standards of performance in the
graduate program, a representative of the
faculty advises the student of such faculty
assessment and suggests appropriate remedial
steps.
Courses in
Linguistics (LING)
English as a Second Language
(ESL) Courses
81 English \)ronunciatlon for Foreign Students (21
Practice in the pronunciation of English; diagnosis 0
pronunciation problems; practice in accurately
producing English sounds, sound sequences, stress,
and intonation.
82 Listening Comprehension for Foreign StUdents
(3) Practice in developing listening comprehension
and in note taking; practice in listening to spoken
English with emphasis on identifying main ideas and
relationships.
83 oral Communication for Foreign Students (3)
Participation in conversation groups aimed at develop-
ing expository and expressive oral skills; emphasison
improving conversational skills dealing with academic
subject matter.
84 Reading and Vocabulary Development for
Foreign Students (3) Developme[1t of readinp and
vocabulary skills In academic subjects. Readings
selected from areas of student interest.
Lower-Division Courses
150 Structure of English w'ords (3) W9rd structure
and derivation in English. Greek- and Latin-derived
vocabulary; Germanic- and Romance-derived
derivational rules. Understanding ·the dynamic
structure of the English lexicon; prefixes, suffixes, and
morphology.
199 Special Studies (1-3R) Survey of various topics
in linguistics. Recent tOPiCS are CoptiC and Writing
Systems. .
290 Introduction to Linguistics (4) Study of human
language and linguistics as a scientific and humanistic
discipline. Basic concepts of the lexicon, phonology,
syntax, semantics, and language change. Precludes
credit for LING 421.
295 Language, Culture, and Society (3) V!.ays .in
which language reflects culture and In turn determines
cultural world view; interaction between language and
social structure, social relations and interpersonal
communication.
Upper-Division .Courses
311 Languages of the World (3) A survey of the
variability and distribution of the languages of the world
in 'terms of linguistic typology, genetic relationships,
and geographic location. Preteq: LING 290 or 421.
401 Research (Arr,R) Individual research supervised
by a faculty member. Prereq~ instructor's consent.
403 (M) Honors Thesis (Arr,R)
405 Reading and Conference (Arr,R) Individual
reading and bibliographic work supervi~ed by a faculty
member. Prereq: instructor's consent.
407 (G) Proseminar(Arr,R) Topics include history of
linguistics, language contact, morphology, discourse
pragmatics, conversaltOnal analysIs, acou~llc pho-
netics, psycholinguistics, language acquISition, and
applied linguistics. Prereq: LING 451, 452.
410 Experimental Course (Arr,R) Recent topics are
Classical Tibetan, Old Irish, and Translation Theory.
411 (M) Phonetics (4) The articulatory acoustic basis .
for the classification and description of speech
sounds;relevance of this phonetic base to phonolog-
ical analysis. Pre- or coreq: LING 290.
421 (M) Elements of Linguistics (4) Basic elements
of language structure, function, and use,. Including
basic concepts of the lexicon, phonology, morphology,
syntax, semantics, and language change. Primarily for
nonmajors. Precludes credit for LING 290.
426 (G) Analysis of Language Structure: [Term
SUbJect] (3R) Structure of individual languages,
language subfamilies, or families. Specit.ic languages
vary, with selection most likely from Arabic, Austrone-
sian Bantu Chinese Greek, Hebrew, Hindi, Japanese,
Latin. prereq: LING 450, 451,452 or instructor's.
consent. R when topic changes.
444 (G) Second-Language Acquisition and .
Language Teaching (4) Introduction to second-
language acquisition and the teaching of English and
other modern languages as second languages. One
extra hour per week of field research, research paper.
Prereq: LING 290 or 421.
445 (G) Second-Language Teaching Methods (4)
Introduction to methods and techniques of teaching
English and other modern languages as second
languages. Course and curriculum design, test!ng,
development and evaluation of materials, practice of
specific teaching techniques. Prereq: LING 444.
450 (M) Introduction to Phono.logy (4) Siudy of sqund
systems in language. Phonemic contrasts; allol?horllc
variation, and complementary distribution In relation to
lexical coding of words, sound production, and sound
perception. Prereq: LING 411 or equivalent.
451 (M) Syntax and Semantics I (4) Sxntax within
grammar; its interaction with lexical mearllng, proposI-
tional semantics and discourse pragmatics; syntactic
structure; case roles; word order; grammatical .
morphology; tense, aspect.. modality, and negation;
definiteness and referentlallty. Prereq: LING 290 or
421.
452 (M) Syntax and Semantics II (4) Complex
syntactic structures' and their discourse function;
embedded, coordinate, and subordinate clauses;
nondeclarative speech acts; toiJicalization, contrast.
and focusing; transitivization and detransitivization.
Data from various languages. Prereq: LING 451.
460 (G) Historical and Comparative linguistics (4)
Principles of language change and the methodsof
comparative and internal reconstruction; typological
change in phonology, morphology, and syntax;
language families and protolanguages. Prereq: LING
450,451.
470 (G) Empirical Methods in Linguistics (4)
Empirical, quantified methods of data collection and
analysis; statistical evaluation of results .. Data derived
from discourse, conversation, psychohngulstlcs, flrst-
and second-language acquisition, speech pathology,
speech and writing deficiencies. Prereq: LING 450,
451, 452 or instructor's consent.
490 (G) Sociolinguistic:s (3) Language in relation to
social and interpersonal interaction. Topics may
include dialect geography, SOCial and ethniC dialects,
language contact, bilingualism and multilingualism,
pidgins and creoles, or conversational analysIs.
Prereq: LING 450, 451, 452 or instructor's consent.
Graduate Courses
501 Research (Arr,R) PIN only. Individual research
on a specific topic supervised by a faculty member.
Prereq: instructor's consent.
503 Thesis (Arr,R) PIN only. Individual research on
M.A. thesis or Ph.D. dissertation, supervised by a
faculty member. Prereq: instructor's consent.
505 Reading and Conference (Arr,R) Individual
reading and bibliographic work supervised by a faculty
member. Prereq: instructor's consent.
507Seminar (Arr,R) Topics include syntax, semantics,
discourse pragmatics, stylistics, psycholinguistics,
neurolinguistlcs, language contact, pidqins and
creoles first- or second-language acquISition,
language and culture. Prereq: LING 450, 451, 452 or
instructor's consent.
509 Teaching English as a Second Langua$le:
Practicum (3) SuperVised pracllcum In teaching
English as a se.cond language (TESL) either to adults
or to children. Prereq: LING 444, 445.
510 Experimental Course (Arr,R)
514 Linguistic Theory: Phonology (4) Detailed .
investigation of issues in phonological theory. TopIcs
may include sound systems and their typology,
morphophonology, and the acquisition of phonological
structures. Prereq: LING 450, 460. .
515 Linguistic Theory: Syntax (4) Issues in syntactic
theory. Topics may include universals of semantiC,
pragmatic, and discourse function and their relation to
syntax; syntactic typology and universals, formal
models in syntactic description. Prereq: LING 451,452.
516 Linguistic Theory: Semantics (4) Detailed.
investigation of issues in semantic and pragmatic
theory. Topics may include universals of lexical
semantics and discOurse pragmatics and their
interaction. Prereq: LING 451, 452.
517,518,519 Field Methods I, II, III (5,515S) Super-
vised linguistics fieldwork with language Informants,
both in and out of class. Application of language
'universals to the elicitation, analysis, and evaluation of
data from particular languages; the. writing ot. . .
phonOlogical, lexical, and wammatlcal descriptions;
sentence versus text eliCitation. Prereq: LING 450, 451,
452.
522 Discourse Analysis (4) Language beyond the
sentence level; elicitation and analysis of oral and
written texts; quantitative text analysis. Information
structure of discourse, discourse and syntax, conver-
sational analysis, discourse pragmatics, discourse
processin£). Prereq: LING 451, 452. .
545 Advanced Teaching English as a Second
Language (4) Current issues and research-both .
theoretical and applied-in second-language acqUi-
sition and teaching as related to teaChing English as
a second language (TESL). Prereq: LING 445.
Mathematics 101
Mathematics
218 Fenton Hall
Telephone (503) 686-4705
Frank W. Anderson, Department Head
Faculty
Frank W. Anderson, Professor (algebra). B.A., 1951,
M.S., 1952, Ph.D., 1954, Iowa. (1957)
Fred C. Andrews, Professor (statistics). B.S., 1946,
M.S., 1948, Washington (Seattle); Ph.D., 1953,
California, Berkeley. (1957)
Bruce A Barnes, Professor (Banach algebras,
operator theory). B.A., 1960, Dartmouth; Ph.D.. 1964,
Cornell. (1968)
Richard B. Barrar, Professor (applied mathematics,
differential equations). B.S., 1947, M.S., 1948, Ph.D.,
1952, Michigan. (1967)
Charles W. Curtis, Professor (algebra). B.A., 1947,
Bowdoin; M.A., 1948, Ph.D., 1951, Yale. (1969)
Micheal N. Dyer, Professor(algebraic topology). B.A.,
1960, Rice; Ph.D., 1965, California, Los Angeles.
(1967) .
Robert S. Freeman, Associate Professor (partial
differential equations, operator theory). B.A.E., 1947,
New York; Ph.D., 1958, California, Berkeley. (1967)
Mary L. Fulton, Senior Instructor. B.A., 1972, Nebraska
Wesleyan; M.S.. 1976, Virginia Commonwealth. (1981)
Peter B. Gilkey, Professor(global analysis, differentiil
geometry). B.S., 1966, M.A., 1967, Yale; Ph.D., 1972,
Harvard. (1981)
David K. Harrison, Professor (algebra). B.A., 1953,
Williams; Ph.D.. 1956, Princeton. (1963)
James A Isenberg, Assistant Professor (mathematical
physics, differential geometry, nonlinear partial
differential equations). AB., 1973, Princeton; Ph.D.,
1979, Maryland. (1982)
William M. Kantor, Professor (finite geometries, finite
groups, combinatorics). B.S., 1964, Brooklyn; M.A.,
1965, Ph.D., 1968, Wisconsin, Madison. (1971)
Richard M. Koch, Profess.or (differential geometry).
B.A., 1961, Harvard; Ph.D., 1964, Princeton. (1966)
John V. Leahy, Professor (algebraic an.d differential
geometry). Ph.D., 1965, Pennsylvania. (1967)
Shlomo Libeskind, Professor (mathematics education).
B.S., 1962, M.S., 1965, TeChnion-Israel Institute of
Technology; Ph.D., 1971, Wisconsin, Madison. (1986)
Henry L. Loeb, Professor(numericai analysis, approx-
imation theory). B.S., 1949, Wisconsin, Madison; M.A.,
1958, Columbia; Ph.D., 1965, Califomia, Los Angeles.
(1967)
Paul alum, Professor (algebraic topology); President,
U.niversity of Oregon. AB., 1940, Harvard; M.A., 1942,
Princeton; Ph.D., 1947, Harvard. (1976)
Theodore W. Palmer, Professor(analysis). B.A., 1958,
M.A., 1958, Johns Hopkins; A.M., 1959, Ph.D., 1966,
Harvard. (1970)
Kenneth A. Ross, Professor(harmonic analysis). B.S..
1956, Utah; M.S., 1958~ Ph.D., 1960, Washington
(Seattle). (1965)
Gary M. Seitz, Professor (group theory). A.B., 1964,
M.A., 1965, California, Berkeley; Ph.D., 1968,Oregon.
(1970)
Brad S. Shelton, Assistant Professor (Lie groups,
harmonic analysis, representations). B.A., 1976,
Arizona; M.S., Ph.D., 1982, Washington (Seattle).
(1985)
Allan J. Sieradski, Professor (algebraic topology,
homotopy theory). B.S., 1962, Dayton; M.S., 1964,
Ph.D., 1967, Michigan. (1967). '.
J. Nicholas Spaltenstein, Associate Professor (algebra
and algebraic geometry). DiplOme, 1974, ~cole
102 Mathematics
Polylechnique Federale, Lausanne; M.Sc., 1975,
PhD., 1978, University of Warwick. (1986)
Donald R. Truax, Professor (statistics). B.S., 1951,
M.S., 1953, Washington (Seattle); PhD., 1955,
Stanford. (1959)
James M. Van Buskirk, Professor (topology, knot
theory). B.S., 1954, Wisconsin, Superior; M.S., 1955,
PhD., 1962, Wisconsin, Madison. (1962)
Marie A. Vitulii, Associate Professor (algebrak
geometry). B.A., 1971, Rochester; M.A., 1973, PhD.,
1976, Pennsylvania. On leave winter, spring 1988.
(1976)
Marion I. Walter, Professor (mathematics education).
B.A., 1950, Hunter; M.S., 1954,NewYork;D.Ed., 1967,
Harvard. (1977)
Lewis E. Ward, Jr., Professor (topology). A.B., 1949,
California, Berkeley; M.S., 1951, Ph.D., 1953, Tulane.
(1959)
Jerry M. Wolfe, Associate Professor (numerical
analysis). B.S., 1966, Oregon State; M.A., 1969, PhD.,
1972, Washington (Seattle). (1970)
Charles R. B. Wright, Professor (group theory). B.A.,
1956, M.A., 1957, Nebraska; PhD., 1959, Wisconsin,
Madison. On leave 1987-88. (1961)
Sergey Yuzvinsky, Professor (representation theory,
combinatorlcs, multipiication of forms). M.A., 1963,
Ph.D., 1966, Leningrad. (1980) .
Emeriti
Glenn T. Beelman, Senior Instructor Emeritus. B.S.,
1938, South Dakota State; A.M., 1962, George
Washington. (1966)
Paul Civin, Professor Emeritus (Banach algebras).
B.A., 1939, Buffalo; M.A., 1941, PhD., 1942, Duke.
(1946)
Kenneth S. Ghent, Professor Emeritus (number theory).
B.A., 1932, McMaster; S.M., 1933, PhD., 1935,
Chicago. (1935)
Ivan M. Niven, Professor Emeritus (number theory).
B.A., 1934, M.A., 1936, British Columbia; PhD., 1938,
Chicago. (1 947)
Peter R. Sherman, Senior Instructor Emeritus (mathe-
matics education). B.S., 1947, M.S., 1949, Oregon;
B.D, 1952, Pacific School of Religion, Berkeley. (1960)
Robert F. Tate, Professor Emeritus (statistics). B.A.,
1944, Caiifornia, Berkeley; M.S., 1949, North Carolina;
PhD., 1952, California, Berkeley. (1965)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
Courses offered by the University of Oregon
Department of Mathematics are designed to
satisfy the needs of both majors and nonmajors
interested in mathematics primarily as part of a
broad liberal education. They also provide
basic mathematical and statistical training for
students in the social, biological, and physical
sciences and in the professional schools;
prepare teachers of mathematics; and provide
advanced and graduate work for students
specializing in the field.
Preparation. Students planning to major in
Mathematics at the University should take three
or four years of high school mathematics. .
Courses in algebra, geometry, trigonometry,
and more advanced topics should be included
whether offered as separate courses or as a unit.
College transfer students who have completed
a year of calculus should be able to complete
the major requirements in Mathematics at the
University of Oregon in two additional years.
Science Group Requirement. The Department
offers a varietYClf courses that satisfy the
science group requirement for Plan I. These
courses are MTH 150-157; MTH 201 ,202,203;
MTH 207, 208, 209; and MTH 231, 232. Inter-
mediate Algebra (MTH 100) does not satisfy
science group requirements. The courses
numbered 150-157 present ideas from areas of
important mathematical activity in an elementary
setting, stressing concepts more than computa-
tion. They do not provide preparation for other
Mathematics courses but are compatible with
further study in mathematics.
Enrollment in Courses
To enroll in a lower-division Mathematics
course, students must take the prescribed
placement examination or present a grade
report showing completion of the prerequisite
course with a grade of C-or Plpass) or better.
Courses are not open for credit to students
whose competence in that area exceeds the
scope of the particular course. For example, a
student with credit in Calculus for theNonphys-
ical Sciences (MTH 207) cannot later receive
credit for MTH 100, 101, or 115. For additional
information about credit restrictions contact a
Mathematics adviser.
The Department offers two calculus sequences
to meet the different needs of students. Calculus
(MTH 201,202,203) is the standard sequence
recommended to most students in the physical
sciences and mathematics. Calculus for the
Nonphysical Sciences (MTH 207, 208) and
Probability and Statistics with Calculus (MTH
209) form a sequence that is designed to serve
the mathematical needs of students in the
business, managerial, and social sciences. The
choice between these two sequences is an
important one; the choice of MTH 207,208,209
effectively closes the door to most advanc!'Jd
Mathematics courses. Consult a Mathematics
adviser or an adviser in your major field about
which sequence to take.
Major Requirements
The Department offers underg raduate prepara-
tion for graduate work in mathematics and
statistics; for mathematics teaching at the
secondary level; and for positions in govern-
ment, business, and industry. Each student's
major program is individually constructed in
consultation with an adviser.
To qualify for a bachelor's degree with a major
in Mathematics, a student must satisfy the
requirements listed in one of the eight options
belOW or receive explicit approval for an
alternative prog ram from the head adviser for
underg raduate mathematics prior to the begin-
ning of the last full year of study.
Upper-division courses used to satisfy these
requirements must be graded, and only one
grade of D may be counted toward the upper-
division requirement. At least 12 credits Ln
upper'division Mathematics courses must be
taken in residence at the University.
All Mathematics majors must take Elementary
Analysis (MTH 321); all majors not graduating
under option seven, below, must take Linear
Algebra(MTH 412). These courses are theoret-
ical. In addition to covering specific results and
techniques, they are designed to teach "mathe-
matical thinking": how to prove theorems, to
analyze problems, to invent algorithms, and to
understand related chains of theorems. These
courses increase the student's understanding
of other upper-division courses. For this reason,
it is important that they be taken at the right
stage in the student's career. Most Mathematics
majors take Calculus of Several Variables with
Linear Algebra (MTH 331, 332, 333) in the
sophomore year and follow it with MTH 321 and
MTH 412 early in the junior year. It is inadvisable
to postpone MTH 412 until the senior year
because of the danger of forgetting the needed
linear algebra. The prerequisite for MTH 412 is
MTH 331 or MTH 411; the Department recom-
mends that students who do well in MTH 331,
332, 333 should then take MTH 412, but
students who have trouble with linear algebra
should take MTH 411 first. Students uncertain
about which course to take should talk to a
Mathematics adviser.
Option One: Graduate Preparatory. Required:
36 upper-division Mathematics credits (exclu-
sive of MTH 425, 426, 427) including MTH 321 ;
MTH 331,332,333; MTH 412 or 417; and at
least two terms selected from one sequence
and two terms selected from another sequence
in the following sets: MTH 413, 414, 415, 416,
417; MTH 431,432,433; MTH 437, 438, 439;
MTH 447, 448, 449.
Recommended: MTH 421,422,461,462
Option Two: Statistics Emphasis. Required:
36 upper-division Mathematics credits (exclu-
sive of MTH 425,426,427) including MTH 321;
MTH 331,332,333; MTH 412 or 417; MTH 420
and either 441,442,443 or 444 or MTH 447,
448, 449
Recommended: MTH 428,429, 430;MTH 450,
451; MTH 454,455; and CIS 21 0,211,212,234
Note: Students planning graduate work in
statistics are urged to take MTH 447,448,449
and MTH 431, 432, 433.
Option Three: Physical Science Emphasis.
Required: 34 upper-division Mathematics
credits (exclusive of MTH 425, 426, 427)
including MTH 321; MTH 331, 332, 333; MTH
412 or 417; and at least five terms selected fmm
amongMTH 421 ,422; MTH 428,429,430; MTH
441, 442, 443; MTH 461; MTH 462; MTH 465;
MTH 466; MTH 467
Also required: any two of the following three
setsof sequences-CH 204, 205, 206 or CH
104, 105, 106; GEOL 201, 202, 203; PH 201,
202,203 or PH 211 , 212, 213. An upper-division
three-term sequence in Chemistry or Physics
may be substituted for one of these sequences.
Upper-division Geology sequences must have
prior approval.
Recommended: MTH 415, 416, 417; MTH 431,
432,433; MTH 444; PH 324, 325, 326; PH 421,
422,423; PH 441,442,443; CH 441,442,443;
GEOL 463
Option Four: Computer Science Emphasis.
Required: 30 upper-division Mathematics
credits (exclusive of MTH 425, 426, 427)
including MTH 321; MTH 331, 332, 333; MTH
412 or 417; and either MTH 418, 419, 420 or
MTH 428, 429, 430
Also required: MTH 231, 232, 233; CIS 313,
314,315
Recommended: MTH 328; MTH 354, 355; MTH
415,416,417; MTH 441, 442; MTH 443;
MTH 465
Option Five: Social Science or Business
Emphasis. ReqUired: 36 upper-division Mathe-
matics credits (exclusive of MTH 425, 426,427)
including MTH 321; MTH 331, 332, 333;MTH
4120r417; MTH420; MTH441, 442; MTH 443
or 444
Recommended: MTH 354,355; MTH 418, 419;
MTH 428, 429, 430; MTH 437, 438; MTH 444;
MTH 454, 455; MTH 461; MTH 462; EC 494,
495; PSY 433; DSC 425
Because this emphasis covers such diverse
areas, it is essential for students to obtain
explicit guidance from a Mathematics adviser
and an adviser in one of the social science
departments or in the College of Business
Administration.
Option Six: Biological Science Emphasis.
Required: 28 upper-division Mathematics
credits (exclusive of MTH 425, 426, 427)
including MTH 321; MTH 331, 332, 333; MTH
412 or 417; MTH 441,442; MTH 461
Also required: CH 104, 105, 106 or CH 204,
205, 206; PH 201, 202, 203 or PH 211, 212,
213; and BI 291, 292, 293 (with laboratories,
BI 294, 295, 296)
Recommended: MTH 413; MTH 420; MTH 428,
429, 430;MTH 443; MTH 444; MTH 450, 451;
MTH 462; MTH 465; MTH 466; CIS 133, 134,
210,220;BI323;BI426;BI470;BI471;BI472
Option Seven: Secondary Teaching
Emphasis. Required: 30 upper-division Mathe-
matics credits (exclusive of MTH 425, 426, 427)
including MTH 321; MTH 331 or 411; MTH 341,
342, 343; MTH 344, 345; MTH346 or 441
Also required: CIS134 or 21 0,220 and at least
18 credits in education courses that apply
toward the Oregon Basic teaching certificate
Recommended: MTH 328;MTH 354,355
Regular session courses with similar content
and special upper-division and graduate
courses offered during summer session maybe
approved by the departmental teacher edu,ca-
tioncommittee FlS acceptable substitutes for
these courses. Prospective teachers should
plan to do student teaching during a term that
does not conflict with the required Mathematics
courses.
Option Eight: Preengineerlng Emphasis.
Required: 34 upperodivision Mathematics
credits (exclusive of MTH 425, 426, 427)
including MTH 321; MTH 331, 332, 333; MTH
412 or 417; MTH 461 and at least four terms
from the following series: MTH 421, 422;, MTH
428, 429, 430; MTH 462; MTH 465, 466, 467
Also required: CH 104, 105, 106 or CH 204,
205, 206; CIS 133or 134 or21 0, 220; PH 201,
202, 203 or PH 211, 212,213
Recommended: MTH431 , 432; MTH 441,442,
443; PH 324, 325, 326
Minor Requirements
The minor program is intended for anystudent
with a strong interest in mathematics, regardless
of major. While students in such closely allied
fields as Computer and Information Science or
Physicsoften complete double majors, students
with more distantly related majors such as
Psychology or History may find the. minor
program useful.
To earn a minor in Mathematics, a student must
complete at least 24 credits in Mathematics at
the 200 level or higher, excluding Elements of
Statistical Methods (MTH 425, 426, 427) and
including at least 18 upper-division credits.
Only one grade of D may be counted toward
fulfilling the upper-division requirement. All
upper-division courses must be taken for
grades. The flexibility of the Mathematics minor
program allows each student, in consultation
with a Mathematics adviser, to tailor the program
to his or her own needs.
Elementary School Teaching
For certification to teach in an elementary
school in Oregon, the Teacher Standards and
Practices Commission requires demonstrated
competence in mathematics. This requirement
may be met by satisfactorily completing the '
sequence Mathematics for Elementary
Teachers (MTH 121, 122, 123).
Exact minimum certification requirements are
available from the College of Education.
Secondary School Teaching
The Department of Mathematics offers work for
preparation to teach mathematics in public
secondary schools. Certification as an Oregon
secondary teacher with a Mathematics endorse-
ment re-quires satisfactory completion of a
program of teacher preparation, which includes
subject matter preparation in the teaching
specialty and in professional education, as well
as recommendation of the institution in which
the preparation is completed. The Mathematics
Department offers work toward Basic and
Standard Oregon certification. For specific
information regarding requirements fora
Mathematics endorsement, students should
consult the Department endorsement adviser
for teacher education and the staff in the
Teacher Education Office of Student Services,
175 Education Building.
Honors and Awards
Students preparing to graduate with honors in
Mathematics should notify the chair of the
Undergraduate Affairs Committee not later than
the first term of their senior year. They must
complete two of the following four sets of
courses with at least a B average (3.00 GPA):
MTH 413, 414 (or MTH 415, 416); MTH 431,
432; MTH 437, 438; MTH 447, 448 (or MTH 447,
454). They must also write a thesis covering
advanced topics assigned by their advisers.
The honors degree is awarded to those whose
work is judged truly exceptional.
The William Lowell Putnam examination, a
competitive, nationally administered mathemat-
ics examination, is given early each December.
It contains 12 very challenging problems, with
prizes awarded the top finishers in the nation.
Those interested should consultthe chair olthe
Undergraduate Affairs Committee at the
beginning of fall term.
Facilities
The Department office and the Mathematics
Library, a branch of the Science Library, are
located in Fenton Hall. A reading and study area
is located in the Moursund Reading Room of
the Mathematics Library.
Mathematics 103
Graduate Studies
The University offers graduate study in Mathe-
matics leading to the master of arts (MA),
master of science (M.S.), and doctorofphilos-
ophy (PhD.) degrees.
Master's degree programs leading to the M.S.
or MA degree are available to suit the needs
of students with various objectives. There are
programs for those intending to continue toward
the doctorate and for those who plan to con-
clude their formal study of pure or applied
mathematics at the master's level. A teachers'
master's degree program gives intensive
preparation for those planning careers in
secondary school or community college
teaching. An interdisciplinary master's degree
program in teaching and mathematics serves
those who already hold a Basic teaching
certificate; this ,program may be pursued
conveniently during summer sessions. Appli-
cants for summers-only admission must satisfy
the graduate admission requirements.
Admission is dependent upon the student's
previous academic record-both overall
academic quality and adequate mathematical
background for the applicant's proposed
degree program. Application forms for admis-
sion to the Graduate School may be obtained
by writing to the head of the Department of
Mathematics. Prospective applicants should
take note of the general University requirements
for graduate admission, which appear in the'
Graduate School section of this bulletin.
Transcripts from all undergraduate and
graduate institutions attended and copies of
Graduate RecordExamination (GRE) scores in
the Verbal, Quantitative, and Mathematics Tests
should be submitted to the Department.
In addition to general Graduate School require-
ments, the specific graduate program courses
and conditions listed below must be fulfilled.
Further details can be found in the Department
of Mathematics Graduate Student Handbook,
available in the Department office. All Mathe-
matics courses applied to degree requirements,
including associated reading courses, must be
graded. A final' written or oral examination, or
both, is required for master's degrees except
underthe pre-PhD. option outlined below. This
examination is waived under circumstances
outlined in the departmental Graduate Student
Handbook.
Master's Degree Programs
Pre-Ph.D. Master's Degree Program. Of the
required 45 credits, at least 18 must be in
500-level Mathematics courses; at most, 15
may be in graduaie-Ievelcourses other than
Mathematics.
Students must complete two 500-level
sequences acceptable for the qualifying
examinations in the PhD. program. In addition,
they must complete either one other 500-level
sequence or a combination of three terms of
500-level courses approved by the master's
degree subcommittee of the Graduate Affairs
Committee.
Master's Degree Program. Of the required 45
credits, at least 9 must be in 500-level
Mathematics courses, excluding MTH 505; at
104 Mathematics
most, 15 may be in graduate-level courses other
than Mathematics.
Students must take a minimum of two of the
following sequences and one 500-level se-
quence, or two 500-level sequences and one
of the following: MTH 412, 413, 4140r MTH 415,
416,417; MTH 431, 432, 433; MTH 437, 438,
439; MTH 447, 448, 4490r MTH 447,454,455.
Students should also have taken, at some time,
a three-term upper-division or graduate se-
quence in statistics, numerical analysis, com-
puting, or other applied mathematics.
Teachers' Master's Degree Program. Of the
required 45 credits, at least 9 must be in
500-level Mathematics·courses.
Students must take at least 36 credits in
Mathematics courses at either the 400G or 500
level or both, to include the following or their
equivalents: (a) MTH 412, 413, 414 or MTH 415,
416,417; (b) MTH 431,432,433; (c) two terms
from one of the following groups: MTH 437,438,
439;MTH 447,448, 449 or MTH 447, 454, 455;
MTH 487, 488, 489; MTH 534, 535, 536.
Students should also have taken, at some time,
one-term or longer courses in introductory linear
algebra, set theory and mathematical logic,
and differential equations or functions of
several variables.
Interdisciplinary Studies: Teaching and
Mathematics. This program is intended for
secondary school teachers of mathematics. To
be admitted, an applicant must have had at
least 18 undergraduate credits in mathematics
and a reasonable background in education
courses as evidenced by holding a Basic
Oregon certificate for secondary teaching or
other equivalent credential. The program may
be coordinated with work toward the Standard
teaching certificate.
Of the required 45 credits, at least 9 must be
in 500-level courses.
Students must take a minimum of 9 credits of
planned graduate education and 36 credits of
planned graduate Mathematics courses (400M,
400G, and 500 levels).
Planned courses are selected and approved at
the start of the program of study and may not
be altered except with permission of the
student's adviser.
Doctor of Philosophy
The PhD. is a degree of quality not to be
conferred in routine fashion after completion of
any specific number of courses or after
attendance in Graduate School for a given
number of years.
The Department offers programs leading tothe
PhD. degree in the areas of algebra, analysis,
applied mathematics, combinatorics, geometry,
mathematical physics, numerical analysis,
probability, statistics, and topology. Advanced
graduate courses in these areas are ordinarily
offered in Seminar (MTH 507); see the course
description for a list of seminars to be offered
this year.
Each student, upon entering the graduate
degree program in Mathematics, reviews
previous studies and objectives with the
Graduate Advising Committee. On the basis of
this consultation, tentative admittance 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-PhD. program, an entering graduate
student must have completed a course of study
equivalent to the graduate preparatory
bachelor's degree program described above:
Other students will be placed in the master's
degree program and may apply for admittance
to the pre-PhD, program following a year of
graduate study. Students in the pre-PhD.
program must take the qualifying examination
at the beginning of their second year during the
week before classes begin fall term. The
qualifying examination consists of examinations
on two basic 500-level graduate courses, one
from each of two of the following three
categories: (a) algebra, (b) analysis, (c) numer-
ical analysis, probability, statistics, or topology.
Ph.D. Program. Admission to the PhD. pro-
gram is based upon the following criteria:
satisfactory performance on the qualifying
examination, completion of three courses at a
level commensurate with study toward a Ph. D.,
and satisfactory performance in seminars or
other courses taken as a part of the pre-PhD.
or PhD. programs. Students who are not
admitted to the PhD. program because of
unsatisfactory performance on the fall term
qualifying examination may retake the qualifying
examination at the beginning of winter term.
A student in the Ph.D. program is advanced to
candidacy after passing two language examina-
tions and the comprehensive examination. To
complete the requirements for the PhD.,
candidates must submit a dissertation, have it
read and approved by a dissertation committee,
and defend it orally in a formal public meeting.
Language Requirement. The Department
expects PhD. candidates to be able to read
mathematical material in two foreign languages
selected from French, German, and Russian.
(Alternative languages are acceptable in
certain fields.) Language requirements may be
fulfilled by (a) passing a departmentally
administered examination; (b) satisfactorily
completing a second-year college-level
language cou rse; or (c) passing an Educational
Testing Service (ETS) examination. '
Comprehensive Examination. This is an oral
examination emphasizing the basic material in
the student's general area of interest. A student
is expected to take this examination during the
firstthree years in the combined pre-PhD. and
PhD. programs. To be eligible to take this
examination, a student must have completed
the language exa'minations and nearly all the
course work needed for the PhD.
Dissertation. PhD. candidates in Mathematics
must submit a dissertation containing substan-
tial original work in mathematics. Requirements
for final defense of the thesis are those'of the
Graduate School.
Courses "in
Mathematics (MTH)
Remedial Course
40 Preparatory Mathematlca (4) PIN only. For
students whose preparation includes less than one
year of algebra or whose placement examination
scores indicate inadequate preparation for entry into
the regular mathematics curriculum. Credit for
enrollment (eligibility) but not toward Qraduation;
satisfies no University or college reqUirement. Addi-
tional fee required. '
Lower-Division Courses
100 Intermediate Algebra (4) Fundamentals of
algebra, but not intended for beginners. Designed as
a review for those with a year (or a little more) ofhigh
school algebra. Prereq: MTH 40 6r satisfactory
placement score.
101 College Algebra (4) Algebra needed as prepara-
tion for MTH 102, forMTH 207, and for other courses .
for which this is a prerequisite. Intended for those with
one and one-half to two years of high school algebra.
Prereq: MTH 100 or satisfactory placement test score.
102 Elementary Functlona (4) Trigonometric,
logarithmic, and exponential functions and their
graphs. Intended as preparation for MTH 201. Prereq:
MTH 101 or satisfactory placement test score.
115 Preparation for Calculua (4) For entering
students who have had a considerable amount of high
school mathematics and whose placement scores
indicate a need for precalculus mathematics. Not
suitable as preparation for MTH207. Credit cannot be
received for MTH 115 and either MTH 101 or 102.
Prereq: satisfactory placement test score. Offered fall
term only.
121, 122, 123 Mathematlca for Elementary Teacher8
(3,3,3S) Sequence covering the mathematics needed
to teach grades K-8. Structure of the number system,
logical thinkin'!. ·topics in geometry, simple furictions,
and basic 'statistics and probability. Calculators,
concrete materials, and problem-solving approaches.
Prereq for 121: MTH 100 and high school geometry,
or satisfactory placement test score. Prereq for 122
and 123: passing preceding course with a grade of
C-or better. Prospective elementary school teachers
only.
124 Mathematlc8 of Finance (4) Simple and com-
pound interest and discount annuities, periOdic-pay-
ment plans, bonds, depreciation, mathematics of
insurance, and other topics related to business.
Prereq: MTH 101 or equivalent. Last offered 1984.
150 Introduction to Probability (3) Elementary survey
emphasizing basic concepts; application to problems
in many fields. Not open to students with credit for
MTH 232. Prereq: MTH 100 or entrance placement for
MTH 101.
151 Comblnatorlc8 (3) Studyof counting problems
where simple enumeration is impractical; permuta-
tions, networks; interesting historical problems;
applications to economics, statistics, and computer
pro§ramming. Not open to students with credit for MTH
232. Prereq: MTH 100 or entrance placement for MTH
101.
152 Mathematical Symmetry (3) Common mathemat-
ical symmetry properties of ob/'ects occurring in
architecture, art, and the natura sciences; reflections
and rotations; the concept of a group of symmetries.
Prereq: one year of high school geometry and MTH
100 or entrance placement for MTH 101.
153 Introduction to Game Theory (3) Study of
decision making in a competitive environment.
Restricted to games of strategy with two participants
where the gains of one are the other's losses. Prereq:
MTH 100 or entrance placement for MTH 101.
154MathematlcalMlle8tone8 (3) Examination of
several major mathematical discoveries of the 18th and
19th centuries with emphasis on particular results
rather than on the overall flow of history. Prereq: one
term of 100'level mathematics or departmental
consent. Last offered 1976.
156 Concept8 of Statl8tlc8 (3)Fundamental ideas of
statistics with illustrative examples, Correct problem
formUlation and correct use of definitions and notation.
Features of modern statistical thinking in a mathemat-
ically eiementary atmosphere. Primarily for lower-
division students. Prereq: MTH 100 or entrance
placement for MTH1 01,
157 Elementary Theory of Number8 (3) Basic
properties of whole numbers. Topics include prime
numbers, congruences, Fermat's theorem, equations
in integers, irrational numbers, and famous unsolved
problems. Prereq: MTH 100 or entrance piacement for
MTH 101. '.
190,191,192 TOrlC8 In Modem Mathematlca
(Honor8 College (4,4,4) Selected topics chosen to
Mathematics 105
illustrate mathematical thought and application of
mathematics to contemporary problems. Does not
provide preparation for calculus. Prereq: one and
one-half years of high school algebra or MTH 100.
199 Special Studies (1-3R)
200 SEARCH (1-3R)
201, 202, 203 Calculus (4,4,4S) Standard sequence
for students of physical,biological,and social
sciences and of mathematics. Prereq: MTH 102, MTH
115, or highschool trigonometry and satisfactory
placement score. Credit cannot be received for both
MTH 201 and 207, nor for both 202 and 208. However,
credit can be received for both MTH 203 and 209.
207, 208 Calculus for the Nonphysical SCiences
(4,4S) Two-term introduction to topics in differential
and integral calculus including some aspects of the
calculus of several variables. For students in the social
and managerial sciences whose programs do not
require upper-division courses in calculus. Those
planning graduate study should consult an adviser
before beginning this sequence. Prereq: MTH 101 or
satisfactory placement tast score. Credit cannot be
received for both MTH 201 and 207, nor for both 202
and 208.
209 Probability and Statistics with Calculus (4)
Introduction to probability and statistics using calculus
as a foundation; discrete and continuous probabiiity;
sampling distributions; point and interval estimation.
Prereq: MTH 202 or 208.
231, 232, 233 Elements of Discrete Mathematl.cs
(4,4,4S) Finite and infinite sets, mathematical logic,
induction, permutations an'd combinations, relations
and functions, theory of graphs with applications,
Boolean algebra, discrete probability, elementary
theory of Qroups and rings. An introduction to the
mathematics necessary for the study ofcomputer and
information science. Prereq: MTH 101 or satisfactory
placement test score. .
Upper-Division Courses
321 Elementary Am_lysis (4) Rigorous treatment of
certain topics introduced in calculus, including
continuity and differentiation, sequences and series,
uniform convergence and continuity. Prereq: year
sequence in calculus.
328 Number Theory (3) Divisibility, congruences,
number theoretic functions, Diophantine equations.
Prereq: year sequence in caiculus or instructor's
consent.
331, 332, 333 Calculus of Several Variables with
Linear Algebra (4,4,4S) Introduction to differential
equations and linear algebra with applications.
Calculus of functions of several variables, from'a vector
viewpoint, including partial differentiation,the gradient,
divergence and curl. line and surface integrals,
Green's and Stokes's theorems. Since this sequence
covers most of the material in MTH 411, some students
who take it do not need to take MTH 411 . Prereq: MTH
203 or instructor's consent.
341,342,343 Abstract Algebra for Teachers (3,3,3S)
Complex numbers, the theory of equations, and an
introduction to algebraic structures including groups,
rings, fields, and polynomial rings. Prereq: year
sequence in calculus or instructor's consent. '
344,345 Geometries for Teachers (3,3S) Analysis of
Euclidean and non-Euclidean geometries using
vectors, transformations, and coordinates as well as
synthetic techniques in two and three dimensions.
Prereq: year sequence in calculus or instructor's
consent. .
346 Fundamentals of Statistics (3) Topics in
probability and statistics for prospective secondary
schooi teachers. Probability and random variables;
binomial and other distributions; tests of hypotheses
and linear estimates. Prereq: year sequence in
calculus or instructor's consent. Last offered 1979.
347 Problem Posing and Problem Solving (3) PIN
only. Techniques for posing and solving mathematical
problems. Cntical analysis of student solutions.
Prospective or certified teachers only. Prereq: MTH
344, MTH 341 or 157; or instructor's consent.
354, 355 Mathematlcel Logic and set Theory (3,3)
Mathematical logic and set theory, propositionai
calcuius, predicate calculus, algebra of sets, functions
and relations, cardinal numbers, ordinal numbers,
point sets on the real line. Prereq: year sequence in
calculus or instructor's consent. .
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
407 (G) seminar (Arr,R)
410 (G) Experimental Course (Arr,R)
411 (M) IntrodUctory Linear Algebra (3) Computa-
tional vector and matrix algebra; n-dimensional vector
spaces; systems of linear equations; linear maps; rank,
nullity; determinants. Applications. Prereq: two terms
of calculus or instructor's consent. Students who have
credit for MTH 331, 332, 333 shoUld consult a
Mathematics adviser before enrolling.
412 (G) Linear Algebra (4) Theoretical view of MTH
331 or MTH 411. Vector space over an arbitrary field,
linear transformations, inner product spaces, minimai
polynomials. Prereq: MTH 331, 411, or instructor's
consent.
413 (G) Topics In Linear Algebra (4) Continuation of
MTH 412. Characteristic roots and vectors; minimai
and characteristic polynomials; Jordan canonical
form; bilinear, quadratic, and hermitian forms. Principal
axis theorem; orthogonal, unitary, and symmetric
transformations. Prereq: MTH 412 or instructor's
consent.
414 (G) Algebraic Structures (4) Introduction to the
theory of groups, rings, and fields. Prereq: MTH 413.
Not open to students with credit for MTH 415 or 416.
415, 416, 417 (G) Introduction to Abstract Algebra
(4,4,4S) Theory of groups, rings, fields, polynomial
rings; linear algebra; theory of a single linear transfor-
mation; rational decomposition theorem; Jordan
canonical form. Prereq: MTH 201, 202, 203 or
equivalents.
418,419(M) Applied Algebra (3,3) Modular arithmetic,
elementary properties of groups, polynomial ideals,
finite fields. Construction of combinatorial designs and
orthogonal Latin squares, algebraic coding theory.
Prereq: MTH 331 or 411.
420 (M) APplied Linear Algebra (3) Linear inequalities
and convex sets in Euclidean space. Linear program-
ming with applications to econoIT)ic models, transpor-
tation problems, game theory. Stochastic matrices with
applications to Markov processes, random walks.
Prereq: MTH 331 or 411.
421,422 (M) Functions of a Complex Variable (3,3S)
Complex numbers, linear fractionai transformations,
Cauchy-Riemann equations, Cauchy'S theorem and
applications, power series, residue theorem, contour
integration, harmonic functions, conformal mapping,
infinite products. Prereq: MTH 332 or instructor's
consent.
425,426 (M) Elements of Statistical Methods (3,3S)
Two-term sequence in statistical methods; not
intended for Mathematics majors. Presentation of data;
sampling distributions; tests of significance; confi-
dence intervals; simple linear regression; analysis of
variance; correlation; nonparametric statistics. Prereq:
MTH 100 or equivalent. .
427 (M) Elements of Statistical Methods (3) Intended
for students with previous statistical methods course.
Multiple linear regression, analysis of variance, and
correlation techniques. Use of MINITAB and SAS
statistical computing systems.
428, 429, 430 (M) Introduction to Numerical
Analysis (3,3,3S) Methods of numerical analysis with
applications. Elementary theory for numerical solutions
of differential equations, splines, and fast Fourier
transform. Prereq: CIS 210, 220; pre- or coreq: MTH
332.
431, 432, 433 (G) Introduction to Analysis (4,4,4S)
Differentiation and integration on the real line and in
n-dimensional Euclidean space; normed linear spaces
and metric spaces; vector field theory and differential
forms. Prereq: MTH 321 and MTH 331, 332, 333 or
instructor's consent.
437,438,439 (G) Introduction to TopOlogy (4,4,4S)
Elementary point-set topology with an introduction to
combinatorial topology and homotopy. Prereq:
upper-division Mathematics sequence or instructor's
consent.
441,442 (M) Introduction to Statistical Theory (3,3S)
Elementary theory of probability, sampling distribu-.
tions, estimation and testing of hypotheses. Prereq:
year sequence in calculus.
443 (M) R~ression Analysis and Analysis of
Variance (3) Least squares, simple linear regression,
multiple regression, model-1 analysis of variance as
an example of regression, orthogonal polynomials,
nonlinear regression, adaptation of regression
problems for computer programming. Prereq: MTH
442.
444 (M) Nonparametric Statistics (3) Rank order
tests; sign test, Wilcoxon test, k-sample tests; tests for
randomness and goodness of fit; comparison of tests
Includrng large sample power and efficiency. Prereq:
MTH 442. .
447 (G) Introduction to Probability Theory (4) Topics
Include discrete and continuous random variables,
expectation, joint distributions, moment generating
and characteristic functions, the weak law of large
numbers, and the central limit theorem. Prereq: MTH
333 or instructor's consent.
448,449 (G) Mathematical Statistics (4,4S) Statistical
models, point estimation, confidence interval estima-
tion, Neyman-Pearson theory, likelihood ratio tests,
linear models, regression analysis of variance, analysis
of discrete data, nonparametric models, decision
theory. Prereq: MTH 447 or instructor's consent.
450, 451 (G) Statistical Design and Analysis of
Experlmenta (4,4S) Linear models and analysis of
variance, factorial designs, incomplete and partially
balanced designs, response surfaces, existence of
various designs. Prereq: MTH 442 and MTH 331 or
411. Last offered 1974.
454, 455 (G) Stochastic Processes (4,4S) Discrete-
time Markov chains including random walk, queuing
theory, and branching processes; renewal theory;
continuous-time Markov chains; second-order
processes, prediction, and filtering. Prereq: MTH 447
or Instructor's consent. Last offered 1983.
457, 458, 459 (M) Foundations of Mathematics
(2-4,2-4,2-4) Offered infrequently, summer session
only.
461 (M) Introduction to Differential Equations (3)
Linear differential equations, applications, series
solutions of differential-equations. Prereq: MTH 331.
462 (M) Differential Equations (3) Systems of
equations, boundary value problems, Green's
functions, special functions. Prereq: MTH 331 or 411
and MTH 461.
465 (M) Fourier Series and Orthogonal Functions
(3) Orthogonal functions; mean convergence; Fourier
series, Legendre polynomials; Bessel functions.
Applications to partial differential equations. Prereq:
MTH 332.
466 (M) Fourier and Laplace Integrals (3) Fourier and
Laplace transforms and applications to partial
differential equations. Prereq: MTH 332 or instructor's
consent.
467 (M) Topics in Applied Mathematics (3) Topics
selected from integral equations and distribution
theory. Prereq: MTH 332 or instructor's consent. -
468, 469 (M) Probabjlity and Statistics (2-4,2-4)
Offered infrequently, summer session only.
478,479 (M) Algebra (2-4,2-4) Offered infrequently,
summer session only_
487, 488, 489 (G) Geometry (4,4,4) Euclidean and
Lobachevskian geometry; area theory; rulerand
compass constructions; elements of projective
geometry; sUbgeometries of projective geometry;
geometric transformations. Primarily for mathematics
teachers. Prereq: year sequence in calculus and
senior or graduate standing, or instructor's consent.
Notoffered 1987-88.
498, 499 (M) .Analysis (2-4,2-4) Offered infrequently,
summer session only.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 seminar (Arr,R) Topics include Algebraic
Groups, Algebraic Number Theory, Differential Forms
of Algebraic Topology, Elliptic Differential Operators,
Geo.metry and Topology of 3-Manifolds, Homotopy
Theory, K-Theory and Characteristic Classes,
Mathematical Physics, Representations, and Ring
Theory.
510 Experimental Course (Arr,R)
511 Mathematical Concepts for the M.B.A. Student
(4) Algebra and geometry of real Euclidean space, The
concepts of calculus, both single- and mUltiple-
variable; applications of calculus to business arid
economics. Prereq: enrollment in Master of Business
Administration (M.B.A.) degree program. Last offered
1984.
106 Mathematics
521, 522, 523 Partial Differential Equations (4-5,
4-5,4-55) Cauchy-Kowalewsky theorem, first-order
systems, classification of second-order equations,
boundary-value problems for the Laplace and POisson
equations, initial value, and mixed problems. Prereq:
MTH 433 and MTH 331 or 411; MTH 421 recom-
mended.
531,532,533 Linear Analysis In Applied Mathemat-
Ics (4-5,4-5,4-55) Theory of integral equations,
calculus of variations, partial differential equations,
boundary value problems, linear operators, integral
transforms, spectral theory, distributions, eigenfunc-
tion expansions with applications. Primarily for
physical science majors. Prereq: MTH 333, 461, and
421 or equivalent, or instructor's consent. Last offered
1977.
534, 535, 536 Numerical Analysis (4-5,4-5,~-55)
Analysis of numerical methodsfor solving avanet.y of
mathematical problems including the solution Df linear
and nDnlinear equations, the computation of eigen-
values and eigenvectors, interpolatiDn, IntegratiDn,
and the sDlution of differential equatiDns; rates of
convergence and numerical stability. Prereq: MTH
412,433,461 and an introductoryCDurse in numerical
analysis, or instructor's CDnsent.
541,542,543 Abstract Algebra (4-5,4-5,4-55) GrDup
theory, fields, Galois theDry, algebraic numbers,
matrices, rings, algebras. ~
547, 548, 549 Differential Geometry (4-5,4-5,4-55)
TDpics include curvature and tDrsiDn, Serret-Frenet
formulas:'iheory of surfaces, differentiable manifolds,
tensors, and forms and integration.
551, 552, 553 Theory of Functions of a Real Variable
(4-5,4-5,4-55) Measure and intewatiDn, Hilbert and
Banach spaces, and related tDpICS.
554, 555, 556 Theory of Functions of a Complex
Variable (4-5,4-5,4~55) The theory Df Cauchy, power
series, contour integration, analytic continuation, entire
functiDns, and related topics.
561,562,563 Modern Theories in Analysis (4-5,
4-5,4-55) Measure theory, Banach spaces and
algebras, analysis in topol09ical grDups; mDdern
functional analysis; emphasIs on connectlDns with
classicai analysis and applications to harmDnic
analysis.
571, 572, 573 Topology (4-5,4-5,4-55) General and
pDint-set topology, introduction tD algebraic topolDgy.
579, 580 Algebra (2-4,2-4) Offered infrequently,
summer session only.
581,582,583 Theory of Estimation and Testing
Hypotheses (4-5,4-5~4-55) Uniformly. most powerfUl
tests; unbiased tests; Invanant tests; minimax tests; the
univariate and multivariate general linear hypothesIs.
Minimum variance unbiasedestimatiDn.
584, 585, 586 Theory of Probability (4-5,4-5,4-55)
Measure and integration, probability spaces, laws Df
large numbers, the central limit theory, conditioning,
martingales, randDm walks.
589 Geometry (2-4) Offered infrequently, summer
session Dniy.
591, 592, 593 Advanced Mathematical 5tatlstlcs
(4-5,4-5,4-55) Topics selected from analysIs of .
variance and design of experiments; nonparametnc
statistics; multivariate analysis; large sample theory;
sequential analysis.
598, 599 Analysis (2-4,2-4) Offered infrequently,
summer session only.
Medieval ,Studies
447 Prince Lucien Campbell Hall
Telephone (503) 686-4802
Mavis Howe Mate, Committee Chair
Steering Committee
James L. BDren, English
Thomas A. Brady, HistDry
Emmanuel S. Hatzantonis, Romance Languages
Mavis Howe Mate, History
A. Dean McKenzie, Art HistDry
Helmut R. Plant, Germanic Languages and Literatures
Richard A. Sundt, Art History
Minor Requirements
A minor in Western Medieval Studies provides
students with a broad, interdisciplinary back-
ground that functions as a good base for
graduate work in a more specialized area. This
minor may be substituted forone arts and letters
cluster.
The interdisciplinary minor in Western Medieval
Studies requires 31-36 credits, as follows:
Course Requirements 34-37 credits
History Df Western Art (ARH 205) . 3
Chaucer (ENG 428) 3
Middle Ages (HST 421,422,423) . .' 12
Dante and His Times (ITAL 464) 4
One art history course selected from the list below. 3
Additional electives, chDsen from list below ... 9-14
Electives
History majors must take four courses from the .
following list of electives, and other majors must
take three, excluding courses that count for
the major.
Art History. History of Western Architecture
(ARH 312), Medieval Iconography and Literary
Sources (ARH 324), Medieval Art and Architec~
ture in Germany (ARH 325), Western Medieval
Art (ARH 424, 425, 426), Early Medieval
Architecture (ARH 427), Romanesque Architec-
ture (ARH 428), Gothic Architecture I, II (ARH
429,430)
English. Old EQglish Literature in Translation
(ENG 424), Introduction to Middle English (ENG
426), Troilus and Criseyde (ENG 429)
Germanic Languages and Literatures.
Medieval German Literature in Translation
(GER 255)
History. The Age of Discoveries (HST 310),
Early Social Thought (HST 425) .',
Humanities. Studies in Medieval Culture: [Term
Subject] (HUM 351)
Philosophy. History of Ancient Philosophy
(PHL 303)
Religious Studies. History of Christianity
(R 322)
Romance Languages. Dante and His Times
(ITAL 465, 466), Medieval Spanish Literature
(SPAN 312)
Two years of Latin are also recommended.
Students should plan their programs as early
as possible with the aid of a Steering Committee
faculty adviser. With the adviser's consent, a
course numbered 407, 408, or 410 may be
substituted for one of the elective courses.
Grades of mid-C or better must be earned in all
courses applied toward the minor; at least five
of the courses must be taken at the University
of Oregon. For more information on the minor
in Western Medieval Studies, conti'!ct the
Committee chair.
Neuroscience
219 Huestis Hall
Telephone (503) 686-4556
Russell D. Fernald, Institute Director
Participating Faculty
William E. Bradshaw, BiDIDgy
Frederick W. Dahiquist, Chemistry
Judith S. Eisen, Biology
Russell D. Fernald, BiolDgy
Barbara Gordon-Lickey, PsychDlogy
Marvin Gordon-Lickey, PsychDlogy
Philip Grant, Biology
Steven Keele, Psychology
Daniel P. Kimble, PsycholDgy
Charles B. Kimmel, Biology
Gary A. Klug, Physical Education and
Human MDvement Studies
Richard Marrocco, Psychology
Michael I. PDsner, Psychology
Kent A. Stevens, Computer and Information Science
Nathan J. Tublitz, Biology
Tadmiri R. Venkatesh, Chemistry
Monte Westerfield, Biology
James A. Weston, Biology
Marjorie Woollacott, Physical Education and
Human Movement Studies
Graduate Study
in' Neuroscience
Neuroscience is an interdisciplinary study
concerned with neural development, neural
function, and behavior. At the University of
Oregon the graduate training programin
neuroscience is centered in the Institute of
Neuroscience, housed in modern quarters
within the science complex. The 19 participating
faculty members come from five departments:
Biology, Chemistry, Computer and ,Information
Science, Physical Education and Human
Movement Studies, and Psychology. Programs
of study are offered in the areas of vision,
learning and memory, motor control, and
developmental neurobiology.
Curriculum
In order to obtain essential background in
neuroscience, most firstcyeargraduate students
choose to take a sequence of core courses,
which are taught cooperatively by the faculty.
The core consists of a comprehensive series of
lectures and laboratories in neuroanatomy and
cellular neurophysiology. Most students also
take a lecture course in either neurochemistry,
neuroethology, or developmental neurobiology.
Elective courses are available in a large variety
of subjects (see listing under Courses in
Neuroscience).
Faculty-Student Seminars. Faculty members
and graduate students participate in weekly
informal seminars that feature lively discussion
of research papers in specific areas of neuros-
cience. Faculty members and students also
participate,!n the Neuroscience Seminar, a
weekly series featuring Visiting scientists. The
purpose ofthe Neuroscience Seminar is to keep
both the faculty and students abreast of current
developments within the broad field of neuros-
cience.
Research. Students are encouraged to begin
participating in laboratory research at the very
beginning of their graduate training. The
laboratory rotation program is directed toward
this purpose. In the rotation program new
students are invited to participate ih the ac-
tivities of a different laboratory group during
each of the three terms of the first year. Partici-
pation may include carrying out a research
project, joining in ongoing experiments, or
participating in other activities. This program
allows students to learn firsthand about different
approaches to the study of neuroscience before
choosing an area of concentration.
Doctoral Study.
Students wanting to enter the Neuroscience
Program should apply to the Ph.D. program of
a participating department and indicate their
interest in neuroscience. Such applications will
be reviewed by the Neuroscience faculty as well
as the departmental admission committee.
Specific questions regarding prerequisites and
deadlines may be obtained by writing directly
to one of the participating departments, Univer-
sity of Oregon, Eugene OR 97403. Additional
information about the Institute of Neuroscience
may be obtained by writing to:
Graduate Secretary
Institute of Neuroscience
University of Oregon
Eugene OR 97403
See also the Research Institutes section of this
bulletin. .
Courses in Neuroscience
Biology. Vertebrate Endocrinology (BI 411),
Endocrinology Laboratory (BI 412), Compara-
tive Physiology(BI413), General and Compara-
tive Physiology (BI414), Cellular Neurophysiol-
ogy (BI 415), Comparative Neurobiology (BI
416), Neuroanatomy (BI 417), Neuroanatomy
Laboratory (BI 418), Cellular Neurophysiology
Laboratory (BI 419), Neurochemistry (BI 420),
Biological Clocks (BI421), Cell Motility (BI428),
Eukaryotic Gene Regulation (BI451), Develop-
mental Neurobiology (BI 456), Membrane
Structure and Function (BI 489), Animal Be-
havior (BI 490), Principles of Microscopic
Techniques (BI 523, 524, 525)
Chemistry. Organic Chemistry (CH 331, 332',
333), Introductory Organic Laboratory (CH 337,
338), Biochemistry (BI 461, 462, 463),
Biochemistry Laboratory (BI 464)
Computer and Information Science. Artificial
Intelligence (CIS 571), Visual Information
Processing (CIS 574)
Physical Education and Human Movement
Studies. Motor Learning (PEP 332), Motor Skill
Learning (PEP 533), Advanced Motor Skill
Learning (PEP 534), Theory of Motor Control
and Learning (PEP 535), Neurological
Mechanisms Underlying Human Movement
(PEP 536), Motor Development (PEP 567)
Psychology. Experimental Course: Biology of
Learning (PSY 41 0), Learning and Memory (PSY
433), Cognition (PSY 435), Human Performance
(PSY 436), Psychology ofPerception (PSY 438),
Brain Mechanisms of Behavior (PSY 445), The
Integrative Action of the Nervous System (PSY
448), Sensory Processes (PSY 449), Hormones
and Behavior (PSY 450), Cognitive Develop-
ment (PSY 475), Language Acquisition
(PSY 476)
Peace Studies
338 Prince Lucien Campbell Hall
Telephone (503) 686·5547
Cheyney C. Ryan, Committee Chair
Steering Committee
William Cadbury, Speech
David A. Frank, Speech
Helen Liggett, Planning, Public Policy and
Management
David Milton, Sociology
Robert M. O'Brien, Sociology
Cheyney C. Ryan, Philosophy
The Peace Studies program offers students the
opportunity to study, in systematic fashion, the
problem of peace-what it means and how it is
achieved. Interdisciplinary in its orientation,
Peace StUdies encourages students to ap-
proach the problem of peace from a variety of
viewpoints. The focus of the program is
threefold: it addresses the conditions that give
rise to violence, and how to prevent them; the
conditions that constitute the alternative to
violence, and how to promote them; and the
strategies for achieving peace in its various
forms.
The Peace Studies minor is available to all
University undergraduate students; there are no
additonal reqUirements for admission to the
program.
Minor Requirements
The interdisciplinary minor in Peace Studies
requires a minimum of 27 credits, 15 of which
must be upper division. A grade of mid-C or
better must be earned in each of the nine
courses taken to fulfill requirements for the
Peace Studies minor. Course requirements
consist of three 3-credit core courses and two
3-credit courses selected from each of the three
groups listed below.
Core
Choose three courses for a total of 9 credits:
Social and Political Philosophy (PHL 307)
Seminar: Conflict and Negotiation (RHCM
407G)
Seminar: Nonviolence and Peacemaking
(TCF 407G)
Irenology: The Study of Peace (PS 421)
Group One: Conditions that
Give Rise to Violence
Choose two courses for a total of 6 credits:
History. War and the Modern World (HST216),
History of American Foreign Relations since
1941 (HST 321,322), The United States and the
Problems of the Nuclear Age (HST387), History
of South Africa (HST 415G)
International Studies. Rich Nations and Poor
Nations: Conflict and Cooperation (INTL 252)
Political Science. Crisis in Central America (PS
235), International Political Economy (PS 449G),
National Security Policy (PS 496G)
Psychology. Prejudice (PSY 415M), Social
Psychology I: Attitudes and Social Behavior
(PSY 456G)
Sociology. Race, Class, and Ethnic Groups in
America (SOC 212), Sociology of Race Rela-
tions (SOC 445G), Comparative Class Systems
(SOC 452G), Systems of War and Peace
(SOC 464G)
Group Two: Values and Arrangements
for Transcending Violence
Choose two courses for a total of 6 credits:
PeaceStudies 107
International Studies. World Value Systems
(INTL 250)
Philosophy. Contemporary Moral Issues (PHL
205), Law and Society (PHL 344)
Planning, Public Policy and Management.
Introduction to Environmental StUdies (PPPM
331), Seminar: Community EconomicDevelop-
ment (PPPM 407G), Community and Regional
Development (PPPM 440G), Citizen Participa-
tion (PPPM 461 G) .
Political Science. Political Ideologies (PS 225),
Environmental Politics (PS 497G)
Sociology. Sociology of Developing Areas
(SOC 450G)
Women's Studies. History and Development
of Feminist Theory (WST 412M)
Group Three: Strategies for
Achieving Peace
Choose two courses for a total of 6 credits:
History. American Radicalism (HST 307, 308)
Planning, Public Policy and Management.
Community Organization (PPPM 447G)
Political Science. International Protection of
Human Rights (PS 419G), International Organi-
zation (PS 420G), International Law (PS 422G),
Community Politics I (PS 490G)
Speech. Seminar: Conflict and Negotiation
(RHCM 407G)', Seminar: Nonviolence and
Peacemaking (TCF 407G)*
Sociology. Social Issues and Social Move-
ments (SOC 215)
*unless used as a core course
Students may take a maximum of 9 credits of
courses in anyone department. With an
adviser's consent, students may substitute a
course numbered 199,407,408, or 41 0 for one
of the group courses. To speak with an adviser,
or for further information on Peace Studies,
students should contact the Committee chair.
108 Philosophy
Philosophy
338 Prince Lucien Campbell Hall
Telephone (503) 686·5547
Cheyney C. Ryan, Department Head
Faculty
Henry A. Alexander, Jr., Associate Professor (epis-
temology, history of philosophy). BA, 1947, Princeton;
MA, 1951, Ph.D., 1955, California~ Berkeley. (1964)
William E. Davie, Associate Professor (ethics, Wittgen-
stein, history of philosophy). B.A., 1964, Washington
(Seattle); Ph.D., 1969, California, Irvine. (1968)
RobertT. Herbert, Professor(metaphysics, philosophy
of religion). BA, 1952, MA, 1954, Ph.D., 1962,
Nebraska. (1966)
Don S. Levi, Associ.ate Professor (logic, philosophy of
mathematics). BA, 1956, Wisconsin, Madison; MA,
1961, Ph.D., 1962, Harvard. (1964)
Cheyney C. Ryan, Associate Professor (political
philosophy, philosophy of social science). MA, 1973,
Ph.D., 1974, Boston. (1974)
Catherine W. Wilson, Associate Professor (philosophy
of science, philosophy of language, aesthetics). BA,
1972, Yale; B.Phil., 1974, Oxford; Ph.D., 1977,
Princeton. (1978)
Arnulf Zweig, Professor (Kant, philosophy of law,
history of philosophy). BA, 1952, Rochester; Ph.D.,
1960, Stanford. (1956)
Emeritus
John Wisdom, Professor Emeritus (philosophical
methods). BA, 1923, MA, 1934, Cambridge. (1968)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Undergraduate Studies
The Department of Philosophy offers many
lower- and upper-division courses of interest to
students in areas of concentration other than
philosophy. A major program leading to either
the bachelor of arts (BA) or the bachelor of
science (B.S.) degree is also available.
Freshmen and transfer students planning to
study philosophy should be prepared to read
rather difficult prose, because virtually all
courses in the Department use primary rather
than secondary sources. The ability to write
precise, analytical, coherent essays is also
essential in most Philosophy courses.
Major Requirements
The minimum major requirement is 45 credits
of course work in Philosophy with grades of C-
or P (pass) or better, including 36 credits in
upper-division courses. The 45-credit require-
ment must include any three terms from the
History of Ancient Philosophy (PHL 301, 302,
303) or the History of Modern Philosophy (PHL
304,305,306), one term of Symbolic Logic (PHL
461,462) or History of Logic (PHL 455, 456),
and 6 credits in courses on the works of specific
authors. Courses of study must be arranged in
consultation with the undergraduate major
adviser.
Minor Requirements
The minimum requirement for a Philosophy
minor is 24 credits in Philosophy with grades of
C- or P (pass) or better, including 15 upper-
division credits. The 15 credits must include any
three terms from the History of Ancient Philoso-
p'hy (PHL 301, 302, 303) or the History of
Modern Philosophy (PHL 304, 305, 306) and 3
credits on the works of specific authors.
Honors
Any Philosophy major may, by fulfilling the
requirements described below, graduate with
honors. .
Grade Point Average. To enter the honors
program, the student must have a grade point
average (GPA) of at least 3.00 in Philosophy
courses at the end of the junior year; to complete
the program the student must have a GPAof at
least 3.50 in Philosophy courses at the end of
the senior year.
Courses. Besides those courses required of all
Philosophy majors, a candidate for honors must
take an additional 6 credits of the 45 credits in
Philosophy at the 400 level.
senior Thesis. The candidate mustwrite an
honors thesis under the guidance of a member
of the Philosophy faculty chosen as thesis .
adviser. The thesis must be a substantial piece
of work, and it may be a revised and expanded
version of a term paper. The thesis requires
approval by the thesis adviser only.
Upon fulfilling these requirements, the candi-
date is then approved to receive a bachelor's
degree with honors. .
Graduate Studies
The Department offers a graduate program
leading to the master of arts (MA) and the
doctor of philosophy (PhD.) degrees. The
department's graduate offerings are intended
to meet the needs of three types of students:
(1) those preparing to work for the PhD. in
philosophy with a goal of teaching and research;
(2) those not intending to take further graduate
work in philosophy after earning a master's
degree; (3) those interested in philosophy as
part of a program with a major in some other
department.
The Department's graduate program offers the
possibility of concentration in various areas of
philosophy, e.g., ethics, theory of knowledge,
philosophy of mind, metaphysics, aesthetics,
legal philosophy, philosophy of language. Each
student's graduate program is individually
determined in consultation with an advisory
committee. Advanced work in mathematical
logic, phenomenology, and Oriental philosophy
is not currently offered at the University.
Applicants for admission to graduate studies
are asked to write a brief letter explaining their
philosophical background and their specific
philosophical interests, to help the Department's
Admissions Committee decide whether ours is
the most appropriate philosophy department for
the applicant's goals. Applicants are urged to
read some of the publications of faculty mem-
bers in the Department in order to see the sort
of work being done here.
In addition to general University regulations
governing graduate admission (see the
Graduate School section of this bulletin), the
Department of Philosophy also requires appli-
cants to submit three confidential report forms
completed by teachers (preferably philosophy
professors) familiar with the applicant's
academic background. The Graduate Record
Examination (GRE) is recommended, though it
is not a formal requirement for admission.
Applicants should write to the Department,
explaining their interest in graduate Studies at
the University and requesting an Application for
Graduate Admission. The first copy and one
complete set of transcripts, together with the
$25.00 application fee, should be sent to the
Office of Admissions and Records, 270 Oregon
Hall. The other four copies of the application,
along with another set oj transcripts, should be
forwarded to the Department of Philosophy.
Confidential report forms should be sent directly
to the Department by the professors recom-
mending the applicant.
Graduate teaching fellowships (GTFs) are the
only form of financial aid available in the
Philosophy Department. An application form will
be provided upon request.
Two or more years are generally required to
complete the master's degree.
Courses in
Philosophy (PHL)
Lower-Division Courses
199 Special Studies (1-3R)
200 SEARCH (1-3R)
201 Introduction to Philosophy: Ethics (3)
Philosophical study of morality, e.g., ethical relativism;
justification of moral judgments; concepts of duty,
right, and wrong,
202 Introduction to Philosophy: Theory of Knowl-
edge (3) Philosophical analysis of problems of
knowledge, e,g., empiricism; rationalism; skepticism;
the problems of a priori knOWledge, perception, sense
data.
203 Introduction to Philosophy: Metaphysics (3)
Some classical metaphysical problems, e,g" sub-
stance, universals, causality, mind and body, the
nature and justification of metaphysical claims.
204 Introduction to Philosophy of Religion (3)
Philosophical analysis and justification of religious
claims and concepts, e.g., God, the soul, immortality.
205 Contemporary Moral Issues (3) Philosophical
problems connected with such topics as civil disobedi-
ence, the morality of war, abortion, conscription,
compensatory justice.
206 Science and Humanity (3) Philosophicalprob-
lems concerning the nature of scientific explanation
and its implications concerning the nature of humanity
and human acti.ons.
210 Free Will and Determinism (3) Philosophical
investigation of such topics as behaviorism, foreknowl-
edge and free will, indeterminism and determinism,
human action and responsibility.
212 Existentialism (3) Basic ideas of the Christian and
atheistic divisions of the existentialist movement; some
attention to the philosophical situation that has
generated the existentialist rebellion.
221 Elementary Logic (3) Introduction to the study of
reasoning. How to recognize, analyze, criticize, and
construct the main types of argument and proof.
222 Elementary Aesthetics (3) Study of aesthetic fact
and value and of the relation of aesthetic interest to
other human interests, such as the moral, the intellec-
tual, and the religious.
Upper-Division Courses
301, 302, 303 History of Ancient Philosophy (3,3,3)
Survey of the history of philosophy from the pre-
Socratic through the medieval period, with particular
attention to Plato and Aristotle.
304,305, 306 History of Modern Philosophy (3,3,3)
Survey of the history of Western philosophy from _
Descartes through. the 20th century.
307,308,309 Sociai and Political Philosophy (3,3,3)
Major social and political theorists from Plato through
Marx. Inquiry into such ideas as justice, naturai law,
natural rights, and the social contract. 309 not offered
1987-88.
Physics 109
321, ·322 Theory of Knowledge (3,3) The source,
certainty, and limits of human knowledge; the ground
and nature of belief. Rationalism, empiricism, and
skepticism; theories of perception; the problem of
abstraction; the nature of truth. Prereq: two previous
courses in Philosophy or instructor's consent.
323, 324 Ethics (3,3) Study of the most important
traditional ethical theories; modern philosophical
analysis of moral terms and statements. Prereq: one
prevIous course in Philosophy.
325,326 Philosophyof Lsngusge (3,3) Philosophical
theories of language and meaning; ideals and
methods of clarification; definition analysis; philosophy
as study of language. Selected readings. Prereq: one
previous course in Philosophy. .
331 Philosophy in Litersture (3) Selective study of
major philosophical ideasand attitudes expressed in
the literature of Europe and America. Prereq: one
previous course in Philosophy.
339,340 Introduction to Philosophy of Science (3,3)
Analysis of basic concepts of science such as
"explanation," "chance," and "causation." The nature
of mathematics and its relation to science. Prereq: one
previous course in Philosophy.
344 Lsw snd Society (3) Major philosophicai 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: one previous course in Philosophy.
350, 351 Metsphyslcs (3,3) Traditional issues in
metaphysics selected from among such topics as
substance, existence, time, causation, God, the nature
of persons, and the meaningfulness of metaphysics.
Prereq: two previous courses in Philosophy or
instructor's consent.
, 400 SEARCH (1-3R)
405 Resding snd Conference (Arr,R)
407 (G) Seminsr(Arr,R) Recent topics have included
Heidegger, History and Philosophy of Science.
Omniscience and Freedom, Private Language,
Problems of Knowledge, Rationalism, Theory of Action,
and Theory of Knowledge.
410 (G) Experimentsl Course (Arr,R)
411 (G) Pisto (3) Analysis of Plato's major dialogues.
Prereq: 9 credits in Philosophy or instructor's consent.
413 (G) Aristotle (3) Aristotie's major writings on theory
of knowledge, metaphysics, and ethics. Prereq: 9
credits in Philosophy or instructor's consent.
416 (G) Descsrtes (3) Descartes's writings on method,
knowledge, philosophy of mind, and metaphysics.
Prereq: 9 credits in Philosophy or instructor's consent.
419 (G) Locke (3) A study of Locke's account of
knowledge, language. personal identity, substance,
and his.distinction between primary and secondary
qualities. Prereq: 9 credits in Philosophy or instructor's
consent.
423 (G) Lelbnlz (3) Leibniz' writings on logic and
metaphysics. Prereq: 9 credits in Philosophy or
instructor's consent.
425 (G) Berkeley (3) Berkeley's major writings on
knowledge and ·perception. Prereq: 9 credits in
Philosophy or instructor's consent.
427 (G) Hume (3) Hume's writings on knowledge,
mora.ls, and religion. Prereq: 9 credits in Philosophy or
instructor's consent.
429, 430 (G) Ksnt (3,3) Kant's major writings in
epistemoiogy. ethics, and the philosophy of religion:
Critique of Pure Reason. Foundations of the
Metaphysics of Morals. Critique of Practical Reason.
Religion Within the Limits of Reason Alone. Prereq: 9
credits in Philosophy or instructor's consent.
433, 434, 435 (G) Advsnced Ethics (3,3,3) Classical
problems and authors in moral philosophy and
20th-century controversies in ethical theory, e.g.,
emotivism, the naturalistic fallacy. act and rule
utilitarianism, duty and supererogation. Prereq: 9
credits in Philosophy or instructor's consent.
436,437 (G) Hegelsnd Marx (3,3)Central philosophi-
cal and social theories of Hegel and Marx including
consideration of the relation of their work. Prereq: one
previous course in Philosophy.
438 (G) Klerkegaard (3)Examination of Kierkegaard's
major philosophical writings. Prereq: 9 credits in
Philosophy or instructor's consent.
439, 440 (G) Philosophy of Religion (3,3) Study of
issues such as the nature of faith. proofs for the
existence of God, the nature of divine attributes, the
problem of evii. and religious ethics. Prereq: 9 credits
in Philosophy or instructor's consent.
441,442,443 (G) Aesthetics (3) Systematic study of
the me<J,ning and value of aesthetic experience in
everyday life and in the arts: painting, music. literature,
etc. PrE3req: 9 credits in Philosophy or instructor's
consent.
444 (G) Philosophy of Law (3) Theories of law and
jurisprudence; theories of gUilt and punishment; law
and morality; the nature of legal reasoning. Prereq: 9
credits in Philosophy or instructor's consent.
447,448 (G) Wlttgenstein (3,3) Study of Wittgenstein's
Tractatus Logico-philosophicus. Philosophical
Investigations. and several minor works. Prereq: 9
credits in Philosophy or instructor's consent.
453, 454 (G) Analytic Philosophy (3,3) Recent
analytic phiiosophy; emphasis on the writings of the
logical positivists, their predecessors, and contempo-
rary British "Iinguistic"philosophers. Prereq: 9 credits
in Philosophy or instructor's consent.
455,456 (G) History of Logic (3,3) Writers in the
philosophy of logic, e.g., Plato, Aristotle, the Stoics,
Ockham, Frege, and Strawson. Prereq: 9 credits in
Philosophy or instructor's consent.
458, 459 (G) Philosophy of Mind (3,3) Analysis of
some baSIC concepts of psychology such as "mind"
and "behavior"; discussion of the mind-body probiem
and of methodological issues in psychology. Prereq:
9 credits in Philosophy or instructor's consent.
461,462 (G) Symbolic Logic (3,3) The critical results
of mathematical logic, e.g., the completeness and
undecidability of the predicate calculus, the essential
incompleteness of elementary number theory, set and
recursive function theory.
463 (G) Philosophy of Mathematics (3) The status of
mathematical theorems and formulas; truth and falsity,
necessity, justification in mathematics; Hilbert's
program; Frege; mathematics and the world. Prereq:
9 credits in Philosophy or instructor's consent.
468 (G) Problems in Philosophy of Science (3)
Concepts important to the development of natural
science, inclUding natural law, explanation, scientific
method, reduction, and causation; Readings from
Classical and modern sources. Prereq: 9 credits in
Philosophy or instructor's consent.
480,481,482 (G) Philosophy ofthe Social Sciences
(3,3,.3) Inquiry into the possibility of a science of
society. Holism and methodological individualism;
behaviorism; value neutrality. Selected special
topics such as ideology, relativity of concepts, and
ethnolinguistics.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 seminar (Arr,R) Recent topics include
Metaphysics and Practical Reasoning.
511,512,513 PrOblems of Knowledge (3,3,3)
Examination of attempts at philosophical analysis and
justifications of knowledge; perception, memory,
induction, the seif and other seives. Prereq: 9 credits
in Philosophy or instructor's consent.
514,515,516 Ethical Theory (3,3,3) Examination of
contemporary ethical theory. Prereq: 9 credits in
Philosophy or instructor's consent.
517,518 Problems InPhilosophy of Language (3,3)
Analysis of current issues in the Philosophy of
ianguage. Prereq: 9 credits in Philosophy or instructor's
consent.
523, 524 Problems In Phlloaophy of Mind (3,3)
Current literature on perception, action. intention,
motives and causes. other minds. Prereq: 9 credits in
Philosophy or instructor's consent.
Physics
122 Science I
Telephone (503) 686-4751
David K. McDaniels, Department Head
David R. Sokoloff, Associate Department Head
Jack C. Overley, Associate Department Head
for Graduate Studies
Faculty
Dietrich Belitz. Assistant Professor (condensed matter
theory). Dip.Phys.• 1980, Dr.rer.nat., 1982, Technical
University of Munich. (1987)
J. David Cohen. Associate Professor (solid state
physics). B.S., 1968, Washington (Seattle); Ph.D.,
1976, Princeton. (1981)
Bernd Crasemann, Professor (atomic physics);
Director, Chemical Physics Institute. A.B., 1948,
California, Los Angeles; Ph.D., 1953, California,
Berkeley. (1956)
Paul L. Csonka, Professor (elementary particle theory).
Ph.D., 1963, Johns Hopkins. (1968)
Nilendra G. Deshpande, Professor (elementary
particle 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)
John W. Farley, Assistant Professor (atomic and
chemical physics). B.A., 1970, Harvard; M.A., MPh.,
1974, Ph.D.• 1977, Columbia. (1981)
Marvin D. Girardeau, Professor (many-body theory,
statistical mechanics). B.S.• 1952, Case Institute of
Technology; M.S., 1954, Illinois; Ph.D., 1958, Syracuse.
(1963)
Amit Goswami, Professor (theoretical nuclear physics).
M.Sc., 1960, Ph.D., 1964, Calcutta. (1968)
Roger Haydock. Associate Professor (solid state
theory). B.A., 1968, Princeton; M.A., Ph.D., 1972,
Cambridge. (1982)
Richard J. Higgins, Professor (solid state physics).
B.S., 1960, Massachusetts Institute of Technology;
Ph.D., 1965, Northwestern. (1965)
Rudolph C. Hwa, Profe'ssor (elementary particle
theory). B.S., 1952. M.S., 1953. Ph.D., 1957 (electrical
engineering), Illinois; Ph.D., 1962, Brown. (1971)
James N. Imamura. Assista.nt Professor (astrophysics).
B.A., 1974, California, Irvine; M.A., 1978, Ph.D., 1981,
Indiana. (1985)
James C. Kemp, Professor (astronomy). A.B., 1955.
Ph.D., 1960. California, Berkeley. On leave 1987-88.
(1961)
Stephen D. Kevan. Associate 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, Wisconsin,
Madison. (1961)
Brian W. Matthews, Professor (protein crystallography).
B.Sc" 1959, B.Sc. (Honors, 1st class), 1960, Ph.D.,
1964, University of Adeiaide. (1970)
David K. McDaniels, Professor (nuclear physics). B.S.,
1951, Washington State; M.S., 1958, Ph.D., 1960.
Washington (Seattle). (1963)
Michael J. Moravcsik. Professor (elementary particle
theory). A.B.• 1951, Harvard; Ph.D" 1956. Cornell.
(1967)
Gerard F. Moseley. Professor (radio astronomy);
Vice-Provost for Student Affairs. B.S., 1962, Randolph-
Macon; M.S., 1964, Ph.D., 1969.• Yale. (1978)
John T. Moseley, Professor (molecular physics);
Vice-President for Research. B.S., 1964, M.S.• 1966,
Ph.D., 1969, Georgia Institute of Technology. (1979)
Thomas W. Mossberg, Professor (quantum optics).
A.B., 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. On leave
1987-88. (1968)
110 Physics
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-
ternperature physics). B.S., 1958, Stanford; Ph.D.,
1964, California, Berkeley. (1967)
Stephen J. Rernington, Assistant Professor (protein
crystallography). B.S., 1971, Oregon State; Ph.D.,
1977, Oregon. (1985)
David R. Sokoloff, Associate Professor (physics
education). B.A., 1966, City University of New York,
Queens; Ph.D., 1972, Massachusetts Institute of
Technology. (1978)
Davisbn E. Soper, Professor (elernentary particle
theory). B.A., 1965, Amherst; Ph.D., 1971, Stanford.
(1977)
Martin Wybourne, Associate Professor (condensed
matter physics). B.Sc., 1976, Ph.D., 1980, University
of Nottingham. (1987)
Robert L. Zimmerman, Professor (astrophysics,
general relativity). BA, 1958, Oregon; Ph.D., 1963,
Washington (Seattle). (1966)
Special Staff
John Hardwick, Senior Research Associate (molecular
physics). A.B., 1966, Princeton; Ph.D., 1972, Georgia
Institute of Technology. (1985)
Ira G. Nolt, .Senior Research Associate (atmospheric
physics, infrared astronomy). B.S., 1960, Franklin and
Marshall; Ph.D., 1967, Cornell. On leave 1987-88.
(1970)
J. V. Radostitz, Research Associate (scientific
instrumentation). (1966)
Frank Vignola, Senior Research Associate (solar
energy). B.A., 1967, California, Berkeley; M.S., 1969,
Ph.D., 1975, Oregon. (1977) .
Emeriti
Shang-Yi Ch'en, Professor Emeritus (atomic spectros-
copy). B.S" 1932, M.S., 1934, Yenching; Ph.D, 1940,
California Institute of Technology. (1949)
Joel W. McClure,. Jr., Professor Emeritus (solid state
theory), B.S., 1949, M.S., 1951 ,Northwestern; Ph.D.,
1954, Chicago. (1954)
John L. Powell,. Professor Emeritus (theoretical
physics). BA, 1943, Reed; Ph.D;, 1948, Wisconsin.
(1955)
Note: The date in parentheses althe end ofeach entry is
the first year at the University of Oregon.
Undergraduate Studies
Physics, the most basic of the natural sciences,
is concerned with the discovery and develop-
ment of the laws that describe our physical
universe. Because of its fundamental nature,
the study of physics is essential for all who work
in the natural sciences andfor all students who
want to comprehend our technological world.
The Department of Physics offers a variety of
courses for thesenonmajors as well as for
prehealth science students.
Preparation. Entering freshmen should have
taken as much high school mathematics as
possible, planning to start calculus in their
freshman year. High school study of one of the
scientific languages-French, German, or
Russian-is desirable, as is study of physics
and chemistry.
Transfer students from two-year colleges
should prepare themselves for upper-division
course work in physics by taking one year of
differential and integral calculus (the equivalent
of MTH 201, 202, 203), one year of general
physics with laboratory (the equivalent of either
PH 201, 202, 203 or PH 211, 212, 213 andPH
204,205,206) and one year of general chemis-
try with laboratory (the equivalent of CH 104,
105,106 and CH 107, 108, 109). Transfer
students should also have completed as many
as possible of the University requirements for
the bachelor's degree (see Bachelor's Degree
Requirements under Registration and Academic
Policies).
Careers. Students who eam 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, orin industry. Alterna-
tively, students with bachelor's degrees in
physics may be employed in a variety of
technical jobs or as secondary school teachers.
Students who have demonstrated their ability
with a good record in an undergraduate physics
program are generally considered very strongly
for admission to medical and other professional
schools.
Major Requirements
Because of the sequential nature of Physics
courses, it is imperative to start planning a major
program in Physics early. Interested students
should consult the advising coordinator in the
Department of Physics near the beginning of
their studies. Requirements for the bachelor's
degree are outlined below.
Complete requirements are listed under
Bachelor's Degree Requirements in the Regis-
tration and Academic Policies section of this
bulletin. Inaddition, for the BA degree, the
language and literature requirements must be
completed. One of the scientific languages-
French, German, or Russian -is recommended
for students planning graduate study in physics,
since proficiency in a foreign language is
required by many graduate schools.
Complete the following required lower-
division courses or their equivalents:
General Physics (PH 201,202,203) or General
Physics with Calculus (PH 211, 212, 213)
Introductory Physics Laboratory (PH 204, 205,
206)
Introduction to Modern Physics (PH 214)-
waived if IntrOduction to Quantum Mechanics
(PH 451) is completed
Calculus (MTH 201, 202, 203)
General Chemistry with laboratories (CH 104,
105,106 and CH 107, i08, 109)
Complete at least eight upper-division graded
courses in Physics, including Classical
Mechanics (PH 324, 325) and Electricity and
Magnetism (PH 441, 442). At least six of these'
must be lecture rather than laboratory courses.
Only courses graded A. B, or C count toward
this requirement. Exceptions to this rule must
be approved by the head of the Department of
Physics. Courses beyond the minimum require-
ment may be taken pass/no pass (PIN). Courses
numbered 400-41 0 may not be included without
the explicit approval of the Physics advising
coordinator.
Engineering
Students interested in engineering may com-
plete preparatory course work at the University
of Oregon before enrolling in a professional
engineering program at Oregon State University
(OSU) or elsewhere. The Department of Physics
coordinates a three-plus-two program that
allows a student to earn a bachelor's degree in
Physics or Chemistry from the University and
one in engineering from OSU. For more informa-
tion,see the Engineering, Preparatory section
of this bulletin.
Minor ReqUirements
Students seeking a Physics minor must com-
plete a minimum of 24 credits in Physics, of
which at least 15 must be upper division. These
credits must include one of the following
sequences: Classical Mechanics (PH 324,
325), Thermodynamics and Statistical Physics
(PH 351, 352), or Electricity and Magnetism (PH
441, 442), All courses may be taken either
graded or passino pass. Note: General Physics
(PH 201, 202, 203) or General Physics with
Calculus (PH 211, 212, 213) is 'prerequisite to
all upper-division Physics courses and should
normally constitute part of the minor program.
Substitutions may be made with the permission
of the Physics advising coordinator.
Secondary School Teaching
The Department of Physics offers work for
preparation to teach physics in pUblic second-
ary schools. Certification as an Oregon second-
ary teacher with the Physical Science endorse-
ment (physics option) requires satisfactory
completion of a program of teacher preparation,
which includes subject matter preparation in the
teaching specialty and in professional educa-
tion, as well as recommendation of the institution
in which the preparation is-completed. The
Physics Department offers work toward initial,
or Basic, Oregon certification and toward
Standard certification. For specific information
regarding requirements forthe Physical Science
endorsement (physics option), students should
consult the Physics Department adviser for
teacher education and the staff in the Teacher
Education Office of Student Services, 174
Education Building.
Honors
To be recommended by the faculty for gradua-
tion with honors, a student normally must
complete at least 10 upper-division Physics
courses and earn at least a 3.50 grade point
average in these courses.
Graduate StUdy Preparation
Students planning to go on to graduate study
in Physics are advised to include in their
programs Classical Mechanics (PH 324, 325),
Thermodynamics and Statistical Physics (PH
351,352), Electricity and Magnetism (PH 441,
442), Introduction to Quantum Mechanics (PH
451, 452, 453), Calculus of Several Variables
with Linear Algebra (MTH 331, 332, 333), and
additional advanced work in mathematics such
as differential equations, boundary value
problems, special functions, and functions of a
complex variable. Study of French, German, or
Russian is strongly recommended, because
proficiency in one of these languages is
required by many graduate schools.
Sample Program forPregraduate Students
The following sample program is designed for students
preparing for graduate study in physics and prepared
to take calculus in theirfreshman year. Students should
consult the Physics advising coordinator for assistance
in planning programs adapted to their individual
needs. In addition to general graduation requirements,
a foreign language, and electives, students should
plan to take the courses listed below.
Freshman Year 30 credits
General Physics with Calculus (PH211,
212,213) 12
Introductory Physics Laboratory (PH 204,
205,206). . . . . 6
Calculus (MTH 201, 202, 203) , .. 12
Sophomore Year 39 credits
Introduction to Modern Physics (PH 214) 4
Classical Mechanics (PH 324, 325) 8
Calculus of Several Variables with Linear
Algebra (MTH 331,332,333) 12
General Chemistry (CH 104, 105, 106) with
laboratories (CH 107, 108, 109) 15
Junior Year 28 credits
Thermodynamics and Statistical Physics
(PH 351, 352) .. .. .. .. .. . 8
Electricity and Magnetism (PH 441, 442) .. 8
Mathematics or Physics electives or both 12
Senior Year 24 credits
Introduction to Quantum Mechanics (PH 451,
452, 453) or PH 451 and Mathematics or
Physics electives or both . . . . . . . . . . 12
Electives chosen from modern physics
(PH 421, 422, 423), electronics (PH 461, 462,
463,464), optics (PH 431, 432, 434, 435). and
Advanced Physics Laboratory (PH 473) 12
Sample Program for Transfer Students
The following sample program is fortransferstudents
who have completed two years of college work
elsewhere including one year of calculus, one year of·
general physics with laboratories, one yearof general
chemistry with laboratories, and as many as possible
of the University requirements for the bachelor's
degree. Transfer students should complete the
following Physics and Mathefl)atics courses.
Junior Year 32 credits
Introduction to Modern Physics (PH 214) 4
Classical Mechanics (PH 324, 325) ... 8
Thermodynamics and Statistical Physics
(PH 351, 352) . . . . . . . . . . . . . . . . . . . . . . . . . 8
Calculus of Several Variflbles with Linear Algebra
(MTH 331,332,333) 12
Senior Year 16 + credits
Electricity and Magnetism (PH 441, 442) 8
Physics electives . . .. at least 8
Additional Mathematics
Graduate Studies
The Department of Physics offers graduate
programs leading to the master of arts (MA),
master of science (M.S.), and doctor of philos-
ophy (PhD.) degrees, with a variety ofoppor-
tunities for research. Current research areas
include astronomy and astrophysics, atomic
and molecular physics, biophysics, chemica.l
physics, condensed matter theory, elementary
particle theory, nuclear physics, solid state
physics, statistical mechanics, superfluid
mechanics, and areas of applied physics. The
interdisciplinary Institute of Theoretical Science
houses theoretical research in some of the
above areas as well as in areas of overlap
between chemistry and physics.
The Chemical Physics and Materials Science
Institutes provide facilities, support, and
research guidance for graduate students and
postdoctoral fellows in the interdisciplinary
application of concepts and techniques from
both physics and chemistry to the understand-
ing of atomic and molecular systems and solids,
respectively.
Cooperative programs of study are possible in
biophysics, through the Institute of Molecular
Biology, and in geophysics, in association with
members of the Department of Geological
Sciences' Center for Volcanology.
Pine Mountain Observatory
The Department of Physics operates the Pine
Mountain Observatory for research and ad-
vanced instruction in astronomy. The observa-
tory is located 30 miles southeast of Bend,
Oregon, off Highway 20 near Millican, at an
altitude of 6300 feet above sea level. The
observatory has three telescopes in separate
domes-15 inches, 24 inches, and 32 inches
in diameter-the largestgoverned by computer.
All are Cassegrain reflectors. The site has an
astronomers' residence building and a
caretaker's house. Professional astronomical
research is in progress at the observatory on
every partially or totally clear night of the year,
and the site is staffed year-round.
Admission and Financial Aid
For admission to graduate study, a bachelor's
degree in physics or a related area is required
with a minimum undergraduate grade point
average (GPA) of 3.00 (B) inadvanced physics
and mathematics courses. Submission of
scores on the Graduate Record Examination
(GRE), including the Physics Test, is recom-
mended and strongly urged for foreign stu-
dents. Students from non-English speaking
countries are required to demonstrate profi-
ciency in English by submitting scores from the'
Test of English as a Foreign Language (TOEFL).
Each applicant must submit toihe Department
of Physics one copy of a completed Application
for Graduate Admission, one copy ofoflicial
transcripts of all prior academic work, and three
letters of reference from persons well ac-
quainted with the applicant's ability and recent
work in physics.
Financial aid is available on a competitive basis
to PhD. students in the form of graduate
teaching or research fellowships (GTFs). Both
require approximately 17.5 hours of work a
week and provide a stipend and tuition waive·r.
Normally, new students are eligible only for
teaching fellowships.
The sequential nature of most Physics courseS
makes it difficult to begin graduate study in
terms other than fall. Furthermore, financial aid
is usually available only to students who begin
their studies in the fall.
The deadline for fall admission is August 15,
but financial aid applicants must submit all
application materials by March 1 to ensure
consideration.
Degree Requirements
Entering students should consult closely with
their assigned advisers. Students showing a
lack of preparation are advised to take the
necessary undergraduate courses in order to
remedy their deficiencies.
Students should consult the Graduaie School
section of this bulletin for general University
admission and degree requirements. De-
partmental requirements are outlined in a
handbook for incoming students, available in
the Department oltice, and are summarized
below.
Master of Science or Arts
Course requirements for a Master of Science
(M.S.) in Physics normally include, in addition
to the equivalent of the undergraduate Physics
degree, two three-term sequences in Physics-
at least one at the 500 level-and three 400- or
Physics 111
500-level Mathematics courses selected from a
list of approved courseS, or others with the
preregistration approval of the director of
graduate studies.
A total of 45 graduate credits must be com-
pleted, including 30 in graded Physics courses.
Courses other than Physics or approved
Mathematics courses must be in related fields
approved by the director of graduate studies.
A maximum of 15 credits earned at another
accredited graduate school may be applied,
and a minimum GPA of 3.00 (B) must be
maintained. .
Candidates must either pass a master's final
examination or submit a written thesis. The
master's examination, given each spring,
covers undergraduate physics (mechanics,
electricity and magnetism, optics, modern
physics, and thermodynamics). The thesis
option requires a minimum of 9 credits in
Research (PH 501) and Thesis (PH 403).
In addition to all the preceding requirements,
candidates for the master of arts (MA) degree
must demonstrate foreignlanguage proficiency.
The master's degree program may be com-
pleted in four terms.
Doctor of Philosophy
The Physics Department has few course
requirements for the doctor of philosophy
(PhD.) degree, relying primarily on dem-
onstrated competence in the qualifying exami-
nation, comprehensive examination, and
doctoral dissertation research.
Qualifying Examination. The master's final
examination constitutes part of the qualifying
examination. The remainder is a written exami-
nation given each fall, which covers the
graduate pt'lysicscore (theoretical mechanics,
statistical mechanics, quantum mechanics,
electromagnetic theory, and methods of
mathematical physics). After rectifying any
deficiencies in undergraduate background in
400-level courses, students usually prepare for
the qualifying examination by taking 500-level
courses in the core areas. Students are encour-
aged to take the examinations as early as
possible. The examinations may be taken
several times butmust normally be passed by
the beginning of the fourth year of graduate
study.
Within one year of passing the master's and
qualifying examinations students should secu re
a dissertation research adviser.
Before taking the comprehensive examination,
students must round out their personal knowl-
edge of physics, pursue advanced studies in
at least three specialized fields, and present a
lecture in one of the research seminars. Nor-
mally, the advanced studies requirement is
satisfied by taking approved course sequences
in three of the following groups:
1. Condensed matter physics
2. Nuclear and particle physics
3. Atomic and molecular physics
4. Astronomy and general relativity
5. Experimental and theoretical techniques
6. Interdisciplinary sciences
Foreign Language Requirement. The Depart-
ment encourages students to have foreign
112 Physics
language proficiency, but it has no foreign
language requirement forthe 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 com-
prehensive examination should be taken within
three yearsof passing the qualifying examina-
tion. It is 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 olber fields.
Dissertation. The dissertation is the most
important Ph.D. requirement. Every degree
candidate must submit a dissertation embody-
ing the results of research and showing evi-
dence of originality and ability in independent
investigation. The dissertation must be a real
contribution to knowledge, based on the
candidate'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 examina-
tion.
Courses in Physics (PH)
Lower-Division Courses
101, 102, 103 Essentials of Physics (3,3,3) For
nonscience majors who require a knowledge of
fundamental physical principles. Less mathematical
preparation is needed than for PH 201, 202, 203.
Prereq: high school algebra.
104, 105, 106 Descriptive Astronomy (3,3,3) The
solar and stellar systems, our galaxy, the extragalactic
system, and the expanding universe. Techniques of
astronomical discovery. Prereq:high school algebra.
Not offered 1987-88.
108, 109 Elementary Astronomy (3,3) 108: the solar
system: the sun and individual planets; origin of the
solar system. 109: the stellar system and details of our
galaxy; the origin and evolution of the universe,
110 Atoms and Nuclei (3) Nonmathematical introduc-
tion to the physics of atoms and nuclei, intended for
liberal arts students who want an understanding of
contemporary scientific thinking without technical
details. Not offered 1987-88.
112 Space, Time, and Motion (3) Newton's laws of
motion; Newtonian concepts of iOIpace and time.
Properties of light; development of special and general
theories of relativity, Prereq: high school algebra. Not
offered 1987-88,
114 Physics of Energy and Environment (3) Physical
asp~cts of human energy use and accompanying
enVIronmental changes. Present and future needs and
sources of energy, pollution, and possible solutions.
Primarily for nonscience majors.
115 The Energy Laboratory (3) The physical
principles of energy production and use through
practical experiments and simulations. Experiments
focus on energy definitions, units, energy prOduction,
and conservation. Prereq: high school algebra. Not
offered 1987-88,
116 TheSun as a Future Energy Source (3) Applies
solar energy physics to human energy problems,
Electromagnetic waves, geometrical optics, and
thermodynamics of sunlight; stellar energy generation.
Solar energy collectors, ce[ls, and furnaces. Prereq:
high school algebra.
118 Physics of Light and Color (3) Light and co[or,
their nature, how they are produced, and how they are
perceived and interpreted. For students interested in
the visual arts; Visual arts background helpful.
119 Physics of SclenceFletion (3) Basic physics that
leads to an appreciation of science fiction. Gravitation;'
energy and entropy; srecial relativity; the curvature of
space; possibilities 0 space and time travel.
120 Frontiers In Astronomy (3) Contemporary
astronomy for the nonscientist. Astronomical instru-
ments; planetary science; the origin of life; stars,
galaxies, pulsars, black holes, supernovae, quasars;
origin and fate of the universe,
121 Lasers (3) The physics and technology of lasers.
General concepts of waves, optics, and atomic
physics; lasers as deVices; and present and planned
applications of lasers.
131 Physics of Sound and Music (3) The physics of
sound explained in a way particular[y useful for Music
majors,
154,155,156 Physical Science Survey (3,3,3)
Introduction to the physical sciences; principles of
astronomy, physics. chemistry, meteorology, geologi-
cal processes, and the human relation to them. Special
emphasis on scientific method. Not offered 1987-88.
199 Special Studies (1-3R)
201, 202, 203 General Physics (4,4,4) Introductory
sequence for science. prehealth science, and
architecture students. Mechanics, waves, sound,
thermodynamics, electricity and magnetism, optics,
and modern physics. Topics vary from term to term,
Prereq: MTH 101, 102 or equivalents.
204, 205, 206 Introductory Physics Laboratory
(2,2,2) Practical exploration of the principles studied
in general physics lecture. Measurement andanaiysis
methods applied to experiments in mechanics, waves,
sound, thermodynamics, eiectricity and magnetism,
optics, and modern physics. Pre- or coreq: PH 201,
202, 203 or PH 211, 212, 213 or instructor's consent.
211,212,213 General Physics with Calculus (4,4,4)
Introductory sequence for science majors and
prehea[th science students. Covers roughly the same
topics as PH 201,202,203 but in greater depth. Topics
vary from term to term. Pre- or coreq: MTH 201, 202,
203 or eqUivalents,
214 Introduction to Modern Physics (4) Historical
basis for quantum mechanics, the Schrodinger
equation, wave-partiCle duality, uncertainty principle,
probabi.listic interpretation. Topics in atomic, nuclear,
and ,so[ld state physics. Prereq: PH 201, 202, 203 or
PH 211,212.213, MTH 201,202; pre-orcoreq: MTH
203.
220 Cosmology (3) Examination ofthe quest to
understand and explain the origin, form, and motion
of the universe. Prereq: introductory course in physics
or astronomy and MTH 100 or equivalent. Not offered
1987-88,
Upper-Division Courses
Note: General physics and calculus or instructor's consent
are prerequisites for all upper-division and graduate
courses.
324, 325 Classical Mechanics (4,4) Fundamenta[
principles of Newtonian mechanics; conservation
laws, small oscll[ations, rigid bodies, planetary motion,
Prereq: PH 201, 202, 203 or PH 211, 212, 213; MTH
201, 202, 203,
328 Advanced Mechanics (4) Topics in classica[
mechanics, such as introduction to Lagrangian and
Hamiltonian mechanics or continuum mechanics.
Prereq: PH 324,325; MTH 331, 332. Not offered
1987-88.
351, 352 Thermodynamics and Statistical Physics
(4,4) Equations of state, laws of thermodynamics,
phase changes. entropy; kinetic theory: col[isions,
transport, plasmas; statistical physics: phase space,
entropy and probability, canonical distribution,
quantum statistics. Pre- or coreq: PH 214, 324, 325;
MTH 331,332,
401 Research (Arr,R) PIN only.
405 Reading and Conference (Arr,R) PIN only.
407 (G) seminar (Arr,R)
409 Supervised Tutoring Practlcum (1-3R) PIN only.
410 (G) Experlmenta' Course (Arr,R) Astrophysics
and Biophysics are current topics.
421 (M) Atomic and Molecular Physics (4) E[ectronic
structure of atoms, spectroscopy, the Zeeman effect,
X-rays and inner she[1 vacancies, molecular bonding,
energy levels and spectra of diatomic molecu[es,
Prereq: PH 214 or 451, PH 324, 325, or instructor's
consent. Not offered 1987-88.
422 (M) Nuclei and Particles (4) Accelerators,
interaction of particl~s with matter, particle detection,
radioactivity, nuciear systematics, nuclear reactions,
nuclear models, eiementary particles. Prereq: PH 214
or 451, PH 324,325, or instructor's consent. Not offered
1987-88.
423 (M) Introduction to Solid State Physics (4)
Elements of crystal structure, crystal binding phonons
and lattice vibrations, thermal properties of insulators,
the free-electron Fermi gas, energy bands in solids,
semiconductors, and superconductors. Prereq: PH
214 or 451, PH .351, 352, or instructor's consent. Not
offered 1987-88.
431 (G) Classical Optics (4) Wave motion, geometrical
optics, polarization, interference, Fraunhofer diffrac-
tion. Three lectures. Prereq: PH 201, 202, 203 or PH
211,212,213; PH 443 recommended.
432 (G) Modern Optics (4) Fresne[ diffraction, Fourier
optics, propagation of optical beams, optical reso-
nators, [asertheory, Three lectures, Prereq: PH 431 or
equivalent.
433 (G) Quantum Optics (4) Modulation of optical
radiation, nonlinear optics, optical B[och equations
interaction of radiation and atomic systems. Three'
lectures. Prereq: PH 432, 451, Not offered 1987-88.
434 (G) Classical Optics Laboratory (4) A series of
experiments exploring classical optics: optical
components, polarization, Fraunhofer and Fresnel
diffraction, interferometry. One hour of lecture, five
hours of laboratory, Prereq: PH 431 orequivalenl. Not
offered 1987-88.
435 (G) Modern OpticsLaboratory (4) A series of
experiments with a variety of lasers and modern
e[ectro-optical instrumentation, One hour of lecture
five hours of laboratory. Prereq: PH 432; PH 434 highly
recommended.
441, 442 (G) Electricity and Magnetism (4,4)
Advanced undergraduate study of electromagnetic
phenomena with primary emphasis on Maxwe[I's
equations. Electrostatics, dielectrics, currents,
electromagnetic induction, magnetic fields, and
magnetic materials. Prereq: PH 324, 325; MTH
331,332.
443 (G)Electro":!agnetic Radiation (4) E[ectromag-
netic waves. TopiCS Include plane waves, guided
waves, antennas, and other related phenomena,
Prereq: PH 441, 442.
451, 452, 453 (G) Introduction to Quantum
Mechanics (4,4,4) The Schr6dinger equation,
uncertainty principle, hermitian operators, one-
dimensionai problems. WKB approximation, angular
momentum and spin, the hydrogen atom, identical
particles, approximate methods, elementary scattering
theory. Prereq: PH 324, 325; MTH 333 or 411; pre- or
coreq: PH 441, 442,
461 (G) Discrete Electronics (4) Passive and active
discrete components and circUits; general circuit
concepts and theorems; equivalent circuits and black
box models; electronic measuring techniques and
instruments. Prereq: general physics, calcu[us, and a
knowledge of comp[ex numbers. Not offered 1987-88,
482 (G) Analog ElectronIcs (4) Integrated circuit
operational amplifiers. Control. slmu[ation, generation,
and processing of analog signals; physical and other
scientific measurement problems. Prereq: general
physics, ca[culus, and a knowledge of complex
numbers; familiarity with discrete electronics at the
level of PH 461. Elementary differential equations
recommended.
463 (G) Digital Electronics (4) Digital logic-bui[ding
blocks: gates, flip flops, one-shots. Digital measure-
ment, signal processing and control. App[ications to
scientific instrumentation and computer interfacing,
Prereq: general physics; familiarity with discrete
electronics at the [evel of PH 461.
464 (G) Microcomputers In Physics Instrumentation
(4) Microcomputers for measurement and control in
physics and other sciences. Both software and
hardware. Laboratory data acquisition, experiment
control, and signal processing. Prereq: PH 463 or
instructor's consent, and experience with one pro-
gramming language such as FORTRAN or BASIC or
any assembly language. Not offered 1987-88,
473 (G) Advanced Physics Laboratory (4) Projects
demonstrate phenomena, instrumentation, and
experimental technique in modern physics. Prereq: PH
421,422 or instructor's consent. Not offered 1987-88.
481 (G) Special Relativity (4) The Lorentz transforma-
tion, relativistic kinematics, 4-vectors, electromagnetic
fields. Not offered 1987-88.
491 (G) X-ray Crystallogrephy (4) Bragg's law, crystal
symmetry, the reciprocal lattice, structure factors and
Fourier syntheses, the phase problem, determination
of small and macromolecular crystal structures,
Manipu[ation and alignment of crystals. Prereq:
Instructor's consent.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R) PIN only.
507 seminar (Arr,R) PIN only. The following topics
are offered for 1 credit each term: Astrophysics and
Gravitation, Atomic and Chemical Physics, Condensed
Matter, Molecular Biology, Physics Colloquium, and
Theoretical Physics.
509 Supervised Tutoring Practlcum (1-3R) PIN only.
510 Experimental Course (Arr,R)
511,512,513 Theoretical Mechanics (4,4,4) Lagran-
gian and Hamiltonian mechanics; small oscillations;
rigid bodies; introduction to statistical mechanics. 513
not offered 1987-88.
521, 522, 523 Electromagnetic Theory (4,4,4)
Maxwell's equations; derivation and solution of the
wave equation; relativistic formulation; motion of
charges; propagation and diffraction; radiation;
coupled motion of sources and fields; the elec-
tromagnetic field in dense media.
531,532,533 Quantum Mechanics (4,4,4)
SchrOdinger equation; statistical interpretation;
measurement; uncertainty.relations; complementarity;
WKB approximation; scattering symmetries and
conservation laws; identical particles and permutation
symmetry; approximation methods; Dirac equation;
field quantization and radiation theory; recent ad-
vances. Prereq: PH 451, 452, 453; pre- or coreq: PH
511,512,513 and PH 521,522,523.
541, 542, 543 Statistical Physics (4,4,4) Thermo-
dynamics, statistical mechanics, kinetic theory;
application to gases, liquids, solids, atoms, molecules,
and the structure of matter. 543 not offered 1987-88.
551,552,553 Nuclear Physics (4,4,4) Properties of
nuclei; the deuteron; nuclear forces; electromagnetic
transitions, beta decay; single-particle and collective
aspects of nuclear structure; 'nuclear reactions;
neutron physics. Prereq: PH 451,452,453 orequiva-
lents. Offered alternate years; not offered 1987-88.
561, 562, 563 Elementary Particle Phenomenology
(4,4,4) Classification of elementary particles. Elements
of group theory, Lorentz group and spin. Discrete and
continuous symmetries. Phenomenology of weak,
electromagnetic, and strong interactions. Quark
model. Prereq: PH 531,532,533. Offered 1987-88 and
alternate years.
564,565,566 Quantum Field Theory (4,4,4) Feynman
rules for perturbation theory; renormaiization. Gauge
theories. Topics may include renormalization groups,
spontaneous symmetry breaking, dispersion tneory, or
nonrelativistic many-body physics. Prereq: PH 531,
532,533. Offered alternate years; not offered 1987-88.
571,572,573 Solid State Physics (4,4,4) Crystallog-
raphy; thermal, electrical, optical, and magnetic
properties of solids; band theory; metals, semiconduc-
tors, and insulators; defects in solids. Prereq: PH 451,
452,453.
574, 575, 576 Theory of Condensed Matter (4,4,4)
Advanced statistical mechanics and many-particle
quantum mechanics. Emphasis on collective effects
such as superfluidity, superconductivity, and ferro-
magnetism. Prereq: PH 531, 532, 533; PH 541, 542,
543; PH 571,572,573. Offered 1987-88 and alternate
years.
581,582,583 Atomic and Molecular Physics (4,4,4)
Angular momentum and multipole theory, atomic
structure, excitation and de-excitation processes,
scattering and reactive atomic collisions, relativistic
and quantum-electrodynamic effects, and spectros-
copy of simple molecules. Offered alternate years; not
offered 1987-88.
594, 595, 596 General Relativity (4,4,4) Tensor
analysis and Riemannian geometry; Einstein's field
equations; experimental observations; symmetries
and conservation laws; gravitational radiation; other
theories of gravity; applications to astrophysics and
cosmology. Prereq: PH 511,512. Offered 1987-88 and
alternate years.
Political Science
936 Prince Lucien Campbell Hall
Telephone (503) 686·4864
Arthur M.Hanhardt, Jr., Department Head
Faculty
William H. Baugh, Associate Professor (international
relations, research methodology, arms control and
national security).S.B., 1963, Massachusetts Institute
of Technology; M.S., 1965, Rochester; M.A., 1971,
Ph.D., 197.:3, Indiana. (1978)
Deborah Baumgold, Associate Professor (history of
politicai thought, philosophy of social science). B.A.,
1971,Oberiin; M.A., 1975, Ph.D., 1980, Princeton.
(1987) .
Irene Diamond, Associate Professor (feminist theory,
U.S. politics). B.A., 1968, Douglass; Ph.D., 1975,
Princeton. (1987)
John S. Dryzek, Assistant Professor (public policy,
political theory, political economy). B.A., 1974,
University of Lancaster; M.Sc., 1976, University of
Strathclyde; Ph.D., 1980, Maryland. (1986)
Joseph R. Fiszman, Professor (comparative politics).
B.A., 1948, St. John's, Shanghai; M.A., 1956, Emory;
Ph.D., 1964, Michigan State. (1959)
Gerald W. Fry, Associate Professor (Pacific regional
studies, Thailand, development theory); Director,
International Studies. B.A., 1964, Stanford; M.P.A.,
1966, Princeton; Ph.D., 1977, Stanford. (1981)
Daniel Goldrich, Professor (American and Third World
political development). B.A., 1955, Antioch; M.A.,
1957, Ph.D., 1959, North Carolina at Chapel Hill. (1963)
Arthur M. Hanhardt, Jr., Professor (comparative
politics, Europe). B.A., 1953, Rochester; M.A., 1958,
Colgate; Ph.D., 1963, Northwestern. (1963)
Thomas Hovet, Jr., Professor (international law and
organization, irenology, ocean politics). A.B., 1948,
Washington (Seattle); M.A., 1949, New York; Ph.D.,
1954, New Zealand. (1965)
Michael G. Huelshof( Assistant Professor (international
relations and international political economy, compara-
tive politics of advanced industrial societies and
comparative public policy, and methodology). B.A.,
1979, Oregon; M.A., 1981, Ph.D., 1984,Michigan.
(1985)
David Jacobs, Professor (public policy, political
economy, organizations and political sociology). B.A.,
1968, Georgia; M.A., 1972, Ph.D., 1975, Vanderbilt.
(1986)
James R. Klonoski, Professor (American government,
presidency, constitutional law and politics). B.8., 1947,
M.A., 1948, Minnesota; Ph.D., 1958, Michigan. (1961)
Richard C. Kraus, Associate Professor (international
politics, Asian politics and society, social and political
theory). B.A., 1966, Grinnell; Certificate (East Asian
Institute), 1969, M.A., 1969, Ph.D., 1974, Columbia.
(1983)
Jerry F. Medler, Associate Professor (political theory,
research methods). B.A., 1963, Northwestern; M.A.,
1965, Ph.D., 1966, Oregon. (1968)
William C. Mitchell, Professor (democratic institutions,
pUblic policy). B.A., 1950, Michigan State; M.A., 1951,
Illinois; Ph.D., 1960, Harvard. (1960)
John M. Orbell, Professor (choice theory). B.A., 1957,
M.A., 1960, New Zealand; Ph.D., 1965, North Carolina
at Chapel Hill. (1967)
Priscilla Southwell, Assistar\t Professor (American
politics, political behavior and theory). B.A., 1974,
M.A., 1977, Colorado; Ph.D., 1983, North Carolina at
Chapel Hill. (1981)
Clarence E. Thurber, Professor (Latin America,
comparative development). A.B., 1943, Ph.D., 1961,
Stanford. (1966)
Kenneth K. Wong, Assistant Professor (American
politics, pUblic policy, urban). B.A., 1977, M.A., 1980,
Ph,D" 1983, Chicago. (1983)
M. George Zaninovich, Professor (political theory,
Eastern Europe). B.A., 1953, M.A., 1959, Ph.D., 1964,
Stanford. (1966)
Emeriti
James C. Davies, Professor Emeritus (political
behavior, revolution, fiction). A.B., 1939, Oberlin;
Ph.D., 1952, California, Berkeley. (1963)
Political Science 113
Charles Schleicher, Professor Emeritus (international
relations). A.B., 1928, College of Pacific; M.A., 1931,
Hawaii; Ph.D., 1936, Stanford. (1947)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of Political Science at the
University of Oregon offers a variety of ap-
proaches to understanding politics and govern-
ment. Students may study political science with
an emphasis on the normative, traditional
perspective; the "behavioral persuasion" of the
1950s and 1960s; and the public policy and
public choice of the "postbehavloral era." The
Department encourages students to become
involved in internships and research projects
focusing on the political problems and issues
besetting local, state, and national communities.
Careers. Political Science majors follow many
paths after receiving their undergraduate
degrees. Roughly a quarter apply for admission
to law schools througfiout the country. Others
go on to graduate work In political science or
public administration. With the bachelor's
degree, Political Science graduates may find
jobs in federal, state, and local government
agencies; nonprofit organizations; private
industry; teaching; and self-employment.
Recent surveys indicate that students who
combine university studies with either work Or
internships in local governmental agencies are
more likely to obtain governmental employment
after receiving their degrees.
Undergraduate Studies
The undergraduate program in PolitlcalScience
is designed (1) to provide asystematic under-
standing olthe political process; (2) to provide
a basic background for students preparing for
careers in local, state, and national government
as well as in law, journalism, and the teaching
of social studies; (3) to prepare students for
graduate work leading to professional careers
In political science,
Review of Courses Offered
100- and 200-level courses in the Department
are iniroductory, basic to building a major in
Political Science. 300-level courses introduce
the chief areas and concerns of political
science. Advanced and specialized courses
are at the 400 level.
At the discretion of the Instructor, there may be
prerequisites for taking certain 400-level
courses. It is recommended that students have
at least 9 credits in Political Science before
taking 400-level courses.
Major Requirements
Credits Required. Students majoring inPolitlcal
Science are required to complete a minimum
of 42 credits in undergraduate Political Science
courses leading to a bachelor of arts (BA) or
a bachelor of science (B.S.) degree. Of these
42 credits, 9 must be taken in each of three
subfields chosen from the following six sub-
fields: American government, comparative
politics, international relations, public adminis-
tration and public policy, political behavior and
political theory, and methodology. A complete
list of courses that fall under each of the
subfields is available in the Political Science
Department office. At least 30 credits must be
114 Political Science
in graded upper-divisioncourses. However, 12
credits in lower-division courses may be taken
on a PIN (passino pass) basis. Work completed
in Seminar (PS 407) may be included within the
42-credit requirement and counted toward the
subfield of concentration. SEARCH (PS 200 or
400) courses are available only on a PIN basis
and do not count toward Political Science major
requirements. Also, courses passed with a D
grade may not be used to satisfy the Political
Science major.
A total of no more than 15 credits in Research
(PS 401), Thesis (PS 403), Reading and
Conference (PS 405), Supervised Field Study
(PS 406)*, Workshop (PS 408), and Supervisee!
Tutoring Practicum (PS 409) may be applied
toward the 42 credits for a Political Science
degree.
'No more than 10 credits of Supervised Field
Study (PS 406) may be applied toward the 42
credits. This work must be done under the
direction of a faculty member who, prior to
registration, has approved and set up academic
criteria to evaluate the work. The student must
be registered at the University while earning
credit.
Seminars for Majors. A freshman seminar(PS
199) and a senior seminar (PS 407), both for
Political Science majors only, allow more
intensive study in a faculty member's main field
of interest.
Graduating with Honors. In order to graduate
with honors in Political Science, a student who
has obtained a 3,50 grade point index (GPI) by
the end of the junior year must sign up for 3
credits ofThesis (PS 403) under supervision of
a faculty member. This thesis must be com-
pleted at least one term prior to the term of
graduation: An honors committee reviews the
student's performance on this thesis and on
courses taken during the senior year before
making a final decision on the granting of this
distinction.
Freshmen and Transfer Students. There are
no departmental requirements for entering
freshmen. Students planning to transfer 'to the
University from two-year colleges should take
the basic introductory political science courses
offered at those institutions. At least 18 credits
in upper-division graded Political Science
courses must be completed in residence at the
University of Oregon to qualify for a BA or B.S.
degree in Political Science. Transfer studenis
must meet the subfield distribution requirement.
Personal Course Programs
TheDepartment of Political Science recognizes
that different career goals may merit different
course programs. The Department places
responsibility on each student to plan carefully
a programthat will be most useful to his or her
career goals. The opportunity to take 12
lower-division credits passino pass is available
so that students will feel encouraged to take
these fundamental courses without apprehen-
sion about grades. It is hoped that students
takingthese courses will therefore concentrate
on building a solid base for more advanced
courses.
A career goal may well involve not simply
planning a course program in Political Science
but also incorporatingorelevant courses from
other University departments. Because the
courses students choose affect their career
opportunities, it is extremely important that
decisions about a course program be carefully
considered.
Before beginning their studies, all students
should, with the help of faculty advisers, plan
course programs. The following sample two-
year program is a guide for students undertak-
ing a general program in Political Science. It is
essential that each student consult a faculty
adviser, preferably before registering, so that
this general program can be tailored to specific
interests and career objectives. .
Sample Program
A sample program for the first two years of study
is shown below to provide an idea of a iypical
course' load.
Freshman Year
Fall term 16 credits
American Government (PS 201) .. 3
Science elective. . . . . . . . . . . . . . . .. . 3
Arts and letters elective . . . . . . . . . . . . 3
English Composition (WR 121) ..... . ..... 3
College Algebra (MTH 101) or foreign language .. 4
Winter term 16 credits
International Relation~ (PS 205) .... . 3
Introduction to Sociology (SOC 201) . . . .. . 3
Science elective . . . . . . . . .. . . . . . . . . . . . . . . 3
Arts and letters elective . . . . . . . . 3
Calculus for the Nonphysical Sciences (MTH 207)
or foreign language . 4
Spring term 17 credits
Introduction to Political Science (PS 207) 3
Psychology as a Social Science
(PSY 204) ..... . . . . . . . . . . . .... 4
Science elective . . . . . . . . . . . . . . . . . . . . 3
Elective. . 3
Calculus for the Nonphysical Sciences
(MTH 208) or foreign language 4
Note: Mathematics is required for the' B.S. degree,
foreign language for the BA degree.
Sophomore Year
Fall term 18 credits
Introduction to Political Analysis (PS 321)
or Political Ideologies (PS 225) 3
United States Foreign Policy (PS 325) or
comparable lower-division course .. . 3
Arts and letters elective 3
English Composition (WR 122 or 123) 3
Elective. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 3
Introduction to Economic Analysis;
Microeconomics (EC 201) 3
Winter term 15 credits
. Introduction to Political Theory (PS 202) 3
Political Power, Influence, and Control (PS 347)
or comparable lower-division course 3
Arts and letters elective . . . . . . . . . . . . . . . 3
Science elective . . . . . . . . . . . . . . . . . . . . . . . . 3
Elective 3
Spring term. 15 credits
State and Local Government (PS 203) 3
Political science 400-level elective .. . 3
Arts and letters elective . . . . . . . . . 3
Science elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Elective 3
Second Bachelor's Degree. For the student
wanting to obtain a second bachelor's degree
in Political Science, 42 credits in Political
Science, as outlined above under Credits
Required, must be earned.
Special Opportunities
StUdents majoring in Political Science may take
advantage of several special educational
opportunities. The Department has a social
science instructional laboratory containing 10
computer terminals and two line printers.
Students may learn to use computers to analyze
a variety of data sets on American politics,
which the University receives from the Inter- .
University Consortium for Political and Social
Research at the University of Michigan.
Secondary School Teaching
The Department of Political Science offers work
for preparation to teach social studies in public
secondary schools. Certification as an Oregon
secondary teacher with a Social Studies
endorsement requires satisfactory completion
of a program of teacher preparation that
includes subject matter preparation in the
teaching specialty and in professional educa-
tion, in addition to recommendation of the
institution in which the preparation is completed.
The Department of Political Science offers work
toward Basic and Standard Oregon certifica-
tion. For specific information regarding require-
ments for a Social Studies endorsement,
students should consult the subject matter
endorsement adviser in Political Science and
the staff in the Teacher Education Office of
Student Services, 175 Education Building.
Minor Requirements
The minor in Political Science requires 24
credits including 15 upper-division graded
credits. Only 6 of these credit.s may be in
Research (PS 401), Thesis (PS 403), Reading
and Conference (PS 405), Supervised Field
Study (PS 406), Workshop (PS 408), or Super-
vised Tutoring Practicum (PS 409). Up to 9
credits may be transferred from another
institution. Courses passed with a D grade may
not be used to satisfy the Political Science
minor. SEARCH (PS 200 or 400) courses are
availableonly on a passino pass basis and do
not count toward minor requirements.
Graduate S.tudies
The Department of Political Science offers a
graduate program of studies leading to the
master of arts (MA), master of science (M.S.),
and doctor of philosophy (PhD.) degrees. The
program is designed to prepare students for
teaching, research, and governmental or other
public service and enables them to understand
and participate in public affairs.
Regular members of the Department, special
lecturers, and occasional visiting faculty
members offer advanced courses and seminars
in most fields of political science. Joint faculty-
student studies, interdepartmental research
projects, and individual research are being
conducted in such diverse areas as public
administration, political parties, the politics of
education, the failure of public programs,
political socialization in East Europe, revolution,
the politics of the sea, economic and political
development in the Third World, the nuclear
arms race, and the theory of democratic
institutions.
Admission
Admission requirements for the master's and
doctoral degree programs include the following:
1. Official transcript of previous academic work
with a grade point average (GPA) of2.75 or
higherfor undergraduate stUdies and aGPA
of 3.00 or higher for graduate studies
2. Recommendations from at least three
teachers from whom courses have been
taken
3. Scores on the Graduate Record Examination
(GRE): combined Verbal and Quantitative
scores of 1000 are required. Students with
degrees from non-English speaking foreign
institutions must also attain a score of 550
onthe Test of English as a Foreign Language
(TOEFL)
4. A statement of career plans prepared by the
student
5. Other evidence deemed helpful in reaching
a decision. Although an undergraduate
major in Political Science is not a prerequisite
for admission, the committee takes into
consideration previous academic work in
political science. Students with less than the
equivalent of an undergraduate political
science major ordinarily need to take more
than the minimum 48 credits required forthe
master's degree, possibly including under-
graduate courses
Application forms, recommendation forms, and
additional information about the graduate
program may be obtained by visiting or writing
the Department of Political Science. Students
may be admitted to the program at the begin-
ning of each term. Those applying for graduate
teaching fellowships must submit completed
applications to the Department by January 15,
because awards are granted only once a year
and begin in the fall term.
Master's Degree Programs
Students may choose from two options for a
master's degree in Political Science.
The regular master's degree program prepares
students for promotion to the doctoral program
and professional careers in teaching and
research. Students complete 4~ credits of
course work, pass an examination by the third
term after enrolling, and complete the master's
degree thesis.
In addition, each student must meet a language
requirement or demonstrate competence in
social science methodology. Two years is
considered a normal period for completing the
regular master's degree program.
The Department also offers a master's degree
in Political Science with emphasis on public
policy. This two-year program prepares stu-
dents for professional careers as policy analysts
in federal, state, and local government and in
other policy research institutes. The program
has the following requirements:
1. Completion of 48 credits of graduate course
work
2. Completion of seven required courses as
specified by the Department
3. Completion of a first-year examination by the
third term after enrolling
4. Completion of a field' research project or
internship under the supervision of one or
more faculty members
5. Preparation and defense of a policy paper
presenting the results of the student's field
research project or internship
Doctoral Program
Students who have earned a bachelor's degree
in Political Science may be admitted to the
doctoral program. This progra,m is designed to
allow the well-prepared student to complete all
course requirements for the PhD. intwo years
of full-time study. Students take comprehensive
examinations at the beginning of their third year,
followed by preparation of a dissertation.
Requirements for the PhD. in Political Science
include:
1. Completion of 63 credits beyond the
bachelor's degree, of which a maximum of
9 credits may be in PS 501-510 and taken
PIN (passino pass)
2. At least 21 credits in Seminar (PS 507)
including:
a. Seminar: State of the Discipline
b. Five seminars in the three area subfields
in which the student takes the comprehen-
sive examination and in the research
methodology area subfield
c. At least one additional seminar (PS 507)
Students should take the area subfield
seminar and Seminar: State of the Discipline
as early as possible
3. Demonstrated proficiency in one foreign
language and research methods
4. After completion of course work, passing of
a written and oral comprehensive examina-
tion in three of the following subfields:
a. American government
b. Comparative politics
c. International relations
d. Public administration and public policy
e. Politicai behavior and political theory
f. Methodology
5. Completion of an additional 18 credits of
Thesis (PS 503), as required by the Graduate
School. These credits must be taken while
completing the PhD. dissertation, which is
written after passing the comprehensive
examination
6. Defense of the written dissertation in an oral
examination. A student should be able to
complete all doctoral requirements in three
years of work beyond the bachelor's degree
Interdisciplinary
Public Policy Studies
The Department of Political Science, in collab-
oration with other disciplines, offers interdisci-
plinary graduate work in public policy. This
option emphasizes the development of analyti-
cal and methodological skills essential for
high-level policy work, both in the United States
and abroad. Students select a policy area for
specialization related to their own professional
interests. This option is particularly relevant to
those working in policy and planning positions
in the U.S. or in developing nations.
Students must fulfill the course requirements,
examinations, and dissertation requirements of
the PhDcprogram in the Political Science
Department.
To obtain the doctoral degree, students must
complete work in the following core areas:
1. Politics and government: American, state,
Political Science 115
local, comparative, or international as
related to the policy focus of the students
2. Policy analysis, planning analysis, and
evaluation
3. A substantive policy area, to be defined in
consultation with the student's comprehen-
sive committee, composed of at least three
members of the Political Science Depart-
ment, a member of the University Committee
on Policy Studies, and additional faculty
members from other relevant departments
4. Basic computer skills (e.g., functional
capability' in statistical packages for the
social sciences)
5. Methodology appropriate tathe area of
policy concern
6. A foreign language applicable to the policy
area or research
Courses in
PoIit'icoI Science (PS)
Lower-Division Courses '
101 Modern World Governments (3) Introduction to
the political systems, practices, and institutions of
leading contemporary nations including Britain,
France, the Soviet Union, China,and selected nations
within Africa and Latin America. Hanhardt.
104 Problems In American Politics (3) Current policy
issues in American politics, e.g., unemployment,
education, crime. Fiszman, Jacobs, Klonoski, Medler.
105 Crisis and Response In International Politics
(3) International crises examined in terms of the
collective responses made by nation-states and
international organizations. Open only to freshmen,
sophomores. Hanhardt.
106 U.S. althe Crossroads (2) The Political Science
faculty intn;lduces students to current political prob-
lems in the United States and to the various subfields
and approaches used in political science, Not offered
. 1987-88.
199 Special Studies (1-3R) Topics to be arranged.
200 SEARCH (1-3R) PIN only.
201 American Governrilent (3) Theoretical introduc-
tion to American institutions, poiitical doctrines, and
ideology as these affect the course of politics and
pUblic policy in the United States, Fiszman, Klonoski,
Medler, Southwell.
202 Introduction to Political Theory (3) Selected
political theorists, past and present; the problem of
knowledge as it relates to politics; the nature of political
experience; the relationship between political knowl-
. edge and activity. Baumgold, Zaninovich.
203 State and Local Government (3) Linkage
between elites and masses, with attention to values,
beliefs, participation, and process. Topics include
mass participation,state and community elites,
violence, public policy. Wong.
204 Introduction to Comparative Politics (3) Major
concepts and approaches in the study of comparative
government and politics. Hanhardt, Huelshoff, Kraus.
205 International Relations (3) introduction to
intellect!,!al tools for analysis of world politics. Baugh,
Hovet, Huelshoff, Kraus.
207 Introduction to Political Science (3) Theories,
concepts, and research methods appropriate to
understanding how conflicts among people are
resolved; political analysis in the behavioral sciences;
institutions and organizations that operate to resolve
conflict. Dry;!:ek, Medler, Orbell, Southwell.
225 Political Ideologies (3) Origins, functions, and
political implications of several ideoloQies, such as
liberalism, Fascism, Communism, feminism, environ-
mentalism, and nationalism. Dryzek, Kraus,
Zaninovich. '
230 Introduction to Urban Politics (3) Conflict in
cities; power structures; protest movements and
political participation; urban political institutions;
critiques of urban politics; black poiitics. Orbell,
Southwell, Wong.
116 Political Science
235 Crisis In Central America (3) Provides basis for
undersfanding currenf polifical crisis. Emphasis:
Guatemala, Nicaragua, EI Salvador. Focus on
contemporary struggles in postcWorld War II historical
context. Goldrich.
240 Introduction to Public Policy (3) Alternative
means of explaining the process of policy making and
alternative strategies of decision making in the policy
process applied to contemporary issues. Dryzek,
Wong.
280 Introduction to Political Psychology (3) Parallels
between the life span of an individual and the
development of political institutions. Davies. Not
offered 1987-88.
Upper-Division Courses·
301 Art and the State (3) Comparative analysis of
issues raised by state intervention in production and
distribution of art: censorship, artistic freedom,
ideological domination, regulation of artistic market-
place, cultural imperialism. Kraus.
321 Introduction to Political Analysis (3) Basic
scope and methods of contemporary political science
including philosophy of social science, political ethics,
empirical theory, and political methodology. Baugh,
Medler, Mitchell, Orbell, Southwell.
325 United States Foreign Policy (3) Basic concepts
underlying the formulation and implementation Of .
American foreign policy; relationships between
American society and foreign policy; the relationship
of the United States to its international environment.
Baugh, Huelshoff, Kraus, Southwell.
326 Theories of International Politics (3) Basic
features of the international political system; the goals
and objectives of its members, and the strategies
whereby the members of the system seek to obtain
their goals. Baugh, Huelshoff. Not offered 1987-88.
335 Communist Political Systems (4) Introduction to
the general nature of communist political systems
viewed within the context of comparative politics.
Zaninovich.
336 Political Systems of Postwar Germany (3)
Establishment and development of the Federal
Republic of Germany and the German Democratic
Republic. Hanhardl.
337 Southern Asia In Modern Times (3) Historical
background, political systems, and major problems of
India, Pakistan, Bangladesh, and Sri Lanka since 1947.-
Not offered 1987-88.
338 Southern Asia In Modern Times (3) Historical
background, contemporary political systems, and
major problems of Burma, Thailand, Malaysia,
Singapore, Laos, Cambodia, Vietnam, the Philippines,
and Indonesia. Not offered 1987-88.
339 Middle East Politics (3) History, traditions,
culture, and politics of the Middle Easl. Emphasis on
dimensions of conflict, effects of tradition and ciJlture
on local and national politics. Not offered 1987-88:
341 Problems In AmerIcan Political Economic
Development (3) American poiiticaleconomic
structure; crucial problems it generates; aiternative
approaches to ensure more effective democratic
control and meeting of needs. Goldrich, Jacobs. Not
offered 1987-88.
342 Politics of China I (3) Survey of the politics of the
People's Republic of China. Emphasis on political
sociology and group conflict: elites, ideology, social
change, and organization. Kraus.
344 Public Policy and Citizen Action (3) Ways
interest groups affect the formation and execution of
public policy. Emphasis on theories of pressure
groups, lobbying, and the rise of public interest
activities. Dryzek, Jacobs, Wong.
347 Political Power, Influence, and Control (3)
Survey of the use of the concept of power in the social
sciences, stressing diverse theoretical perspectives
and empirical studies of political institutions. Medler.
348 The Politics of Education (3) Effects of high
schools upon the political values and styles of
students. Emphasis on links between educational and
political systems. Wong. Not offered 1987-88.
349 Mass Media and American Politics (3) The role
of the mass media in contemporary American politics;
the effect of the media on such institutions as political
parties, elections, and the presidency. Medler.
351 Introduction to Public Admlni.stration (3)
Approaches to and conceptions of public administra-
tion; application of administrative theories to the study
of public organizations; substantive problems of
organizations; structure and internal administration;
personnel and finance. Dryzek.
353 Campaigning (3) Strategic issues for politicians
and others interested in winning votes. Theoretical
materials from politicalscience and related disciplines
castlight on these practical questions. Medler, Orbell.
355 Oregon Government and Politics (3) Current
political issues in Oregon with particular attention to
political races and ballot measures before the Oregon
electorate as well as the state's majorpolitical
institutions. Not offered 1987-88.
360 Introduction to Social Science Methods I (3)
Formulating explanations for phenomena as process
models; drawing conclusions to test the models;
revising and refining models. Applications from many
sociopolitical processes. Prereq: MTH 101 or equiva-
lent or instructor's consent. Baugh. Not offered
1987-88.
361 Introduction to Social Science Methods II (3)
Use of digital computers to test hypotheses and
models. Several exercises test student hypotheses
against data sets. Prereq: PS 360 or instructor's
consenl. Baugh. Not offered 1987-88.
400 SEARCH (1-3R) PIN only.
401 Research (Arr,R) PIN only.
403 Thesis (Arr,R) PIN only.
405 Reading and Conference (Arr,R)
406 Supervised Field StUdy (f~5R) R for maximum
ct10c~dR~ .
407 (G) Seminar (Arr,R) Offerings vary from year to
year, depending on student interests and needs and
on availability of faCUlty.
408 (G) Workshop (Arr,R)
409 Supervised Tutoring Practlcum (1 ~3R) PIN only.
410 (G) Experimental Course (Arr,R)
412 (G) Administrative Organization and Behavior
(3) Theories of bureaucratic organization. Organization
theory including groups, the nature of authority,
organizational control, and decision making. Research
findings from several social sciences. Dryzek, Jacobs.
413 (G) The Politics of Bureaucracy (3) Effects of
bureaucratic organization on the behavior of people in
bureaus; factors affecting the supply of goods and
services by bureaus; forms of public organization.
Dryzek, Jacobs. Not offered 1987-88.
414 (G) Political Parties in the U.S. (~) The primary
function of parties in the United States as compared
with other systems; socialization and recruitment,
political identification, voting behavior, and party
organization. Klonoski, Southwell.
415 (G) Comparative Political Parties (3)Comparison
of various party systems of the world. Emphasis on
voting systems, recruitment, party organization,
coalition governments, and one-party versus mUltiparty
systems. Klonoski, Southwell. Not offered 1987-88.
416 (G) Comparative Labor Movements (3) Types of
labor movements in relation to the political-economic
systems within which they function. Fiszman. Not
offered 1987-88.
417 (G) Unionization of Public Employees (3) The
growth of public sector unions and the public policy
issues unionization creates. Implicationsof unioniza-
tion and collective bargaining in public education.
Wong. Not offered 1987-88.
418 (G) Literature. and Politics of the USSR and
Eastern Europe (5) Soviet and East European
life-styles, SOCial relations, valUes, standards, and
poiitics as seen through the works of native novelists,
poets, and dramatists. Instructor's consent recom-
mended. Fiszman.
419 (G) Illternational Protection of Human RiQhts
(3) The diplomatic instruments, international institu-
tions, and international customs that have developed
to promote and protect human rights and fundamental
freedoms. Hovel.
420 (G) International Organization (3) The organiza-
tion of interaction among nations, focusing on the
United Nations; regional and functional organizations
as diplomatic instruments of states. Hovel. Not offered
1987-88.
421 (G) lrenology: The StUdy of Peace (3) Peace
examined as a dynamic concept. How has peace been
defined, studied, advocated, and achieved?Whatare
the factors relevant In maintaining peace? Hovel.
422 (G) International Law (3) Introduction to interna-
tional public law as an aspect of international organiza-
tion; international law and the politicai process; the
International Court of Justice. Hovel.
423 (G) Ocean Politics (3) The politics of states in
controlling and developing the resources of the
oceans; special attention to efforts to adopt a law-
of-the-sea treaty. Hovel.
424 (G) Politics of Western Europe I (3) Governmen-
tal institutions and political processes of Great Britain,
France, and the Federal RepUblic of Germany. Special
attention to interest groups, parties, and voting
behavior since World War II. Prereq: PS 204 or
instructor's consent. Hanhardt, Huelshoff.
425 (G) Politics of Western Europe II (3) Governmen-
tal institutions and political processes of the smaller
western European democracies: Italy, Belgium, The
Netherlands, and the Scandinavian countries.
Hanhardt, Huelshoff. Not offered 1987-88.
427,428 (G) Government and Politics ofthe Soviet
Union (3,3) Governmental institutions and political
processes in the Soviet Union. Fiszman.
430 (G) Political Theory: Ancient and Medieval (4)
Early Middle Eastern political thought, Socrates and
Plato, Aristotle and the Greek polis, Cicero and the
universal political community, Augustine, and Aquinas.
Baumgold, Zaninovich.
431 (G) Political Theory: Renaissance, Reformation,
and Early Modern (4) Development of political theory.
Primary figures are Machiavelli, Hobbes, Locke,
Rousseau, and Hegel; also, Luther, Calvin, Bodin,
Hooker, Harrington, Montesquieu, Kant, and Hume.
Baumgold, Zanino\iich.
432 (G) Political Theory: 19th and 20th Centuries
(4) Political theory during the 19th century and first half
of the 20th; utilitarianism and liberalism, radical and
revoiutionary traditions, beginning of social science,
critiques of mass· democracy. Baumgold, Dryzek,
Zaninovich.
1133 (G) Marxist Political Theories (3) Variations in
Marxist theorizing. Survey of different schools. How
Marxist theoretical expression and adaptation in one
environment might compare to that in another.
Baumgold, Fiszman, Zaninovich.
435 (G) Women and Politics (3) Examines the
treatment of women in the classic works of political
philosophy. Links this body of thought to contemporary
views on women. Southwell.
436 (G) Why Government? (3) Why do we have
government'? What can justify government and its
extension? How much government is enough? Orbell.
437 (G) Evaluation of Constitutions (3) What are the
consequences of various constitutions? How can we
evaluate those outcomes? Roots of the problem in
classical political theory. Orbell. Not offered 1987-88.
438 (G) Urban Politics (3) Theoretical perspectives;
the dispute about power structures; the political
context; community conflict; political participation;
urban protest movements; new political forms;
community controi; black politics in the city. Orbell,
Southwell, Wong.
440 (G) Comparative Foreign Policies (3) The
international behavior of selected states; systemic and
societal variables influencing their behavior; quality
and content of international behavior. Hovel. Not
offered 1987-88.
442. (G) Politics of China II (3) Recent trends in the
study of the modern Chinese state. P$ 342 or a course
on modern Chinese history or society recommended.
Kraus.
443 (G) Politics of Multi-Ethnic Societies (3) Politics
of racially and ethnically plural societies, e.g., Nigeria,
Austro-Hungary, United States, Switzerland, South
Africa, Yugosiavia, Canada. Effects of different races
and ethnic groups upon domestic political institutions.
Zaninovich .. Not offered 1987-88.
444 (G) Theory Construction (3) Introduction to the
art oftheory and model construction in social science.
Five briefexercises required. Dryzek, Huelshoff,
Jacobs, Orbell. .
445 (G) Methods for Politics and Policy Analysis I
(3) Introduction to quantitative analysis, concepts and
methods of empirical research in political science.
Emphasis on developing and testing models, research
design, data analysis, and cOIJIPuter literacy.
Baugh, Medler. ,
446 (G) Methods for Politics and Polley Analysis
II (3) Introduction to applied statistical methods;
descriptive statistics, bivariate correlation, and
regression techniques: Emphasis on analysis of
problems and data commonly used in political
science. Prereq: PS 445G or instructor's consent.
Baugh, Medler.
447 (G) Methods for Politics and Polley Analysis III
(3) Survey of multivariate model building for political
analysis. Multiple regression, discrete variable
techniques, recursive systems, and cross-level
analysis. Students apply these techniques to concrete
political problems. Prereq: PS 445G, 446G or instruc-
tor's consent. Huelshoff, Medler.
449 (G)lnternatlonal Political Economy (3) Linkages
between economics and politics in the international
system. Basic concepts include power, dependence,
inequality, imperialism, cartels, and development.
Microeconomics recommended. Huelshoff, Kraus.
452 (G) Elections and Opinions (3) Electoral
response in past presidential elections: electoral
theory; primary elections; campaigning strategies;
impact of the mass media. Orbell, Southwell. Not
offered 1987-88.
456 (G) Democratic Processes (3) Application of
formal rational models to democratic institutions and
processes with particular reference to voters, voting,
interest groups, and elections. Elementary economics
recommended. Mitchell.
457 (G) Democratic Processes (3) Application of
formal rational models to democratic institutions and
processes with particular reference to politicians
(elections, campaigns, policy choices) and bureau-
crats (budgets, wages, political power). PS 456G or
elementary economics recommended. Mitchell.
458 (G) Democracy and Public Polley (3) Criteria for
the assessment of policy involving resource allocation,
distributions of benefits and costs, and the design of
controls in a democracy. PS 456G, 457G, or elementary
economics recommended. Mitchell.
463 (G) Government and Politics of Latin America
(3) Inter-American political economic history; Cuban
Revolution; national security states; liberation theology,
Christian base-communities, reaction; case studies:
Argentina, Chile, Uruguay, Brazil, Central America;
futures. Goldrich.
464 (G) Government and Politics of Latin America
(3) Intensive inquiry into special topics in Latin
American politics. Goldrich.
465 (G) Government and the Economy (3) The
relationship between government and market econ-
omy. The politics of fiscal and monetary policy,
government budgeting, and the regulation of economic
activity. Dryzek, Huelshoff, Jacobs.
466 (G) Government BUdgeting (3) Introduction to
the federal budget and the role it plays in national
policy making. Focus on the budgetary process and
Reagan administration budgetary policies. Not offered
1987-88.
467 (G)The American Presidency (3) An ambivalent
view of the Presidency as the key institution in the
American political system: source of great good but
aiso of great harm, Klonoski.
468 (G) Congress (3) The study of Congress as an
institution: congressional elections, the committee
system and the internai distribution of influence, and
relations with the President and the Supreme Court.
Southwell. Not offered 1987-88.
470 (G) Political Behavior (5) Behavior of individuals
as a product of interaction of their innate needs with
socioeconomic and political institutions that inhibit and
facilitate need satisfaction. Davies. Not offered
1987-88.
471 (G) The Human Organism and Political Develop-
ment (3) Application of research and theory on the
central nervous and endocrine systems to political
development. Course in physiological psychology
strongly recommended. Davies. Not offered 1987-88.
475 (G) Political Development and Revolution (5)
Examination of the ideological, economic, psycholog-
ical, and sociological origins and evolution of revolu-
tions. Examples drawn from the English, French,
American, Russian, and Chinese revolutions. Davies,
Dryzek,
477 (G) Political Leadership (3) Analysis of the
increasingly close interaction between political leaders
and followers in modern times, when the expectations
of publics have become critical political forces. Davies,
Dryzek. Not offered 1987-88.
478 (G) Political Fiction (5) Analysis of some novels
and plays that hel p us understand why people act as
they do politically. PS 470, 475 strongly recommended.
Davies. Not offered 1987-88,
480 (G) Oregon Legislative Process (3) Examines
major bills before the Legislature and the politics of
enacting them. Field trips required. Not offered
1987-88.
481 (G) Oregon Administrative Process (3) Explores
major executive agencies and their rule-making and
administrative behavior. Not offered 1987-88,
482 (G) Legislative Politics (3) Legislative operations
in various governmental settings; their functions and
exercises of power, composition, decision making,
and influence in the political system. Southwell, Not
offered 1987-88.
484 (G) The Supreme Court in America (3) The
Supreme Court as a political body; the judicial role in
the context of the economic, political, social, and
psychological factors that influence the court's
decisions. Klonoski.
485 (G) Civil Rights and Civil Liberties (3) The
Supreme Court's rulings on civil liberties and civil
rights, freedom and equality, especially underWarren
and Burger. Klonoski.
488 (G) The Politics of Public Polley (3) Political,
institutional, and economic constraints on policy
making. Emphasis on the setting of domestic priorities,
the politics of regulatory agencies, and program
implementation. Wong.
489 (G) Comparative Public Policies (3) Comparison
of pUblic policies in local, national, and cross-national
settings, Comparative theories about policy making in
terms of political, social, and environmental factors.
Dryzek, Huelshoff. Not offered 1987-88,
490 (G) Community Politics I (3) Local politics and
political economic processes, institutions, and
structure; democratic theory context; experiments in
democratization, Goldrich, Medler.
491 (G) Community Politics II (3) Research or field
research in community politics, Students develop and
implement their own research projects within agiven
problem focus, Prereq: instructor's consent. Goldrich,
Medler.
492 (G) Political Decision Making (3) Introduces
problems of collective decision making and modern
theories of individual decision making under risk and
uncertainty, Orbell.
496 (G) National security Polley (3) Factors in the
development of national securitypollcy, with emphasis
on decision making, and the implications and conse·
quences of such policies, nationally and abroad.
Baugh.
497 (G) Environmental Politics (3) The international
political economy's impact on the world environment.
Alternative, environmentally sustainable political
economies, especially the decentralizing of responsi-
bility and power for environmental citizenship.
Emphasis on politics of transition. Dryzek, Goldrich.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Field Studies (Arr,R) .
507 seminar (Arr,R) Prereq for undergraduates:
instructor's consent.
508 Workshop (Arr,R)
509 Practicum (1-3R) PIN only.
510 Experimental Course (Arr,R)
Psychology 117
Psychology
131 Straub Hall
Telephone (503) 686-4921
Myron Rothbart, Department Head
Faculty
Jacob Beck, Professor (perception, computer vision,
psychophysics). B.A., 1950, Yeshiva; M.A.,1951,
PhD., 1957, Cornell. On leave 1987-88. (1966)
Beverly Fagot, Associate Professor (developmeQlal,
early childhood). B.A., 1960, Occidental;PhD., 1967,
Oregon. (1968)
Morton Ann Gernsbacher, Assistant Professor
(cognition, psycholinguistics). B.S., 1976, North Texas
State; M.S" 1980, Texas, Dallas; Ph.D., 1983, Texas,
Austin. (1983)
Lewis R. Goldberg, Professor (personality assess-
ment). AB., 1953, Harvard; M.A., 1954, Ph.D., 1958,
Michigan. (1960)
H. Hill Goldsmith, Associate Professor (emotions,
behavioral genetics, psychometrics).B.A., 1972,
Texas, Austin; Ph.D., 1978, Minnesota. (1985)
Barbara Gordon-Lickey, Professor (sensory physiol-
ogy, visual system development). AB" 1963, Radcliffe;
PhD., 1966, Massachusetts Institute of Technology.
(1969)
Marvin Gordon-Lickey, Professor (physiological,
circadian rhythms, learning),AB., 1959, Oberlin; M.A.,
1962, Ph.D., 1965, Michigan. (1967)
Douglas Hintzman, Professor (human learning and
memory, computer simulation of cognitive processes).
B.A., 1963, Northwestern; Ph.D., 1967, Stanford, (1969)
Ray Hyman, Professor(cognitive processes, thinking, 0
human error). AB., 1950, Boston; M.A., 1952, Ph.D.,
1953, Johns Hopkins. (1961)
PeterW.Jusczyk, Professor(language acquisitionand
development, psycholinguistics). BA, 1970, Brown;
M.A., 1971, Ph.D., 1975, Pennsylvania. On leave
1987-88. (1980)
Steven Keele, Professor (human learning, human
performance, motor skills). B.S., 1962, Oregon; M,S"
1965, Ph.D., 1966, Wisconsin, Madison. (1968)
Carolin Keutzer, Associate Professor (alternative
paradigms of scientific research, transpersonal
psychology and psychotherapy, epistemics). B.A.,
1960, M.A., 1963, Ph.D., 1967, Oregon. (1967)
Daniel P.Kimble, Profes'sor (physiological, memory).
B.A., 1956, Knox; Ph.D., 1961, Michigan. (1963)
Peter M. Lewinsohn, Professor (clinical, depression,
neuropsychology), B.S., 1951, Allegheny; M.A., 1953,
Ph.D., 1955, Johns Hopkins. (1965)
Edward Lichtenstein, Professor (clinical-community,
smoking cessation and prevention). B.A., 1956, Duke;
M.A., 1957, Ph.D., 1961, Michigan. (1966)
Richard Marrocco, Professor (visual sensory physiol-
ogy). B.A., 1965, California, Los Angeles; PhD" 1971,
Indiana. (1973)
Robert Mauro, Assistant Professor (social, emotions,
psychology and law). A.B" 1979, Stanford;M ,S., 1981,
Yale; PhD., 1984, Stanford. (1984)
Howard Poizner, Associate Professor (neuropsychol-
ogy, motor control, American Sign Language). BA,
1973, Texas at Austin; M.A., 1975, Ph.D., 1977,
Northeastern, (1987)
Michael I. Posner, Professor (cognition, neuropsychol-.
ogyof attention), B.S., 1957, M.S" 1959, Washington
(Seattle); Ph,D" 1962, Michigan. (1965) "
Mary K. Rothbart, Professor (social development,
temperament). BA, 1962, Reed; PhD., 1967,
Stanford. On leave fall 1987. (1970)
Myron Rothbart, Professor (social, cognitive, inter-
group processes). B.A., 1962, Reed; PhD., 1966,
Stanford. (1969)
Elizabeth Schaughency, Assistant Professor (clinical-
child psychology, child psychopathology, parent
training).B,S., 1981, Pittsburgh; M.A., 1984, PhD"
1986, Georgia. J1986) .
Paul Siovic, Professor (judgment, decision making, risk
assessment). B.A., 1959, Stanford; M.A., 1962, Ph.D.,
1964, Michigan. (1986)
118 Psychology
Norman D. Sundberg, Professor (clinical, cross-
cultural, personality assessment). BA, 1947, Neb-
raska; MA, 1949, Ph.D., 1952, Minnesota. (1952)
Marjorie Taylor, Assistant Professor(cognitive develop-
ment, perspective taking, children's drawings). B.S.,
1979, M.S., 1981, Acadia; Ph.D., 1985, Stanford. (1985)
Don M. Tucker, Associate Professor (emotion,
cognition, neuropsychology). BA, 1969, Colorado;
M.S"1972, PhD., 1974, Pennsylvania State. (1984)
Robert L. Weiss, Professor (clinical, marital and family
therapy research). BA, 1952, Ph.D., 1958, State
University of New York, Buffalo. On leave 1987-8$.(1967)
Wayne Wickelgren, Professor (cognition, artificiai
intelligence, programming languages). AB., 1960,
Harvard; PhD., 1962,California, Berkeley. On leave
1987-88. (1969)
Emeriti
Fred Attneave, Professor Emeritus (perception,
learning)..BA, 1942, Mississippi; PhD, 1950,
Stanford. (1958)
Robert F. Fagot, Professor (measurement theory,
choice theory, psychophysics). B.S., 1946, Mas-
sachusetts Institute of Technology; PhD., 1956,
Stanford. (1956)
Richard A Littman, Professor Emeritus (experimental,
systematic, developmental). AB., 1943, George
Washington; PhD., 1948, Ohio State. (1948)
Leona Tyler, Professor Emerita (individual differences,
interest development). B.S., 192.5, M.S., 1939, Ph.D.,
1941, Minnesota. (1940)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon. .
Undergraduate Studies
Undergraduate courses in Psychology at the
. University provide a solJnd basis for later
professional or graduate training in psychology.
They also satisfy the needs of students, majors
and nonmajors, who are interested in psychol-
ogy primarily as a part of a broad liberal
education. In addition, they provide a back-
ground in psychological principles and
techniques as intellectual tools for work in other
social and biological sciences and in such
professional fields as education, business, law,
and journalism.
Preparation. High school preparation should
include courses in social sciences as well as
the natural sciences(physics, biology, chemis-
try). Both 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.
Car~rs.Stu.dentsoftenmajor in Psychology to
prepare for graduate training and careers in
related fields such as personnel. relations,
vocational and personal counseling, medicine
and dentistry, social and case work, marketing,
administration, the legal profession, orcounsel-
ing and teaching in the public schools. Others
plan on graduatework in psychology. Graduate
training in psychology prepares students for
careers as academic psychologists (teaching
and research), clinical psychologists (mental
health centers, institutions, and private prac-
tice), industrial and organizational psychol-
ogists, and government psychologists (testing,
research, and administration).
Additional career information is available from
the American Psychological Association, 1200
17th Street Northeast, Washington, D.C. 20036.
Review of Courses
Among lower-division courses, PSY 202, 203,
and 304 offer instruction in psychology as a
natural science. PSY 204, 205, 310, 311, and
357 introduce psychology as a social science.
Introduction to Experimental Psychology
(Honors College) (PSY 217, 218) is also avail-
able. Note: Please go to the Psychology
Department office for evaluation of courses
taken at another institution that might duplicate
these courses. Credit is notgiven for repeating
eqUivalent courses.
Students should plan to take not more than three
courses at the lower-division level before
starting upper-division work. The introductory
courses should be chosen with an eye toward
suggested prerequisites of upper-division
courses and toward providing a broad back-
ground in the field.
Upper-division courses fall into three
categories:
1. PSY 302 and 303 are designed to teach
research skills and methodologies
2. 300- and 400-level courses are of broad
interest to many different majors throughout
the University as well as to Psychology
majors
3. 400-levelarea courses are designed for
Psychology majors but are also open to
other students who fulfill the prerequisites
The area courses are organized into specialty
groups to help the student plan a curriculum.
This organization and other curricular planning
aids are more fully explained in the Psychology
Undergraduate Handbook available in the
Department of Psychology, 131 Straub Hall.
Group Requirements. The following social
science and science courses have been
approved for satisfaction of the Group Require-
ments: Plan I, which partially fulfill graduation
requirements for entering University under-
graduat~s. See earlier General Bulletins for
Group Requirements: Plan II.
Social Science. PSY 204, 205, 310, 311, 357
Science. PSY 202,203,304
Major Requirements
Psychology majors at the University of Oregon
must fulfill the following requirements:
1. A minimum of 36 credits in Psychology-at
least 24 upper-division and at least 12 taken
at the University-including the following
courses:
a. Statistical Methods in Psychology (PSY
302) orother appropriate methodological
preparation, e.g., Elements of Statistical
Methods (MTH 425 or 426) or Introduction
to Statistical Theory (MTH 441 or 442)
b. Research Methods in Psychology (PSY
303) orother appropriate methodological
preparation
2. One course in three of the following areas:
a. Human experimental psychology
b. Physiological psychology
c. Social psychology
d. Personality and psychopathology
e. Developmental psychology
At least one of the area courses must be
from those giving sciencecredit(aor b) and
at least one from those giving social science
credit (c, d, or e)
3. At least 24 of the 36 credits must be graded
4. A course in which a student receives a D
grade cannot be counted toward the major
requirement of at least 36 passing credits (a
grade of C- or P or better)
5. Prior to taking PSY 302 and 303, the Psychol-
ogy major must take Psychology as a
Science (PSY 202,203) or Psychology as a
Social Science (PSY 204, 205) or Introduc-
tion to Experimental Psychology (PSY
217,218)
Note: For Psychology majors, PSY 302 and 303
or other appropriate methodological prepara-
tion (or instructor's consent) are prerequisites
for all area 400-level courses. In addition,
students should examine carefully the prerequi-
sites for all 400-level courses.
Planning a Program
In addition to attending lecture courses,
students may participate in seminars, reading
courses, laboratory work, fieldwork, and other
means of gaining experience. With the aid of
advisers, students design programs directed
toward one of four options: liberal arts,
professional, honors, or secondary education
certification.
Sample Program
The sample program below provides an idea of a
typical course load during the freshman year.
Fall Term 14-15 credits
Arts and letters elective . . . . . 3
Health.. . . . . . . . . . . . . . . . . . . . . . . ... 3
Mathematics , . . . . . . . . . . . . . . . . . . . .. 4
Physical Education. . . . . . . . . . . . . . . . . . .. 1
Science elective . . . . . . . . . . . . . . . . . . . .. 3-4
Winter Term 17·18 credits
Arts and letters elective . . . . 3
English Composition (WR 121) 3
Mathematics . . . . . . . . . . . . . . . . . . . . . . 4
Physical Education . . . . . . . . . . . . . . . . . . 1
Science elective . . . . . . . . . . . . . . . . . .. 3-4
Social science elective .. 3
Spring Term 18·19 credits
Arts and letters elective . . . 3
Psychology as a Science (PSY 202) or
Psychology as a Social Science (PSY 204) 4
Mathematics . . . . . . . . . . . . . . . . 4
Physical Education. . . . . . . . . . . . . . . . . . . . . .. 1
Science elective . . . . . . . . . . . . . . . . . . . . . . . . .. 3-4
Social science elective 3
The departmental requirements for a Psychol-
ogy major are designed to maximize individual
curriculum planning. This should be done in
close and frequent consultation with the adviser.
Inquiry Training. The Department wants its
majors to develop habits of self-study and
independence. Careful observation of one's
own behavior and mental processes and the
behavior of others is basic to an understanding
of psychology. To help the student develop
personal skills and practice them outside formal
classroom assignments, the Department has an
inquiry training program. The program consists
of self-study experimental and observational
modules using computers and TV tapes to aid
the instruction. Information on this program is
available in the Undergraduate Laboratories,
170-179 Straub Hall.
Peer Advising. The Psychology Department
uses a peer advising system in an attempt to
make academic advising more effective,
humane, and efficient. At the beginning of New
Student Week, each freshman and transfer
Psychology major must make an appointment
to see one of the peer advisers for an informal
yet informative advising session.
Questions regarding any aspect of the Univer-
sity system-how to read the time schedule,
grading procedures, where to seek financial
assistance, how to plan a course schedule, and
similar matters-and specific inquiries about
the Department's norms, opportunities,
facilities, and faculty members are welcome at
these sessions. After meeting with a peer
adviser and designing a tentative term course
schedule as well as a concise list of more
technical questions, students make appoint-
ments with their assigned faculty advisers.
The peer advising stations are open eight hours
a day during New Student Week for both drop-in
visitors and scheduled appointments. During
the school year, the peer advising office in 141
Straub Hall has regularly scheduled hours. All
Psychology students are invited to use the
facilities (a small library, test file, journals, and
graduate school brochures) and to talkinfor-
mally with a friendly peer adviser who is
knowledgeable about departmental and
University regulations and opportunities.
Liberal Arts Curriculum
Some students are interested in studying
psychology with a view toward understanding
the diversity of human nature; its relation to
literature, science, and the arts; and its contri-
bution to general intellectual currents. They
place less emphasis on technical skills in giving
tests, running experiments, or analyzing data,
and more emphasis on the theories and ideas
that serve as a background for research. It is
difficult to design any single recommended
curriculum for such students. However, the
curriculum should combine psychology with a
strong emphasis on work in the humanities in
addition to courses in science that stress the
relation of psychology to philosophy and human
concerns. Different courses would, of course,
be advisable in programs that stress the relation
between psychology and the natural sciences.
For further information consult the Psychology
Undergraduate Handbook.
Professional Curriculum
The professional curriculum is designed for
those not planning to do graduate work in
psychology but who might want to work in
counseling, social work, or school psychology.
It is also for those who plan to enter government
or business administration. It stresses a broad
knowledge of psychology as well as experience
in a variety of different settings in Which psychol-
ogy is applied. Special emphasis is on statistics,
writing, computer programming, and other skills
that make the student a more attractive job
candidate or give an advantage once employ-
ment is begun.
Of special importance are opportunities to work
on applied psychological projects or papers.
These opportunities may be gained through
special courses in Research (PSY 401), Read-
ing and Conference (PSY 405), or Seminar (PSY
407). By the time of graduation, the student
should have prepared a number of papers
applying psychology in real settings. The exact
curriculum designed depends upon the setting
or the department in which advanced study
is sought.
Professional Settings. Following are Psychol-
ogy courses that may be especially appropriate
for certain settings.
EDUCATION. PSY374, 388, 434, 437, 470, 472,
475, 476, 478, 479, 487, 488, 489
WELFARE-SOCIAL WORK. PSY 383, 388, 411,
427, 456, 457, 470, 473, 479, 487, 488, 489
YOUTH WORK. PSY 374,383, 388, 421 , 423, 473,
475, 476, 478, 479
MENTAL HEALTH. PSY 383, 388,411,413,427,
445, 466, 467, 470, 472, 473, 479, 487, 488,
489; many PSY 407 seminars are also appropri-
ate
Preparation for Graduate StUdy
A bachelor's degree is seldom sufficient
qualification for professional work in psycholc
ogy; at least a master's degree is required for
most positions. Students should not undertake
graduate work unless their grades in under-
graduate psychology and related courses have
averaged mid-B or better.
Prospective graduate students in Psychology
are advised not to take a large number of
Psychology credits beyond the minimum of 36,
but to leave time for work in related fields such
as anthropology, biology, computer science,
chemistry, mathematics, physics, and sociol- •
ogy. Strong preparation in quantitative methods
is advisable and might include mathematical
statistics. A reading knowledge in at least one
foreign language appropriate to psychology
(German, French, Japanese, Russian) may be
useful. .
Honors Curriculum
Students with good records Who plan to pursue
a career in psychology may consider applying
to the departmental honors program at the end
of their sophomore year. The honors program
centers around an independent research
project, which the student develops and carries
out under the supervision of a departmental
committee. Information about admission criteria
and how to apply is available from the
Department.
Secondary School Teaching
The Department offers work toward Basic and
Standard certi·fication to teach in public second-
ary schools. For additional information regard-
ing departmental requirements for psychology,
students should see the Department's adviser
for teacher education as well as the staff in the
Teacher Education Office of Student Services,
175 Education Building.
Minor Requirements
The Department of Psychology offers a Psychol-
ogy minor in two options: psychology or
psychology with cognitive science emphasis.
All courses must be passed with grades of C-
or P. Special Studies (PSY 199) does not count
toward the minor. The psychology option
requires 25 credits in Psychology; the cognitive
science option requires 31 credits in Psychol-
ogy, to be distributed as follows:
Psychology 119
Psychology Option 25 credits
Psychology as a Science (PSY 202, 203)
or Psychology as a Social Science
(PSY 204, 205) or Introduction to
Experimental Psychology (PSY 217,218) ..... 8
Statistical Methods in Psychology (PSY 302)
and Research Methods in Psychology (PSY
303) or equivalents from other departments . .. 8
Three upper-division entry-level courses
from at least two areas of psychology. . . . . . . . . 9
At least 16 of the 25 credits must be graded and at
least 16 must be upper division.
Cognitive Sclen!ll! Option 31·38 credits
Any two courses, i1i Computer and Information
Science. Computers in Psychology (PSY 305)
may substitute for one of these .... '. . . . . . . .. 8
Introduction to Linguistics (LING 290) or
Elements of Linguistics (LING 421) . . . . . . . . 4
Psychology as a Science (PSY 202, 203) or
Introduction to Experimental Psychology
(PSY 217,218) .. , , 8
Statistical Methods in Psychology (PSY 302)
and Research Methods in Psychology
(PSY303) .. " , 8
Cognition (PSY 435) or two terms of
Advanced Experimental Psychology
(PSY 430, 431, 432) , ', 3-10
At least 20 of the 31 credits must be graded and at
least 15 must be upper division. .
In addition, a list of recommended electives is available
in the Department office.
Graduate Studies
The Department emphasizes graduate work at
the doctoral level and at a specialized master's
level. The four major Ph.D. programs are
general experimental; physiological psychol-
ogy, which emphasizes an interdisciplinary
neuroscience program. with biology and
chemistry; clinical; and developmental-
social-personality.
A master of arts (MA) or master of science
(M.S.) degree is available for a limited number
of students not in the Ph.D. program.
The Department maintains a psychology clinic;
specialized facilities for child and social
research; experimental laboratories for human
research, including a variety of large and small
computers for on-line experimental control; and
well-equipped animal laboratories. .
All students applying for admission to a Ph.D.
program in Psychology must provide scores on
both aptitude and advanced tests in the
Graduate Record Examination (GRE) and three
letters of recommendation on special forms
provided by the Department. Detailed informa-
tion on admission, including application forms
and information on awards and graduate
teaching fellowships (GTFs), may be obtained
from the Department.
During the first year of graduate work, students
acquire a broad background in psychology and
are introduced to research. The student's
specific program is planned in relation to prior
background, current interests, and future goals.
Research experience and a dissertation are
required of all Ph.D. candidates; teaching
experience is recommended, and opportunities
to teach are made available. For general
regulations governing graduate work at the
University, see the Graduate School section of
this bulletin.
Clinical Program
The Department uses a research-oriented
approach to theories and methods of clinical
psychology. A clinical psychologist, in the
Department's view, is a scientist with an area
120 Psychology
of specialization in clinical psychology. As a
part of graduate training, the student learns to
devise approaches to clinical problems that
lead to better conceptual understanding ofthe
phenomena being studied. The program
stresses a data-oriented approach to the
complexities of clinical problems.
During the first and second years of graduate
study the student completes
1. The core program, including work in experi-
mental psychology and quantitative methods
2. Proseminar inClinical Psychology (PSY 524,
525,526)
3. A clinical core sequence in assessment and
in behavior change, with an associated
practicum. The second-year practicum
experience, as well as advanced-level
clinical-research training, are provided in
large part through the Psychology Clinic, a
training facility operated by the clinical staff
and students
Beyond the second year, there is considerable
latitude in planning a program of study and
research. The student must pass a major
clinical preliminary examination covering
assessment, psychopathology, and behavior
change and a minor preliminary examination in
an area of special interest to the student,e.g.,
learning approaches to behavior change, social
psychology.
Upon completion of formal course work and
practica, students are required to take a
one-year clinical internship to round out their
professional training.
Interdisciplinary Program
in the Neurosciences
Neuroscientists in the Biology, Chemistry,
Computer and Information Science, Physical
Education and Human Movement Studies, and
Psychology Departments have formed an
interdisciplinary program in the neurosciences.
The focus of the program is on experimental
neuroscience, with the goal of understanding
relationships between behavior and the chemi-
cal, morphological, and physiological functions
of nervous systems. A coordinated graduate
degree-granting program of instruction and
research is available to students through any of
the participating departments. For more infor-
mation see the Neuroscience section of this
bulletin.
Biosocial Research Center
The Anthropology, Biology, and Psychology
Departments support an interdisciplinary
facility devoted to research into the substrata
of behavior, including ethological, neurological,
and developmental factors. The center is
situated on 2.5 acres near the science complex.
It contains 4,000 square feet of laboratory and
conference space, including facilities for
maintaining colonies of mice, behavioral
laboratories, observation areas, controlled-
temperature rooms, and a modern surgery.
There are, in addition, outside enclosures for
larger animals.
Cognitive Science
Cognitive science is an interdisciplinary field
concerned with the study ofnatural and artificial
intelligence, culture, and communication.
Psychology faculty members in cognitive
psychology have joined with those in other
departments to offer work in this field. Psychol-
ogy undergraduate and graduate students can
receive training in cognitive science while
pursuing studies within the Psychology Depart-
ment. The program is described in the Cognitive
Science section of this bulletin. Students
interested in research or degree programs in
cognitive science should consult the
Program chair.
Master's Program in Psychology
A special master's degree program not leading
to a PhD. is available in Psychology. The
degree-either a master of arts (M.A.) or a
master of science (M.S.)-requires 45 credits
in course work. Applicants to the program must
provide signatures of endorsement from three
members of the Psychology Department, grade
transcripts of all undergraduate and graduate
work, and a sample of written work. For fall
admission, completed applications received by
June 15 are given preference. Applications
submittedafter August 15 are accepted only in
exceptional circumstances. Application materi-
als and additional information may be obtained
from the Department's graduate secretary.
Courses in
Psychology (PSY)
Note: Please go to the Psychology Department office for
evaluation of courses taken at another institution that
might duplicate these courses. Credit is not given fqr
repeating equivalent courses.
lower-Division Courses
199 Special Studies (1-3R)
200 SEARCH (1-3R) PIN only.
202,203 Psychology as a Science (4,4S) Application
of experimental and correlational research methods to
theoretical questions. 202: sensory processes,
perception, memory, cognition, conditioning. 203:
affect, motivation, and social influences in personality
and social development.
204, 205 Psychology as a Social Science (4,4S)
Application of psychology to social science issues.
204: general cognitive processes; learning theory.
205: motivation and emotion, social psychology,
personality and developmental psychology.
217, 218 Introduction to Experimental Psychology
(Honors Colleljle) (4,4S) Fundamental concepts and
facts in perception, learning, and motivation. Lectures,
laboratories. Open to selected students outside the
Honors College with instructor's consent. Enrollment
limited to 25.
Upper-Division Courses
302 Statistical Methods In Psychology (4) Probability
and statistics as applied in psychological research.
Topics include hypothesis testing, correlation and
regression, and design of experiments. Prereq: a
grade of C- or better in MTH 100 or equivalent and
PSY202, 203 orPSY 204, 205 or PSY 217,218; MTH
101 recommended. .
303 Research Methods in PSYChology (4) Use of
library and bibliographic methods, handling o/survey
data, coding from written and tape-d sources, inter-
views, questionnaires, tests, and experiments. Prereq:
PSY 202,203 or PSY 204,205 or PSY217, 218 or
equivalent.
304 Biological Psychology (4) Relationships between
activity of the nervous and endocrine systems and
behavior. Topics inclUde sensation, perception,
consciousness, sexual behavior, eating and drinking,
sleeping and dreaming, learning, and the human brain.
Prereq: PSY202, 203 or PSY204, 2050rPSY 217,218
or equivalent.
305 Computers In Psychology (4) Introduction to
computer usage in psychology. TopiCS include control
of experiments, data collection, testing, data analysis,
simulation. Emphasis on learning to program experi-
ments. Prereq: instructor's consent.
310 Personality and Psychopathology (4) Theoreti-
cal conceptions and determinants of individual
differences in personality and personality disorders;
methods of personality assessment and treatment of
psychopathology. Prereq: PSY 202, 203 or PSY
204, 205 or equivalent.
311 Child Development (4) Social, intellectual, and
personality development of the child. Includes
attachment, parent-child interaction, peer relations,
cognitive development, and parent and teacher
influences upon child development. Prereq: PSY 202,
203 or PSY 204, 205 or equivalent.
357 Pseudopsychologles (3) Astrology, IChing, faith
healing, water divining, Scientology, and meditation
systems. Evaluation of evidence and claims in support
of pseudopsychologies; focus on deception of
the mind.
374 Infancy (3) Development of infants from concep-
tion to the age of two years. Topics include heredity
and prenatal development, birth, characteristics of the
newborn, and cognitive development. Prereq: course
work in Psychology.
383 Drugs and Behavior (3) Physiologicai and
behavioral effects of psychoactive drugs such as
alcohol, opiates, barbiturates, and excitants. The
psychology of use and overuse; therapies for correct-
ing drug problems.
388 Human Sexual Behavior (3) The nature of human
sexuality; hormonal, instinctual, and learned factors in
sexuality; psychosexual development: frequency and
significance of various types of sexual behavior; sexual
inadequacy; homosexuality: sexual deviation.
400 SEARCH (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
406 Field Studies (Arr,R)
407 (G) Seminar (Arr,R) Topics vary from year to year
depending upon interests and needs of students and
uPOIl availability of faculty. Topics include Activity and
Rest, Behavior Modification, Cognitive Development,
and Color Vision. . .
408 Laboratory Projects (1-9R) R for maximum of 20
credits toward bachelor's degree.
409 Practlcum (1-3R)
410 (G) Experimental Course (Arr,R)
411 (M) Theories of Personality (3) Main phenomena
of personality; critical comparison of the outstanding
conceptual systems developed to account for these
phenomena.
413 (M) Humanistic psychOlogy (3) Philosophy and
theories of personality.o the "Third Force" school of
psychology; what distinguishes humanistic psychol-
ogy from behavioristic, pSYGhoanaiytic, and cognitive
theories of personality. Prereq: PSY 411 or instructor's
consent.
415 (M) Prejudice (3) Theory and research on the
origins, maintenance, and modification of intergroup
prejudice. Prereq: social psychoiogy courses or
instructor's consent.
425 (M) Psychology of Sex Differences (3) The
development of sex differences: biological differences;
societal sex roles and sex typing; personality theorists'
views of woman; the different status of man and woman
throughout the life cycle. Prereq: Psychology course
work.. ,
427 (M) Abnormal Psychology (3) Unusual behavior
including anxiety states, hysteria, hypnotic
phenomena, and psychoses. Normal motives and
adjustments considered in their exaggerations in the
"neurotic" person. Prereq: PSY 202. 203 or PSY 204,
205 or PSY217, 218. PSY 302 recommended.
Areas
Note: The prerequisites for 400-levelcourses for Psychol-
ogy majors are PSY 202, 203 or PSY 204, 205 or PSY 217,
218 and PSY 302, 303.
Experimental Area
430,431,432 (G) Advanced Experimental Psychol-
ogy(5;5,5S) Functional operations of the human .
nervous system in perceiving, remembering, trans-
forming, and responding to information; techniques of
information theory, signal-detection theory, statistics,
and computer control o/experiments. Prereq: PSY302,
303, and instructor's consent.
433 (G) Learning and Memory (3) I;:xperimental and
theoretical work on/earning in animals and humans.
Environmental and biological determinants of condi-
tioning;symbolic learning and memory in humans.
Prereq: PSY 302, 303.
435 (G) Cognition (3) Issues of memory: coding for
storage, control processes for storage; attention and
cognitive control; analysis of more complex cognitive
tasks; approaches to problem solving. Prereq: PSY
302,303.
436 (G) Human Performance (3) Motor and intellectual
capacities; analysis of the flow of information within the
nervous system; applications of performance princi-
ples to human-machine systems. Prereq: PSY 302,
303,435.
438 (G) Psychology of Perception (3) Fundamental
concepts of vision, audition, and somesthesis.
Psychophysiological factors and psychophysical
methodology. Prereq: PSY 302, 303.
439 (G) Psychology of Visual Art (3) Perceptual,
cognitive, and affective bases of pictorial art. Topics
include perceptions of space, color, form; the function
of images; effects of learning; anamorphic painting;
cartoons and caricatures. Prereq: PSY 302, 303; PSY
438 or instructor's consent.
440 (G) Psychollngulstlcs (3) Processes and
structures underlying language ·use. Methods of
studying language processing. Relationship between
psycholinguistlc data and observations from linguistics
and neurophysiology. Prereq: LING 421, PSY 302,
303,435.
Physiological Area
445 (G) Brain Mechanisms of Behavior(3) Organiza-
tion of mammalian brain. Structure and function of
neuronal systems underlying sensation, perception,
coordinated movement, learning and memory,
sleep-wakefulness, and affective dismders. Prereq;
course work in Biology or PSY 304; prereq for
Psychology majors: PSY 302, 303.
447 (G) Cellular Mechanisms of Behavior (3)
Properties of neurons providing the basis for control
of behavior. Topics include membrane potential,
action potential, synapses, sensory receptors, circuits
involved in movement and learning. Prereq: course
work in Chemistry or Physics; prereq for Psychology
majors: PSY 302, 303.
448 (G) The Integrative Action of the Nervous
System (3) Concentration on the possible neural basis
of higher brain functions such as selective attention,
perceptual discrimination, pattern recognition, and
motor control. Prereq: PSY 445 or 447; prereq for
Psychology majors: PSY 302, 303.
449 (G) Sensory Processes (3) Anatomical and
physiological basis of sensory reception and coding
in vertebrate sensory systems. Prereq: PSY 445 or 447
or B1414; prereq for Psychology majors: PSY 302,303.
450 (G) Hormones and Behavior (3) Interactions
among the brain, endocrine system, and behavior.
Topics typically Include sexual, parental, and aggres-
sive-defensive behaviors. Prereq: PSY 304 or equiva-
lent work in Biology; prereq for Psychology majors:
PSY 302, 303.
Social Area
456 (G) Social Psychology I: Attitudes and Social
Behavior (3) Factors leading to the development,
maintenance, and modification of social altitudes and
beliefs; theory and research of human aggression,
prejudice, and aitruism; attitudinal and situational
components of social behavior. Prereq: PSY 302,303.
457 (G) Social Psychology II: Interpersonal Pro-
cesses (3) Relations between individuals, especially
nonverbal communication, attraction, friendship, love,
human sexuality; group and individual decision
making, collective behavior. Prereq: PSY 302, 303;
PSY 456 recommended.
Personality and Psychopathology Area
466 (G) Personality Research (3) Conceptual models
of individual differences; how knowledge about
personality effects is generated; organismic and
situational influences on behaVior, acquIsition of
personality traits, behavior change. Prereq: PSY 302,
303; PSY 411 or equivalent.
467 (G) Survey of Psychotherapeutic Methods (3)
Major models and methods of psychological treatment
and their application in both community and institu-
tional settings. ~rereq: PSY 302, 303; PSY 427 or
equivalent or instructor's consent.
468 (G) Human Motivation and Emotion (3) Theoret-
ical concepts of adaptive controls on behavior.
Hunger, sex, aggression, competence, altrusim,
self-actualization. From biological control processes to
the phenomenology of personal experience. Prereq:
PSY 302, 303; course work in Psychology.
469 (G) Psychopathology (3R) Advanced
psychopathology for Psychology majors and Counsel-
ing graduate students. Major behavior and personality
disorders, theory and research, assessment, diag-
nosis, treatment, special topics. Prereq: PSY 302,303,
310. R when topic changes.
470 (G) Principles and Methods of Psychological
Assessment (3) Application of psychological methods
to the study ofthe individual; rationale of test construc-
tion and interpretation; problems in the prediction of
human behavior; psychological assessment .
techniques. Prereq: PSY 302, 303; MTH 425 or
equivalent.
472 (G) Applied Behavioral Analysis (3) Applied
behavioral analysis of individuals, small groups,
institutional settings; children and adults; cognitive-
behavioral therapies. Prereq: PSY 302, 303.
473 (G) Marriage (3) Behavioral basis of dyadic
interactions; adult intimacy and love relationships.
Clinical-counseling approaches: assessment, marital
therapies, and evaluation. Models of marital adjustment
and assessment of interpersonal relationships. Prereq:
PSY 302, 303.
Developmental Area
475 (G) Cognitive Development (3) Intellectual
development in children; classical and operant
conditioning, memory, attention and concept forma-
tion; perceptual, motor, and language development.
Prereq: PSY 302, 303; prior courses in learning or
instructor's consent.
476 (G) Language Acquisition (3) In-depth study of
an important area of child development covered only
superficially in other courses. Semantic and syntactic
development; development of communication skills.
Prereq: PSY 302, 303; prior courses in learning or
developmental psychology or instructor's consent.
478 (G) Child Socialization (3) Socialization process-
es in infancy, chiidhood, adolescence, maturity, and
old age. The deveiopment of infants' attachments,
identification, conscience and morality, peer groups,
family interaction, and psychopathology. Prereq: PSY
302,303; prior courses in personality; social, abnormal,
or developmental psychology; or Instructor's consent.
479 (G) Emotional Problems of Childhood (3) Origin,
nature, and treatment of emotional disorders of
childhood from a psychodynamic and developmental
orientation. Emotional problems of normal children and
the more severe childhood disorders. Prereq: PSY 302,
303; courses in personality, abnormai, and develop-
mental psychology or instructor's consent.
General Advanced Courses
485 (G) History and Systems of Psychology (3) The
development of modern psychology. The comprehen-
sive theoretical systems (behaviorism, stimuius-
response, Gestalt, psychoanalysis, and mathematical
models) deveioped to help deal with methodological
and substantive problems in psychology. Prereq: 12
credits in upper-division Psychology.
487, 488, 489 (G) Advanced Applied Psychology
(3,3,3) Theory and practice in the application of
psychology to problems of individuals, groups, and
organizations. Emphasis on data gathering and
data-based interventions, based broadly on systems
theory. Previous work in experimental, personality, and
social psychology strongly recommended.
490,491,492 Honors (1,1,1) Reading and conference
for honors Psychology majors only.
Graduate Courses
501 Resaarch (Arr,R) PIN only.
502 Supervised College Teaching (1-3R)
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R) Topics vary
from year to year. .
507 Seminar (Arr,R) Seminars vary from yearto year,
depending on faculty interests. Topics include
Attitudes; Cognitive Development; Community
Psychology; Group Dynamics; Human Performance;
Language and Cognition; Memory; Perception; and
Proseminars: Clinical, Developmental, Experimental,
Personality-Social, Physiological.
508 Clinical Work with Children (1-9R) Work with
deviant children and their families, emphasizing the
behavior modification approach. Enrollment for
minimum of three consecutive terms required. Prereq:
course work in learning and behavior modification and
instructor's consent.
509 Practicum (1-9R) Supervised work in assessment
and treatment coordinated with didactic clinical core
courses. Prereq: instructor's consent.
Psychology 121
510 Experimental Course (Arr,R)
511,512,513 Statistical and Quantitative Methods
in Psychology (3,3,3) Basic concepts of probabi lity
and statistics. Use of probability theory in psycholog-
ical theory construction; application of multivariate
methods; design of experiments. Prereq: MTH 425 or
equivalent.
514 Learning (3) Learning, storage, retrieval, and
transformation of information. Classical and instrumen-
tal learning, skill learning, short- and long-term
memory, classification and ruie learning, problem
solving, ianguage behavior. Prereq: basic knowledge
of experimental psychology and instructor's consent.
515 Perception (3) Factual knowledge and theory
concerning sensory function and perceptual informa-
tion processing.
516 Physiological Psychology (3) The fundamental
aspects of brain-behavior relationships. Neuron
physiology, sensory systems, nonspecific afferent
systems; emotion, motivation, learning from a
neurophysiological viewpoint.
517 Social Psychology (3) Current theory and
research concerning the Individual within a social
context.
518 Life-Span Development (3) Theory, research,
and applications of developmental concepts from birth
to death. LongitUdinal. cross-sectional, and life-history
research methodologies. Topics include emotional
disorders, attachment, sex-role development, and
dominance.
519 Personality (3) Personality theory and research.
520 Psychopathology (3) Definition and measurement
of deviant behavior; critical review of research
literature on etiology, intervention, and outcomes in
psychoses, neuroses, and personality disorders.
Prereq: PSY 427 or instructor's consent.
521 Clinical Psychobiology (3) Physiological
principles in neuroscience applied to clinical problems
and biological therapies in sucn areas as depression,
schizophrenia, stress, and chronic pain. Prereq:
enrollment in Psychology Ph.D. program or instructor's
consent.
524, 525, 526 Proseminar in Clinical Psychology
(1-3,1-3,1-3) PIN only. Current issues and problems
in clinical psychoiogy with emphasis on application of
relevant research strategies.
528 Assessment I: Assessment Theory (3) Theory
and methods of psychological assessment. Quantita-
tive and inferential issues in designing and interpreting
assessment procedures. Prereq: PSY 512 or
equivalent.
529 Assessment II: Personality Assessment (3)
Theory, methods, and related research in approaches
to personality assessment, Including projective and
objective methods. Prereq: PSY 512 or equivalent and
PSY 528.
530 Assessment III: Assessment of Cognitive
Functions (3) intensive study of seiected clinical
decision-making situations requiring information about
cognitive functioning. Includes a practicum with
neurologically damaged individuals. Prereq: PSY 528
and 529 or equivalents.
531 Individual Therapies (3) Research strategies in
psychotherapy and major theoretical rationales of
dyadic unit psychotherapies. Instructor's consent
required for nonsecond-year clinical graduate
students. .
532 Marital, Family, and Smail-Group Therapies (3)
Current theories and clinical techniques of behavior
change from an interaction perspective. instructor's
consent required for nonsecond-year clinical graduate
students.
.533 Child and Family Therapy (3) Modification of
deviant child behaviors, particularly in the family
selting; emphasis on interpersonal and operant
approaches to child and family therapy. Prereq:
instructor's consent.
535 Advanced Social Psychology (3) Social behavior
in relation to current psychologicai theory and
research.
537, 538, 539 Advanced Clinical-Research Prac-
tlcum (1-9,1-9,1-9) Specialized work wl.th particular
clinical problems (e.g., depression, self-control),
focusing on the development of testable hypotheses
about the phenomena. Students work in small teams
with the clinical staff in an attempt to generate
systematic assessment 'and treatment approaches.
546 Multivariate Methods in Psychology (3) Theory .
and application to psychology of factor analysis and
other multivariate methods. Prereq: PSY 513 or
equivalent.
122 Religious Studies
3
3
3
3-4
3-4
3
Minor Requirements
The minor in Religious Studies requires 24
credits, including 9 in Great Religions of the
301, 302, 303), History of Modern Philosophy
(PHl 304, 305, 306)
All Students. 18 additional credits in Religious
Studies, 9 of which must be upper division.
Certain courses in other departments may be
applied toward the satisfaction of the 18 credits.
A list of such courses is maintained in the
Department.
All required courses must be taken on a graded
basis, In those courses taken toward satisfying
major requirements, a D is not normally ac-
cepted as a passing grade in more than one
course taken for the major.
Sample Program
The sample program below shows the first two years
of atypical course load for amajor in Religious Studies,
Freshman Year
Fall term 15-17 credits
Great Religions of the World (R 201) " 3
English Composition (WR 121) , , , , , . .. 3
Social science cluster course, e.g., History of
Western Civilization (HST 101), Psychology
as a Social Science (PSY 204), or
Introduction to Sociology (SOC 201) , . , 3-4
Foreign language or literature ' , , , , , , , " , , , 3-4
Elective , , , . ' 3
Winter term 15-17 credits
Great Religions of the World (R 202) ",',' 3
Personal Health (HES 250) or alternate " ,,3
Social science cluster course, e,g" History of
Western Civilization (HST 102), Psychology
as a Social Science (PSY 205), or '
Introduction to Social Psychology (SOC 206) , 3-4
Foreign language or literature ' , , , , ' 3-4
Elective . , , . ' . , , , " 3
Spring term 15-17 credits
Great Religions of the World (R 203) 3
English Composition (WR 123) """"""'" 3
Social science cluster course, e,g" History of
Western Civilization (HST 103), Personality
and Psychopathology (PSY 310), or Social
Deviancy and Social Control (SOC 211) " ,3-4
Foreign language or literature 3-4
Elective , ... ' , , , , ' , , . " "", ... , .. , , " 3
Sophomore Year
Fall term 15-17 credits
300-level Religious Studies sequence course .,. 3
Arts and letters cluster course, e.g., Introduction
to Literature (ENG 104), Introduction to the
Humanities I (HUM 101), or Introduction to
Philosophy: Ethics (PHL 201) , . ' , , .... ,
Science cluster course, e.g., General Geology:
The Earth's Dynamic Interior (GEOL 101),
Essentials of Physics (PH 101), or Introduction
to Human Evolution (ANTH j 10) ... ', 3-4
Foreign language or literature , , .. , ' , , , . . . 3-4
Elective, . ' , , .. , 3
Winter term 15-17 credits
300-level Religious Studies sequence course '.' 3
Arts and letters cluster course, e.g" Introduction
to Literature (ENG 105), Introduction to the
Humanities II (HUM 102), or IntrOduction to
Philosophy: Theory of Knowledge (PHL 202)
Science cluster course, e,g., Evolution of
Monkeys and Apes (ANTH 111), General
Geology: The Face of the Earth (GEOL 102)
or Essentials of Physics (PH 102) """"" 3-4
Foreign language or literature ' , , .. , ' , . 3-4
Elective . , , .... ' , , ... ' , .. , , 3
Spring term . 15·17 credits
300-level Religious StUdies sequence course .. ' 3
Arts and letters cluster course, e.g., Introduction
to Literature (ENG 106), Introduction to the
Humanities III (HUM 103), Introduction to
Philosophy: Metaphysics (PHL 203), or
Introduction to Philosophy of Religion(PHL 204) . ' . , , ' , , , , .... , , , ,
Science cluster course, e.g" Introduction
to Human Sociobiology (ANTH 112),
General Geology: Earth History (GEOL 103),
or Essentials of Physics (PH 103)
Foreign language or literature , ,
Elective . , ' .... ' , .... ' , , . , .. ' , ' , ,
Social Studies endorsement should select
this option.
1. Three of the foilowing courses: Religions of
India (R 301), Chinese Religions (R 302),
Japanese Religions (R 303), Judaism and
Christianity since C. E. 70 (R 306), Religions
of the Islamic World (R 307)
2, Ancient Near Eastern and Mediterranean
Religions (R 311, 312, 313)
Recommended additional courses: Philosophy
of Religion (PHl 439, 440), Sociology of
Religion (SOC 461)
Specialized Option. Students who plan to
attend graduate school, do research, and teach
in a coilege or university should select this
option, One of the following four focus areas:
ANCIENT NEAR EASTERN AND MEDITERRANEAN
RELIGIONS. (a) Ancient Near Eastern and
Mediterranean Religions (R 311, 312, 313),
History of Christianity (R 321); (b) two courses
chosen from Reading and Conference (Cl 405,
HST 405, R 405), Special Problems (Cl 406,
R 406), Seminar (Cl 407, HST 407, R 407),
Coiloquium (HST 408, R 408), or Experimental
Course-especiaily Greek Society and Religion,
or Roman Society and Religion (Cl 410, HST
410, R410)-inthe subject field; recommended
additional courses: Ancient Mediterranean Art
(ARH 411, 412, 413), Greek and Roman Art
(ARH 414, 415, 416), Classic Myths (Cl 321),
History of Greece (HST 411), History of Rome
(HST 412,413), History of Ancient Phiiosophy
(PHl 301, 302)
HISTORY OF CHRISTIANITY. (a) Four courses
chosen from Ancient Near Eastern and Mediter-
ranean Religions (R 313), History of Christianity
(R 321 , 322, 323), History of Eastern Christianity
(R 324, 325); (b) two courses chosen from
Reading and Conference (HST 405, R 405),
Special Problems (R 406), Seminar (HST 407,
R 407), Colloquium (HST 408, R 408), Experi-
mental Course (HST 410, R 410) in the subject
field, History of Religious Life in the United
States (HST 374), Problems in the German
Reformation (HST 432); recommended addi-
tional courses: Early Byzantine Art (ARH 421),
later Byzantine Art (ARH 422), Russian
Medieval Art (ARH 423), Western Medieval Art
(ARH 424, 425, 426), Middle Ages (HST 421,
422,423)
ASIAN RELIGIONS. (a) Religions of India (R 301),
Chinese Religions (R 302), Japanese Religions
(R 303); (b) three courses chosen from Varieties
of Eastern Meditation (R 230), Buddhism and
Asian Culture (R 330, 331), Reading and
Conference (R 405), Special Problems (R 406),
Seminar (R 407), Colloquium (R 408), Experi-
mental Course (R 41 0) in the subject field, Zen
Buddhism (R 430), Readings in Zen Classics
(R 431); recommended additional courses:
Chinese Art (ARH 464, 465, 466), China, Past
and Present (HST 291), Japan, Past and
Present (HST 292), History of China (HST 494,
495), History of Japan (HST 497, 498)
PHILOSOPHY OF RELIGION AND THEOLOGY.
Introduction to Philosophy: Metaphysics (PHl
203), Introduction to Philosophy of Religion
(PHl 204), Philosophy of Religion (PHl 439,
440), Zen Buddhism(R 430), Readings in Zen
Classics (R 431); recommended additional
courses: History of Ancient Philosophy (PHl
Religious Studies
223 Chapman Hall
Telephone (503) 686-4971
J. T. Sanders, Department Head
Participating
Thomas A, Brady, History
Robert T, Herbert, Philosophy
Benton Johnson, Sociology
Jack P, Maddex, History
Sharon R, Sherman, English
Faculty
Hee-Jin Kim, Professor (Asian religions), B.A., 1957,
M.A., 1958, California, Berkeley; Ph,D" 1966, Clare-
mont. (1973)
J, T, Sanders, Professor (Biblical studies), B.A., 1956,
Texas Wesleyan; M.Div" 1960, Emory; Ph.D" 1963,
Claremont. (1969)
Emeritus
G, Douglas Straton, Professor Emeritus (philosophy of
religion and ethics), B,A" 1938, Harvard; B,D" 1941,
Andover Newton; Ph.D" 1950, Columbia, (1959)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon,
Undergraduate Studies
The Department offers two options within the
Religious Studies major. Descriptions of both
options follow.
Major Requirements
All students are required to take Great Religions
of the World (R 201, 202, 203),
General Option. Students who plan to teach in
public schools and to qualify for a secondary
The Department of Religious Studies offers
courses concerning the religious beliefs and
practices of the world's major religions, The
Department does not represent the viewpoint
of any religious group, nor does It acknowledge
any religion to be superior to others, Rather,
courses focus on the history and philosophy of
religions including their origins, sacred texts,
rituals and practices, beliefs, and subgroups,
The courses provide a broad understanding of
the nature and role of religion in the world's
different cultures, both present and past, for
students in ail fields, as weil as integrated
programs for majors in Religious Studies,
The Department annuaily sponsors a distin-
guished visiting lecturers program, which
brings outstanding scholars in various fields of
religious studies tothe campus for several days
of lectures and meetings,
Preparation. The best high school or commu-
nity coilege preparation for an undergradCJate
program in religious studies is a good general
background in social science and literature,
Careers. An undergraduate major in Religious
Studies can lead to graduate work in prepara-
tion for teaching religious studies or to religious
education at a seminary in preparation for a
career as a religious leader. Other career
opportunities in education include teaching ,
religious studies in public schools and religious
education work, Social service organizations,
such as the YMCA, YWCA, Red Cross, commu-
nity seNices, and international relief agencies,
provide additional career possibilities, A major
in Religious Studies constitutes one type of
broad training and enrichment for any of the
humanitarian professions,
World (R 201,202,203) and 15 upper-division
credits in Religious Studies. All courses must
be taken on a graded basis. Grade require-
ments for the minor are the same as those for
the major.
Honors Program in
Religious Studies
Requirements for a degree with honors in
Religious Studies include the following:
1. Satisfaction of the requirements for a major
2. A cumulative grade point average of 3.50
in courses taken to satisfy the major
requirements .
3. Satisfactory completion of an honors thesis.
The candidate for honors normally registers
for 3 credits of Research (R 401 ) winter term
of the senior year in order to prepare for
writing the thesis, and for 3 credits of Thesis
(R 403) spring term, when writing the thesis.
A faculty committee of two supervises the
thesis project. A first draft of the thesis must
be submitted six weeks before the end of
the term in which the student expects to
graduate and the final draft four weeks
before the end of the term
Graduate Studies
At present the University of Oregon does not
offer formal graduate degrees through the
Department of Religious Studies. However,
students may work with faculty members from
Religious Studies as well as other University.
departments toward an Interdisciplinary
Studies: Individualized Program (IS:IP) master's
degree (MA or M.S.) focusing on religious
studies, offered through the Graduate School.
Information is available in the Graduate School
section of this bulletin.
Advanced Degrees
in Other Departments
Another possibility for students interested in
graduate work' in religious studies is to fulfill
requirements for an advanced degree in
another University department or program.
After each department below are listed the
available degrees in a relevant study areaand
names of participating faculty members (in the
given department, unless specified otherwise).
Each faculty member's areas of specialization
are provided in his or her home department's
section of this bulletin. Additional information is
available from the listed departments.
Anthropology, Ph.D. (general anthropology
MA presupposed) Comparative religions,
religion and symbol in particular cultures.
William S. Ayres, AlettaA. Biersack, Richard P.
Chaney, Carol W. Silverman, Paul E. Simonds,
Theodore Stern
Art History, M.A., Ph.D. Medieval Christian art.
A. Dean McKenzie, Richard A. Sundt
Asian Studies, M.A. East Asian religions.
Hee-Jin Kim (Religious Studies)
Classics, M.A. in Classical Civilization.
Ancient religions in or reiated to ancient Greece
and Rome. Jeffrey M. Hurwit (Art History), Mary
E. Kuntz, Steven Lowenstam, John Nicols
(History), C. Bennett Pascal, J. T. Sanders
(Religious Studies)
History, M.A., Ph.D. History of Christianity.
Gustav Alef, Thomas A. Brady, A. Dean McKen-
zie (Art History), Jack P. Maddex, Mavis Howe
Mate, J. T. Sanders (Religious Studies)
Philosophy, M.A., Ph.D. Philosophy of religion.
Henry A. Alexander., Jr.; William E. Davie;
Robert T. Herbert;Arnulf Zweig
Sociology, M.A., Ph.D. Sociology of religion.
Benton Johnson
Courses in
Religious Studies (R)
Lower-Division Courses
111 Introduction to the Study of the Bible (3) Content
and organization of the various Jewish and Christian
scriptures, scholarly method in the study of the Bible,
and standard research tools used in the study of the
Bible. Not for upper-division students; seniors may be
required to meet a higher grade standard than other
students; .
199 Special Studies (1-3R)
200 SEARCH (1-3R)
201,202,203 Great Religions of the World (3,3,3)
Hinduism, Buddhism, Confucianism, Taoism, Shinto,
Judaism, Christianity, and islam. Examination of their
beliefs, practices, and institutions in history and culture.
230 Varieties of Eastern Meditation (3) Ciassical
yogic-meditational methods and philosophies of
various Eastern religious traditions. Kim. Not offered
1987-88.
Upper-Division Courses
301 Religions of India(3) Historical survey from most
ancient to modern times. Primary emphasis on
Hinduism, inclUding Vedas, Brahmanism, and
sectarian Hinduism. Attentiorrto BUddhism, Sikhism,
Jainism, and Sufism. Kim.
302 Chinese !'Iellglons (3) Prehistoric roots of Chinese
religion; Confucius and his followers; philosophical
Taoism; Han Confucianism; religiousTaoism; Chinese
Buddhism; Neo-Confucianism; religion in China·
today. Kim.
303 Japanese Religions (3) Early Shinto and its.
developments; Japanese Buddhism; transformation of
Taoism and Confucianism; medieval Shinto; religion in
the Tokugawa period; Nationalistic Shinto; folk religion;
new religions. Kim.
306 Judaism and Christianity slnceC.E. 70 (3)
Post-Biblical developments; medieval and modern
Jewish philosophy; 'separation of Christianity from
Judaism; Christian Hellenism; patristic synthesis;
East-West rift in Christianity; medieval reform move-
ments; Reformation and post-Reformation.
307 Religions of the Islamic World (3) Historical
survey fromorigin of Islam to modern times, inclUding
expansion, theology, philosophy, and mysticism.
Attention to non-Muslim religious communities within
the Muslim world.
Religious Studies 123
311: Egypt, Mesopotamia, Asia Minor, and Palestine
before the Persian period. 312: Persia, Greece,and
Judaism before the Roman period. 313: Rome, .
Hellenistic religions, beginning of Chri!3tianity. Sanders.
321,322, 323 History of Christianity (3,3,3)The
course of Christian history in East and West; the
relations between spirituality, doctrine, and institutional
forms. 321: from the New Testament period to the
Iconoclastic Controversy. 322: the Middle Ages, the
schism between East and West, and the reform
movement in the West. 323: the Reformation and the
modern period.
324, 325 History of Eastern Christianity (3,3)
324: the church in the Eastern Roman Empire and its
expansion in Europe, the Eastern churches and Islam.
325: the Eastern churches from the 15th century to the
present. Prereq: R 321 or equivalent. Not offered
1987-88. . .
330,331 Buddhism and Asian Culture (3,3) Beliefs,
symbols, values, and practices of Buddhism. 330:
Theravada Buddhism. 331: Mahayana Buddhism.
Kim. Not offered 1987-88.
399 Special Studies (1-4R) .
400 SEARCH (1-3R)
401 Research (1-4R)
403 Thesis (1-4R)
405(M) Reading and Conference (1-4R)
406 (M) Special Problems (1-4R)
407 (M) Seminar: [Term SUbject] (1-4R)
408 (M) ColloqUium (1-4R)
409 (M) Practlcum (1-4R)
410 (M) Experimental Course (1-4R)
430 (M) Zen Buddhism (3) Some salient aspects of
Ch'an and Zen Buddhism. Historical development;
koan and zazen; Zen classics; enlightenment and
philosophy; culturai impact. Kim. Not offered 1987-88.
431 (M) Readings in Zen Classics (3) Selected Ch'an
and Zen works in English translation, such as Pi,yen-Iu
(The Blue Cliff Record), Wu-men-kuan (The Gateless
Gate), and Shobogenzo (The Treasury of the True
Dharma Eye). Kim.
Additional Courses
Note: For descriptions of the following courses,
see the listed departmental sections of this
bUlletin.
·English. Studies in Mythology (ENG 417)
History. History of Religious Life in the United
States (HST 374), Problems in the German
Reformation (HST 432)
Philosophy. Introduction to Philosophy of
Religion (PHL 204), Philosophy of Religion
(PHL 439, 440)
. Sociology. SOCiology of Religion (SOC 461)
124 Romance Languages
Romance
Languages
101 Friendly Hall
Telephone (503) 686-4021
Robert M..Jackson, Department Head
Faculty
George Ayora, Associate Professor (Spanish-
American literature). B.A., 1962, MA, 1964,
Washington (Seattle); PhD., 1969, Vanderbilt. (1970)
Randi M. Blrn, Professor (contemporary French
literature). CandPhilol., 1960, Oslo; PhD., 1965,
Illinois. (1965)
Franc;:bise Calin, Professor(moderf1French novel and
poetry). Licence, 1963, Diplome d'Etudes Superieures,
1964, CAPES, 1966, Sorbonne; Ph.D., 1972, Stanford.
(1973)
William Calin, Professor (medieval and Renaissance
French literature, French poetry, Occitan). BA, 1957,
PhD., 1960, Yale. (1973)
David J. Curland, Senior Instructor (Spanish); Director,
Foreign Language Resource Center. BA, 1950,
California, Los Angeles; MA, 1963, Oregon. (1965)
Elizabeth B. Davis, Assistant Professor (Spanish
Golden Age literature). BA, 1969, Arizona; M.Phil.,
1972, Ph.D., 1975, Yale. (1987)
Richard H. Desroches, Associate Professor (18th-
century French literature). BA, 1947, Clark; Ph.D.,
1962, Yale. (1957)
Juan A. Eppie, Associate Professor(Spanish-American
literature). Licenciate, 1971, Chile; M.A, 1977, Ph.D.,
1980, Harvard. (1980)
Sylvia B. Giustina, Senior Instructor (Italian). BA,
1956, Marylhurst; MA, 1966, Oregon. (1966)
EVlyn Gouid, Assistant Professor (19th-century French
literature, theory of the theater). BA, 1975, California,
Irvine; MA, 1977, PhD., 1983, California, Berkeley.
(1983)
Thomas R. Hart, Professor (Spanish and Portuguese,
Middle Ages, Renaissance); Editor, Comparative
Literature. BA, 1948, Ph.D., 1952, Yaie. (1964)
Emmanuel S. Hatzantonis, Professor (italian language'
·and iiterature). B.A., 1952, City College, New York;
MA,1953, Columbia; Ph.D., 1958, California,
Berkeley. (1959)
Robert M. Jackson, Associate Professor (Spanish
narrative). BA, 1963, Dartmouth; M.A., 1964, Ph.D.,
1968, Harvard. (1969)
Kimberly Jansma, Assistant Professor (applied
linguistics, French). BA, 1975, Pitzer; MA, 1982,
PhD., 1987, Texas at Austin. (1987)
Elisabeth A. Marlow, Associate Professor (French,
17th-century literature and civilization). Diplome, 1953,
Hautes Etudes Commerciales, Paris; MA, 1958,
Ph.D., 1966, Oregon. (1958)
Barbara Dale May, Associate Professor (modern
Spanish poetry). BA, 1972, MA.-1973, PhD., 1975,
Utah. (1976)
SteVen F. Rendall, Professor (French literature, literary
theory); Codirector, Comparative Literature Program.
BA, 1961, Colorado; PhD., 1967, Johns H·opkins.
(1967)
Wolfgang F. Sohlich, Associate Professor (modern
French poetry, theater). B.A., 1959, Johns Hopkins;
MA.1970, Ph.D., 1971, Emory. (1970)
Emeriti .
Chandier B. Beail; Professor Emeritus; Editor Emeritus,
Comparative Literature. BA, 1'922:PhD., 1930, Johns
Hopkins. (1929)
Cari L.Johnson, Professor Emeritus. BA, 1924, MA,
1925, Iowa; PhD., 1933.. Harvard. (1935)
Perry J. Powers; Professor Emeritus. B.A., 1941.,
Oregon; Ph.D-, 1947, Johns Hopkins. (1946) .
Note: The date in parentheses at the end ofeach eniry is
the first year at the University of Oregon. .
TheDepartment of Romance Languages offers
an extensive range of courses and degree
programs, from instruction in beginning lan-
guages through the study of the literature and
cultures of French-, Italian-, and Spanish-
speaking countries. Students can earn a
bachelor of arts (B.A.) degree in French, Italian,
Spanish, or Romance Languages; the master
of arts (M.A.) is also available in these areas, in
addition to degree programs that emphasize
teaching French or Spanish. The Department
works with the College of Education for Basic
and Standard teacher certification in languages
on the secondary education level. The doctor
of philosophy (PhD.) is awarded in Romance
Languages, encompassing a primary language
and literature and asupporting area. The major
in Romance Languages is a liberal arts major,
providing a solid background for those in-
terested in professional graduate work, teach-
ing, and, increasingly, other professional
careers.
Preparation. The Department recommends the
follOWing preparation for a course of study
leading to a major in Romance Languages:
1. As much work as possible in French,
Spanish, or both
2. Knowledge of European or Latin American
history and geography
3. Familiarity with literature in any language that
will help provide critical tools useful in
advanced study of a Romance literature
4. Communication skills, speech and essay or
theme writing. These skills enable the
student to convey ideas logically. In literature
courses, papers or essay examinations are
generally required
Careers. Students whogiaduate with a BA
degree in Romance Languages ·enter a wide
variety of occupations. Language teaching is
an obvious possibility. Proficiency in a foreign
language and knowledge of other cultures
enhances study and career-opportunities in
other areas as well. Students who have a B.A.
in Romance Languages or who have a second
major in another discipline-Art History, Busi-
ness Administration, Economics, History,
International Studies, Journalism, Music, or
Political Science-find positions in communica-
tions media, government foreign service,
international business and law, libraries, social
'Work organizations, and travel and tourist-
related agencies, among others.
Undergraduate Studies
Major programs leading to undergraduate
degrees are provided in French, Italian,
Spanish, and Romance Languages (two
languages). Departmental majors are primarily
concerned with Romance literatures, literary
history,and literary criticism. Attention is given
to developing the skills of understanding,.
speaking, aop writing the modern idiom. A fully
equIpped I\l.nguage laboratory is a valuable
. adjunct to classroom exercises. .
" Those students who intend to do graduate work
inRomanceLanguages are advised to begin a
second Romance language and to take a year's
work i'n Latin, Courses in English and other
. literatures are also recommended. One of the
goals of the Department is to give students a
general view of the cultures of the countries
where Romance languages are spoken.
Courses in culture and civilization are offered,
and the Department participates in several
foreign study pro-grams. See Overseas Study
later in this section.
Major Requirements
Romance Languages. For the B.A. degree in
Romance Languages, students must have 30
graded credits in one language beyond the
second-year sequence, of which at least 9 must
be in literature and 9 in composition and
conversation, in addition to 15 graded credits
beyond the second-year sequence in a second
Romance language. Students whose first
language is French must have 18 credits of
French literature, normally to include Introduc-
tion to French Literature (FR 301,302,303). At
least three upper-division French literature
courses beyond the FR 301, 302, 303 cluster
must be taken in residence.
Courses passed with the grade of D normally
are not counted toward the fulfillment of major
requirements.
Note: ·At least two 400- or 500-level literature
courses are required for all majors in the
Department.
Sample Program
The sample program below shows atypical one-term
course load for first-year students in Romance
Languages.
Fall term 15 credits
Romance language (1 st-, 2nd-, or 3rd-year
level, depending on previous preparation) . . .. 4
Writing.......... . 3
Science elective . . . . . . . . . . . . . . . . . . . . . . . . . .. 4
Social science elective 3
Physical Education . . . . . . . . . . . . . . . . . 1
Other possibilitIes
Second Romance language... 4
English literature .. . . . . . . . . . . 3
Health. .. . . . . . . . . .. . . . ... 3
French. 45 graded credits in French are
required beyond Second-Year French (FR 201,
202, 203), distributed as follows:
45 credits
Introduction to French Literature
(FR 301, 302, 303) or the equivalent .. 9
Upper'division French composition 9
Upper-division French literature beyond
FR 301, 302, 303, with at least three
courses taken in residence 18
Additional upper-division French composition
or literature , . . . . . . .. . 9
Additional work in related fields is recom-
mended (e.g., another Romance language,
English; linguistics, history of art, philosophy,
history). Students are urged to consult their
advisers in order to create balanced programs.
Italian. 45 graded credits in Italian are required
beyond Second-Year Italian (ITAL 204, 205,
206), distributed as follows:
45 credIts
Survey of Italian Literature (ITAL 307,308,
309) or Introduction to Italian Literature
(ITAL 377, 378, 379) . .. 9
Italian Composition and Conversation
(ITAL 374,375,376) 9
Six upper-division courses in italian literature '" 18
Three courses in one or more related fieids
(e.g.. another Romance literature, history,
art history) to be determined in consultation
with adviser 9
Literary Major in Spanish. Students wanting
to emphasize the study of Spanish and Latin
American literature are required to complete 45
graded credits of work beyond Second-Year
Spanish (SPAN 207, 208, 209 or SPAN 219,
220), distributed as follows:
Romance Languages 125
45 credits
Introduction to the Reading of Spanish
Literature (SPAN 311) ..... . 3
Three of the following: Medieval Spanish
Literature (SPAN 312), The Golden Age
(SPAN 313), Modern Spanish Literature
(SPAN 314), Introduction to Spanish-
American Literature (SPAN 315) .. 9
Cervantes (SPAN 360) . . . . . . . . . . . .. ..... 3
Five courses, numbered 407 or above, in
Spanish, Spanish-American, or Portuguese
literature . , 15
Three courses In Spanish Composition and
Conversation (SPAN 347, 348, 349),
Advanced Spanish Composition and
Conversation (SPAN 461, 462, 463),
or a combination of these ... 9
Two upper-division courses in related areas,
e.g., art history, Latin American art or
geography, Spanish history, Hispanic history
or cUlture and civilization, Chicano literature ... 6
Alternate Major in Spanish. For students with
strong interest in the related fields of linguistics,
social sciences, and geography, 45 graded
credits beyond Second-Year Spanish (SPAN
207,208,209 or SPAN219, 220) are required,
distributed as follows:
45 credits
Six of the following upper-division and
advanced language courses: Spanish
Composition and Conversation (SPAN 347,
348, 349), Spanish Pronunciation and
Phonetics (SPAN 350), Advanced Spanish
Composition and Conversation (SPAN 461,
462,463) . . . . . . . . . . . . . . . . . . . .. 18
Five upper-division courses in literature,
inclUding Introduction to the Reading of
Spanish Literature (SPAN 311) and four of
the following: Medieval Spanish Literature
(SPAN 312), The Golden Age (SPAN 313),
Modern Spanish Literature (SPAN 314),
Introduction to Spanish-American Literature
(SPAN 315), Cervantes (SPAN 360) ..... .,. 15
Four upper-division courses in related areas,
e.g., art history, Latin American art or
geography, Spanish history, Hispanic history
or culture and civilization, Chicano or
Portuguese and Brazilian literature . .. 12
Note: At least two 400- or 500-level literature courses
are required for all majors in the Department.
Minor ReqUirements
Students may earn a minor in French or Italian
or Spanish (not in Romance languages) by
completing 24 graded credits in upper-division
courses in one lang'uage area. At least9 credits
must be in langua~e study and 9 in Iitergture.
Secondary School Teaching
The Department of Romance Languages offers
programs leading to Basic and Standard
certification as a teacher of French, Italian, or
Spanish in junior and senior high schools. To
be recommended for certification, the student
must complete the approved program for
secondary teachers, which includes (1) subject
matter preparation in the teaching specialty,
essentially equivalent to major requirements in
a single language, as well as recommendation
of the institution in which the preparation was
completed, and (2) a professional education
component.
Candidates must also have a 3.00grade point
average (GPA) in courses taken within the
Department and attain a composite score of 250
or better in the Modern Language Association
(MLA) proficiency test in order for the Depart-
ment to recommend ihem for student teaching
and certification.
For specific information regarding certification
or endorsement requirements for Romance
languages, students should consult the de-
partmental certification advisers and the staff in
the Teacher Education Office of Student
Services, 175 Education Building,
Students and teachers working toward the
Standard certificate may want to consider
working for an interdisciplinary Master of Arts
(MA) in French or an MA in teaching Spanish
at the same time. Courses taken for certification
often fulfill requirements for these degrees. For
further information, see the interdisciplinary
program description below, or inquire at the
Department office. .
Foreign Language
Resource Center
Serving as a source of information on the latest
methods of teaching foreign languages, the
Foreign Language Resource Center provides a
focal point for innovations and current develop-
ments including the use of film and video .
materials, computerized instruction, and
flexible course organization. The Center also
coordinates the development of printed materi"
als used in teaching foreign languages with film
and video-a field in which the University is'
nationally recognized. Finally,:the Center serves
as a liaison between University language
departments and Oregon public school sys-
tems. Further information is available from the
director, David J. Curland, in 209 Friendly Hall.
Scholarships and Honors
The Department administers scholarships for
undergraduate stl:Jdents of foreign languages.
The Perry J. Powers Scholarship is awarded
annually to an outstanding senior in a Romance
Languages major. The Leona ~a,i1 Scholarship
is awarded in alternate years by the Department
of Romance Languages and the Department of
Germanic Languages and Literatures.Ro-
mance Language majors can apply forthe $500
award for 1988~89. The Charles Stickles
Endowment Scholarship is usually awarded to
a number of selected participants each summer
in the Mexican study program. Additional
information may be obtained·in the Department
office.
Students will be approved for graduation with
departmental honors who (1) earn a cumulative
GPAof 3.50 or better in the majorworkbeyond
the second-year language, and (2) complete a
senior thesis, which is supervised by a de-
partmental faculty member and judged by the
thesis director and one other faculty member in
the Department Stude'nts must enroll for at least
6 passino pass (P/N)Credits in Thesis (FR 403,
ITAL 403, or SPAN 403) in addition to meeting
the regular major reqUirements. Transfer work
and PIN credits are not included in determining
the GPA.
Overseas StUdy
Courses taken in foreign study programs in
which the major part of the reading or lectures'
or both is in English do not count toward the
major, the minor, orthe BAlanguage require-
ment For courses offered in another language,
the number of credits that will be applicable
toward the foreign language requirement is
subject to departmental approval (see the
appropriate language adviser).
France. The Oregon State Syst~m of Higher
Education provides opportunities for a year's
study in France at the Universitiesof Poitiers
and Lyon. Although the program is primarily
intended for undergraduates, some graduate
credit may be obtained if proper arrangements
are made with the Department.
Note: The following courses are among those
taken most freq uently by students at the Oregon
Study Center in Poitiers, France. Course
descriptions are provided under Courses in
French. However, since final curricular authority
for these courses remains with the university of
Poitiers, their exact content may vary, and they
are subject to change without prior notice, A
wide range of other courses at various levels is
also available at Poitiers, depending on the
student's language proficiency. French majors
and Romance Language majors with an em-
phasis in French must complete at least three
upper-division French literature courses beyond
FR 301,302,303 in residence on the Eugene
campus. Not all coursestaken at Poitiers satisfy
major requirements. Students shouldconsult a
major adviser before leaving for Poitiers.
Intermediate French Grammar (FR 324, 325)
Exercisesin Frenyh Style (FR 326,'327)
Introduction to French Civilization (FR 334,335)
Masterworks of French Literature (FR336, 337)
Readings in Modern French Literature (FR 338,
339) ,
Intensive Conversational French (FR340)
Orientation for StUdy in France (FR 341)
Contemporary France via Television (FR 342)
Spain, Mexico, Italy. The Universityoffers a
two-term program in Seville, Spain, during the
academic year and summer programs in
Mexico and in Perugia, Italy (at the Italian
University for Foreigners).
Graduate Studies
The Departmentaf Romance Languages offers
programs of study leacjing to the degree of
Master of Arts (M.A.) in Romance Languages
(French, Italian, Spanish, or a combination) and
to thedegree of Doctor of Philosophy (PhD.) in
Romance Languages.
Admission. Procedures for admission to
graduate study in the Department include the
following:
1. Equivalent of an undergraduate major in
Romance literature with a minimum GPA of
3,00 in the major and proficiency in one or
two Romance languages. Students with a
degree in another discipline may apply
provided they have agood knowledge of at
least one Romance language .and are well
acquainted with one Romance literature
2. A completed Application for Graduate
Admission, three letters of recommendation,
official transcripts of college-level work to
date of application, a candidate's statement
of purpose, and the Graduate Record
Examination (GRE) general and language
scores should be submitted, preferably prior
to March 1 for fall admission. Application for
a graduate teaching fellowship tGTF),
included in the graduate application packet,
is optional .
Graduate Teaching FellOWS. Graduate stu-
dents in the Department who hold graduate
teaching fellowships (GTFs) must enroll each
term in at least two graduate seminars or
courses leading toward the graduate degree.
126 Romance Languages
Workshop: Teaching Methods (FR 508, ITAL
508, or SPAN 508), required for all beginning
GTFs, is a departmental MA requirement in
addition to 45 graded credits. No more than 15
credits may be taken outside the Department;
to count toward the degree, they must form part
of a coherent program approved by the stu-
dent's adviser and the graduate committee.
A number of GTFs are available each year for
new graduate students in the Department.
Application maybe made through the Depart-
ment. Students are encouraged to apply by
March 1 for fall admission and appointment
priority. GTFs receive an annual stipend of
$4,700 to $5,600, depending on qualifications
and based on negotiated rates under the
Graduate Teaching Fellows Federation (GTFF)
contract. as well as'a tuition waiver. The GTF
teaches one language course each term. A list
of qualified applicants' is maintained annually
for emergency appointments throughout the
year. Potentially eligible candidates in a degree
program in Romance Languages or Compara-
tive Literature should submit resumes and
letters indicating interest to the Department.
Foreign Study and Teaching. Several oppor-
tunities for sfudy and teaching abroad are
available each year, including ascholarship
from the French government for advanced
studies at a French university by students with
an MA; a position as graduate assistant to the
director of the Oregon Study Center at the
University ofPoitiers, France, concurrent with
studies at the University of Poitiers; and an
assistantship to teach English in a French
secondary institution while pursuing studies at
a French university, whenever the appointment
location allows.
Comparative Literature
The Comparative Literature Program is adminis-
tered by a committee representing the English,
Germanic Languages and Literatures, Ro-
mance Languages, and Russian Departments.
It provides opportunity for advanced study of
several literatures in their original languages.
For more information, see the Comparative
Literature section of this bulletin.
The resources of the University Library for
research in French, Italian, and Spanish are fully
adequate forthe Department's' graduate
programs; in some fields they are outstanding.
The Library's holdings of learned periodicals
are extensive: the quarterly journal, Compara-
tive Literature, is edited by a member of the
Department.
Master of Arts Program
The MA is primarily a degree in the study of
literature, although the student normally takes
course work to improve linguistic skills as well.
Courses are offered in French, Italian, Por-
tuguese, and Penin.sular and American Spanish
languages and literatures. Major work is
available in French, Italian, and Peninsular
Spanish. The student's programmay include
work in/wo of these fields, and it must include
a second field if the first is Italian or Spanish-
American literature.
The minimum requirements for this degree are
1. The completion of 45 graded graduate
credits with grades of mid-B or higher
2. Enrollment In Workshop: Teaching Methods
(FR 508, ITAL508, or SPAN 508), offered fall
term
3. Successful completion of a comprehensive
examination
The written MA comprehensive examination
covers three areas in literature and requires
explication of a text. One question must be
answered in the foreign language. The program
does not include a thesis. Completion of the
MA normally requires more than one academic
year. Admission to the doctoral program is not
automatic upon completion of the MA Students
wanting to continue toward the PhD. degree
must petition t~e graduate committee for
admission to the program.
Alternative programs in French and Italian are
available to MA candidates. Upon petition
from the student, the graduate committee may,
with the adviser's approval, authorize the
granting of theMA after the student has
. completed 56 graded graduate credits with
grades of mid-B or higher and with no com-
prehensive examination. This option is not
available to students who have failed the MA
examination. Students who are successful in
their petition for this alternative normally are not
expected to continue towardthePhD. degree;
they may not do so unless they pass the
MA comprehensive examination and are
accepted into the PhD, program by the
graduate committee.
Interdisciplinary Master's
Degree Program in French
The Department supervises an interdisciplinary
program designed particularly for the prepara-
tion of secondary school teachers. The program
requires 36 graded graduate credits in French
and a minimum of9 graded credits in education,
as well as a comprehensive examination.
Students may apply to the Department's
graduate committee to complete the degree
without the examination by taking an increased
number of courses (47 credits in French and 9
in education). Many cou rses taken to meet the
requirements for the.degree may be valid for
certification. Completion of this course of study
in conjunction with the professional program
partially fulfills the requirements for the Oregon
Standard certificate. In any case, no interdisci-
plinary master's degree will be granted to those
who do not possess Basic teaching certification.
For further information, consult the director of
the program, Elisabeth A. Marlow.
Master of Arts in
Teaching Spanish
The Department offers a program of advanced
study leading to the master of arts in teaching
Spanish, with emphasis on the preparation of
secondary school teachers. The program
requires a minimum of 45 graded credits of
graduate work, including 9 in education, as well
as a comprehensive examination. In addition, a
summer program in Mexico is available to
enhance formal study through immersion in the
language and culture. The MA program in
teaching Spanish is designed to afford prospec-
tive teachers of Spanish an opportunity to
achieve competenCe in the written and spoken
language, to study literature at the graduate
level, and to develop and practice methods of
presenting both language and literature to
secondary school stUdents. Completion of this
course of study along with the professional
program fulfills the requirements for Oregon
Standard (five-year) secondary teacher certifi-
cation, but cou rses in civilization and phonetics,
required for this certificate, should be taken
prior to admission. In addition, Advanced
Spanish Composition and Conversation (SPAN
461, 462, 463) is normally required of candi-
dates for teacher certification.
For further information, contact the director of
the program, David J. Curland.
Doctor of Philosophy
This degree program permits the student to
choose among a variety of approaches to
advanced study in Romance literatures. Princi-
pal fields of study include a national literature;
a period (e.g., the Renaissance); and a genre
(e.g., the novel).
Candidates must complete a minimum of 15
graduate courses inclUding at least three
courses in the literature of one or more Romance
languages other than the major and two courses
in philology or medieval literature. Upon
completion of required course work, the
candidate takes a comprehensive examination
covering the major field, text explication, and
literary theory or criticism. A doctoral thesis is
required to complete the degree. Students
entering the doctoral program with an M.A.
degree from another institution will have their
previous work evaluated by the graduate
committee. Credit may be given for not more
than six graduate courses taken elsewhere to
apply toward the required 15.
In addition to command of the languages and
familiarity with the chosen literatures, the
student is expected to develop skill in critical
writing and competence in individual research.
Students interested in doctoral study should
request a description of the program from the
Department.
Courses in Romance
Languages (RL)
Lower-Division Courses
200 SEARCH (1-3R)
230,231, 232 Introduction to Romance LIterature In
Translation (3,3,3) Representative masterworks in
English translation. Organized around a different
theme or topic each year. 230: French. 231: Italian.
232: Spanish.
Upper-Division Courses
400 SEARCH (1-3R)
407 (G) Seminar (Arr,R)
410 (G) Experimental Course (Arr,R)
Graduate Courses
503 Thes's (Arr,R) PIN only.
515 Graduate Study In Romance Languages (4)
Discussion of purposes, problems, and methods of
graduate study in Romance languages. Elements of
critical method, research techniques, and scholarly
writing. Rendall.
516 Modem Criticism (4) Study of selected modern
critics such as Barthes, Genette, Bakhtin, Foucault,
Derrida, and Benjamin. Rendall.
523,524,525 The Troubadours (4,4,4) See descrip-
tionunder Courses in Portuguese and Provencal.
French 127
Courses in French (FR)
Note: Native speakers of French, or students whose
competence in the language already exceeds the scope of
the course/ may not enroll in lower-division courses.
Lower-Division Courses
101,102, 103 First-Year French (4,4,4) Introduction
to French stressing comprehension, speaking,
reading, and writing. Grammar, elementary composi-
tion, and oral drills.
104,105 First-Year French (6,6) Covers in two terms
the work of FR 101, 102, 103.
199 Special Studies (1-3R)
201,202,203 Second-Year French (4,4,4) Selections
from representative authors; review of grammar;
consiaerable attention to oral use of the language.
RL 230 Introduction to Romance Literature in
Translation (3) See description under Courses In
Romance Languages.
Upper-Division Courses
301, 302, 303 Introduction to French Literature
(3,3,3) Representative works from the Middle Ages to
the present. 301: Middle Ages and 16th century. 302:
17th and 1Bth centuries. 303: 19th and 20th centuries.
May be organized around a differentlheme each term.
Prereq: two years of college French or equivalent.
304, 305, 306 The French Novel (3,3,3) Selected
novels from the 17th century to the present. Birn,
F. Calin.
317 French Poetry (3) Poems from the Middie Ages
to the 20th century. Poets include Chretien de Troyes,
Villon, Ronsard, La Ceppede, Saint-Amant, La
Fontaine, Voltaire, Chenier, Hugo, Baudelaire, Aragon.
Literary movements; modern critical analysis. W. Calin,
Desroches.
318 Contemporary French Theater (3) Major trends
and movements in modern French drama. Birn,
Sohlich.
319 Baudelaire, Verlalne, Rimbaud (3) Masterworks
by three creators of the modern spirit in poetry;
introduction to textual analysis. F. Cal in, Sohlich.
320 Short Fiction (3) Selected short fiction by such
authors as Voltaire, Diderot, Merimee, Maupassant,
Camus, Ayme, Beckett, Robbe-G rillet. Some attention
given to the evolution of the short story as a genre.
Desroches, Rendall.
321, 322, 323 French Composition and Conversa-
tion (3,3,3) Exercises in pronunciation, comprehen-
sion, and composition in a cultural or literary context.
Opportunities for conversation. Conducted in French.
Prereq: two years of college French or equivalent.
324, 325 Intermediate French Grammar (3,3) French
grammar and syntax. Exercises in dictation with
subsequent analysis of sentence structure and
grammar as well as the study of theory. Offered only
through the Oregon Study Center at the University of
Poi/iers. France.
326, 327 Exercises In French Style (3,3) Exercises
in summarizing and outlining texts from both literary
and journalistic sources. Offered only through the
Oregon Study Center at the University of Poitiers.
France.
331 French Pronunciation and Phonetics (3) The
fundamentals of French pronunciation with special
attention to each student's difficulties. Prereq: two
years of college French or equivalent.
334, 335 Introduction to French Civilization (3,3)
French civilization from Gallo-Roman times to the 20th
century; the geography of France. Emphasis on social
and art history. Work devoted to geography em-
phasizes regional cultures and economics in addition
to physical geography. Offered only through the
Oregon Study Center at the University of Poitiers.
France.
336, 337 Masterworks of French Literature (3,3R)
Major works of French literature. Recent topics include
Sarraute's Portrait d'un inconnu, Malraux's La Condi-
tion humaine. and Baudelaire's Les Fleurs du mal. R
whim topic changes. Offeredonly through theOregon
Study Center at the University of Poitiers. France.
338, 339 Readings In Modern French Literature
(3,3R) Authors. topics, or literary genres. Recent
subjects include La Bruyere, Flaubert, Camus; war and
literature; realism and the novel. R when topic
changes. Offered only through the Oregon. Study .
Center at the University of Poitiers. France.
340 Intensive Conversationsl French (3) Develop-
ment of oral French skills through audiovisual
techniques and small-group discussion sections.
Colloquial and standard conversl'ltional French; some
composition of dialogues. Offered only through the
Oregon Study Center at the University of Poitiers.
France.
341 Orientation for Study In France (3) Subjects
pertinent to study in France: cultural adaptation, the
university and community, the French educational
system. Excursions to sites such as La Rocheile, the
churches of Poitou, and Gallo-Roman ruins. Offered
only through the Oregon Study Centerat the University
of Poitiers. France.
342 Contemporary France via Television (3) Study
of contemporary French language and society throug h
videotaped television news and documentary material;
exercises and classroom discussion. Offered only
through the Oregon Study Center at the University of
Poitiers, France.
399 Special Studies (1-4R) R when topic changes.
403 Theliis(3-6R) Departmental honors students only.
405 Reading and Conference (1-6R)
407 (G) Seminar (2-6R)Several seminars offered each
term. Recent topics include 1Bth-Century French
Comedy, Voltaire, The Theme of Religion, Contempo-
rary France, Proust to Beckett, The New Novel,
Romanticism, Romantic Poetry, Lyrics of the
Troubadours, and Mallarme.
409 Practlcum(1-4R) PIN only.
410 (G) Experimental Course (2-4R) Recent topics
include Political Aspects of Culture, Literary Transla-
tion, Women in 17th-Century Literature, Flaubert to
Proust, Rabelais, Poetry and Violence in the 19th
Century, and Virtual Theater.
420 (G) Modern Romance (4) Trends in modern
French fiction not categorized as "realism" or "realistic
novel." Concentration on Romantic narrative (19th
century) and black African literature (20th century).
Modern critical approaches. Prereq: reading knowl-
edge of French. W. Calin.
421 (G) Topics In Romanticism (4) Close reading of
literary texts (poetry, fiction, theater) from the first half
of the 19th century. Works by Lamartine, Vigny, Hugo,
Musset, Barbey d'Aurevilly. W. Cal in.
423 (G) Moliere (4) Intensive study of representative
plays by Moliere with emphasis on modern criticism.
Prereq: FR 301, 302, 303 or equivalents. Marlow,
Rendall.
424 (G) Racine (4) Intensive study of representative
plays by Racine with emphasis on modern criticism.
Prereq: FR 301. 302, 303 or equivalents. Marlow,
Rendall. . .
425 (G) Modern Women Writers (4) Analysis of works
by a variety of French women writers of the 20th
century. Themes and narrative techniques em-
phasized. Prereq: reading knowledge of French. Birn.
426 (G) The World of Sartre(4) Sartre's contributions
to political and social theory, literary forms, and literary
criticism. Social influences on his work; Sartre's
contribution to 20th-century literature and ideas.
Prereq: FR 301, 302, 303 or equivalents. Birn.
427 (G) Autobiographical Writings by Women (4)
Autobiographical works, including journals, travel
accounts, and autobiographical fiction, by George
Sand, Colette, Simone de Beauvoir, Marguerite Duras,
and others. Specific works and writers vary. Birn.
429, 430, 431 (G) French Culture and Civilization
(3,3,3) Political and social backgrounds of French
literature; introduction to French music and art. Prereq:
FR 301, 302, 303 or FR 321, 322, 323 or equivalents.
Marlow, Sohlich.
435 (G) 18th-Century-French Comedy (4) French
comic theater from early Moliere imitations to Beaumar-
chais. Traditional farcical devices and innovations in
realistic, sentimental, and social theater and their
relationships to changing French society. Prereq: FR
301, 302, 303 or equivalents. Desroches.
436 (G) 18th·CenturyFrench Novel (4) EVOlution of
the French noVel in the 1Bth century and its various
forms: picaresque, epistolary, autobiographical,
sentimental, and psychological. Prereq: FR 301, 302,
303 or equivaients. Desroches.
437 (G) Les PhJlosophes(4) Evolution and triumph of
the philosophical movement in 1Bth-century France
through close study of key works of the major
philosophes. Prereq: F1'l30r, 302, 303 or equivalents.
Desroches.
467, 468, 469 (G) Advanced French Composition
and Conversation (2-3,2-3,2-3) Review of advanced
French grammar, writing of original themes, and
translations of modern literary or cultural texts into
French. Discussion of political, sociological, or cultural
topicstaken from current issues of French magazines.
Conducted in French. Prereq: FR 321, 322, 323 or
equivalents. Marlow.
470 (G) Text Explication (3) Introduction to basic
critical concepts and methods of explication; intensive
analysis of selected poetry and prqse. Rendall.
Graduate Courses
501 Research (2-6R) PIN only. Prereq: instructor's
consent.
RL 503 Thesis (Arr,R) PIN only.
505 Reading and Conference (1-6R)
507 Seminar (2-6R) Recent topics include French
Poetry from Villon to Ronsard, Diderot, 1Bth-Century
French Novel, French Romantic Drama, Baroque in
France, The New Novel in France.
508 Workshop (2-12R) Teaching Methods is offered
annually, fall term only. Other workshops may be
offered.
509 Practlcum (1-4R) PIN only.
516 Rabelais (4) Detailed study of Rabelais's major
writing. Rendall.
517, 518 Montalgne (4,4) Montaigne's works with
emphasis on the Essais. Rendall.
530 Introduction to Medlevsl French Literature (4)
Initiation to reading texts in Old French. Study of four
masterpieces from the perspectives of modern
criticism. W. Calin.
531, 532 Medieval French Narrative (4,4) Three
principal medieVal narrative genres: epic, romance,
allegory of love. Criticai analysis of chansons de geste,
works by Chretien de Troyes, and Le Roman de la
rose. Prereq: FR 530. W. Cal in.
533,534 The Waning of the Middle Ages In France
(4,4) French narrative fiction, poetry, and theater of the
14th and 15th centuries. Special attention to Guillaume
de Machaut and Franc;ois Villon. W. Calin.
541 French Poetry from Villon to Ronsard (4) Lyric
genres and mentalities in the 15th and 16th centuries.
Analysis of works by Charles d'Orleans, Villon, Jean
Lemaire de Belges, Du Bellay, and Ronsard. Modern
critical perspectives. W. Calin.
542 The Baroque in France (4) Close reading of
literary texts (poetry, theater) from 1570 to 1660.
Modern critical approaches. Authors include D'Au-
bigne, Sponde, La Ceppede, Saint-Amant, Corneille,
Moliere, La Fontaine. W. Calin.
544 The Modern Quest Novel (4) French fiction as
the quest for new visions of the world, new subject
matter, and new means of expression. Writers studied
include Proust, Celine, Butor, Beckett. Prereq:
graduate standing or instructor's consent. Blrn.
547 Voltaire (4) Voltaire's satire and historical prose.
Desroches.
548 Dlderot (4) Detailed study of Diderot's major
writings: philosophy, art criticism, drama. Desroches.
549 Rousseau (4) Detailed study of Rousseau's major
writings. Desroches.
550,551 Proust (4,4) Detailed study of A1a recherche
. du temps perdu. Bim.
553 Modern French Poetry (4) Study of several major
modern poets. F. Calin, W. Calin, Sohlich.
561,562 Surreaiism (4,4) Development of the
surrealistic movement in art and literature. Analysis of
works-prose, poetry, paintings, films-by Apollinaire,
Jarry, Breton, Aragon, Desnos, Eluard, Chirico, Dali,
BUFiuei. Prereq: graduate standing or instructor's
consent. F. Calin.
564, 565, 566 Topics In Modern French Drama
(4,4,4) Topics may inclUde dramatic theory, modes of
critical inquiry, and trends in contemporary theater
such as the avant-garde. metatheater, or political
theater. Sohlich.
567 Narrative Technique (4) Structure and narrative
in the modern novel, e.g., points of view, mises en
abyme, usage of tenses, repetitive patterns. Writers
studied include Alain Fournier, Giae, Faulkner,
Robbe-Grillet. Prereq: graduate standing or instructor's
consent. F. Calin.
128 Italian
Courses in Italian (ITAL)
Note: Native speakers of Italian, or students whose
competence in the language already exceeds the scope of
the course l may not enroll in lower~d~vision cour$es.
Lower-Division Courses
121 122 123 First-Year Italian (5,5,5S) Introduction
to It~lian'stressing conversation and readings of
modern texts. Hatzantonis and staff.
124,125 First-Year Italian (6,6) Covers in two terms
the work of ITAL 121, 122, 123.
199 Special Studies (1-3R)
204 205 206 Second-Year Italian (4,4,4) Selectionsfro~ rep!esentative authors. Review of grammar,
conversation, composition. Giusllna.
RL 231 Introduction to Romance LIterature In
Translation (3) See description under Courses In
Romance Languages.
Upper-Division Courses
307, 308, 309 Survey of Italian Literature (3,3,3)
Major literary currents fromDante to the present. Close
examinalion of representative texts. Prereq: two years
of college italian or equivalent. Giustina.
374,375, 376 Italian Composition ~nd Co~wersatlon
(3,3,3) Italian grammar and current 1~lomatlc patterns;
extensive exercises in oral communication and written
composition based on cultural or literary themes.
Conducted in Italian. Prereq: two yeilrs of college
Italian or equivalent. Giustina.
377,378, 379 Introduction to Italian Literature (3,3,3)
377: analysis of poetic texts. 378: critical. readings of
short stories. 379: study of theater. G,usllna.
387 Readings In Italian (3) For students with advanced
knowledge of other Romance languages or Lalln who
want 10 acquire proficiency in reading I.iterarytexts.
Prereq: instructor's consent. HatzantoniS.
399 Special Studies (1-4R) R when topic changes.
403 Thesis (3-6R) Departmental honors students only.
405 Reading and Conference (1-6R)
407 (G) Seminar (2-6R) Recent topics !nclud.8.,
Petrarch ilnd His Influence, Lorenzo d.e Med.'c, s
Poetic Circle, The Literature of the Italian Enlighten-
ment Italian Romanticism, Modern Italian Poetry,
Modern Italian Prose, and Moravia's Fiction in Film.
408 Workshop (2-12R) Special group activities suCh
as production of Italian piays. prereq: t~o y:ears of
college Italian or instructor's consent. G,ustlna.
409 Practicum (1-4R) PIN only.
410 (G) Experimental Course (2-4R)
464, 465, 466 (G) Dante and His Times (4,4,4)
Historical and literary background of the DIVme
Comedy;.study of the poem a;nd of Dante's minor
works; Petrarch and Boccacclo. Hatzantonls.
480,481,482 (G) Italian Renals.sance Llter~ture
(4,4,4)Tragedy, comedy, epic, lYriC, novella, hlstorlc,al
and political prose, courtesy books, Criticism.. Italy s
role in the European Renaissance. Hatzantonls.
483 (G) 19th-Century Italian Fiction (4) The develop-
ment of the Italian novel and its indebtedness to
European ideological and formai trends; detailed.
analysis of Foscolo's, Manzoni's, and Verga's narrallve.
Prereq: previous work in literature. Hatzantonls.
484 (G) 19th-Century Italian Poetry (4) S~Iected
. Italian texts by Romantic and post-Romantic poets:
Emphasis on works by Foscolo, Manzonl, Leopardl,
Carducci, and Pascoli. Prereq: reading knowledge of
Italian. Hatzantonis.
485 (G) Petrarch's Poetry and Its Infl~ence.on
Western Lyric (4) Petrarch's poems: their themes a~d
formal features; their influence on so~e of the major
poets of Western Europe, particularly In Italy, France,
Spain, and England. Prereq: previous work in literature
and instructor's consent. Hatzantonls.
486, 487, 488 (G) 20th-Century Italian Literature
(4,4,4) Trends in poetry, drama, and the novel, starting
respectively with D'Anriunzlo, Plrandello, and Svevo,
to the present. Prereq: ITAl307, 308, 309 or instructor's
consent. Hatzantonis.
Graduate Courses
501 Research (2-6R) PIN only. Prereq: instructor's'
consent.
RL 503 Thesis (Arr,R) PIN only.
505 Reading and Conference (1-8R)
507 Semlnar(2-6R) Recent topics include The Italian
Lyric; Dante, Petrarch, and Boccaccio; and Verga's
Narrative.
508 Workshop (2-12R) Teaching Methods is offered
annually, fall term only.
509 Practicum (1-4R) PIN only.
Courses in Portuguese
and Provenc;al
PORT 471,472,473 (G) portuguese and Brazilian
Literature (3,3,3) 471: systematic comparison of
Portuguese and Spanish; practice in speaking and
understanding Portuguese; readings. 472, 473: close
study of selected fiction, poetry, and plays of Portugal
and Brazil. Prereq: knowledge of French, italian, or
Spanish or instructor's consent. Hart.
RL523 524,525 The Troubadours (4,4,4) Introduc-
tion to Old Provencal through the reading of easy prose
texts and seiected lyrics. Stress on the diversity of
Provencal poetry and its contribution to Renaissance
and later conceptions of relationships between men
and women. 525: the transformation of troubadour
poetry into Renaissance and laterlove poetry.. Prereq:
reading knowledge of French, italian, or Spanish. Hart.
Courses in Spanish (SPAN)
Note: Native speakers of Spanish, or students whose
competence in the language already exceeds the scope of
the course, may not enroll in lower-division courses.
Lower-Division Courses
111 112 113 First-Year Spanish (4,4,4) Introduction
to Spani~h, stressing speaking and reading. Exercises
in elementary composition. Usually offered only
through summer program in Mexico.
114, 115 Flrst~YearSpanish: Zarabanda (6,6)Covers
in two terms the work of SPAN 116, 117, 118. .
116, 117, 118First~.YearSpa':!ish: zaraban~a (5,5,5)
Intensive multimedia course In baSIC Spanish that
employs a film series, Zarabanda, produced by the
BBC in Spain. Text specially developed at the
University ofOregon to accompany films. FUlllabora-
tory tape program, other supporting materials. Meets
five days a week. Not open to students in SPAN 111,
112,113,114,115. .
199 Special Studies (1-3R) .
207,208,209 Second-Year Spanish (4,4,4) Oral a~d
written exercises designed to help the student acquire
correct and fluent use of Spanish. Selections from
representative authors.
219,220 Second-Year Spanish (6,6) Covers in two
terms the work of SPAN 207, 208, 209.
RL 232 Introduction to Romance Literature in
Translation (3) See description under Courses in
Romance Languages.
Upper-Division Courses
311 Introduction to the Reading of Spanish
Literature (3) Interpretation of literilry texts; introduc-
tion to critical writing.
312 Medieval Spanish Literature (3) Ca0tar de Mia
Cid, the Libra de buen amor, and La Celestma. TopiCS
include medieval epic, comedy, and parody; courtly
love. Spanish social and intellectual history. Prereq:
SPAN 311. Jackson, May, Powers.
313 The Golden Age (3) Lyric poetry, prose, and
theater of the spanish Renaissance and Baroque.
Works by Garcilasode la Vega, Fray LUIS de Le6n,
Cervantes, Lope de Vega, and Calder6n. Prereq:
SPAN 311. Hart, Jackson, Powers.
314 Modern Spanish Literature (3) Major themes and
forms of 19th- and 20th-century Spanish literature.
Training in the application of basic critical concepts to
selected modern works. Prereq: SPAN 311. Ayora,
Jackson, May.
315 Introduction to Spanish-American Literature (3)
Introduction to basic currents and movements In the
Spanish-American novel, poetry, and short story.
Readings and discussions center almost exclUSively
on the 19th and 20th cent9ries, Prereq: SPAN 311.
Ayora, Epple. .
328 Chicano Literature (3) Novels, essays, dramas,
and poems of Chicano writers in Spanish and E~gllsh;
their relationship to HisPilnic and Anglo-American
tradition. SPAN 31"1 recommended. Epple.
347 348 349 Spanish Composltlon and Conversa-
tion (3,3,3) Oral and written practice; review of
fundamentals of grammar. Cultural and literary
examples of the language. Relative emphasis on
grammar in 347, on compoSition In 348, and on
conversation in 349. Conducted In Spanish. Prereq:
two years of college Spanish or equivalent.
350 Spanish Pronunciation and Phonetics (2)
Scientific study of Spanish sounds, rhythms, and
intonation. Supervised practice with individual use of
recording equipment. Prereq: instructor's consent.
Curland.
360 Cervantes (3) Don OUijote's importance in the
development of the modern novel. The text may be
read either in Spanish or in Eng.lish translation, but
Spanish majors must do the readmg In Spanish. Prereq
forthose who want to do the reading In Spanish: SPAN
311. Hart, Jackson, Powers.
361 362, 363 Hispanic Culture and Civilization
(3,3;3) Intellectual, cultural, and historical backgrounds
of the Spanish-speaking world. Recommended for
students applying for Seville program.
399 Special Studies (1-4R) R when topic changes.
403 Thesis (3-6R)
405 Reading and Conference (1-6R)
407 (G) Seminar (2-6R) Recent topics include Spanish
Naturalism, Latin American Short Story, Contemporary
Poetry, Cortazar, Modern Narrative, Gald6s, Narrative
of Carpentier, Pacific Region Writers, New Spanlsh-
American Novel, and MeXican Literature.
408 Workshop(1-12R) Special activities in Spanish
on campus. Course work in Mexico during summer
session.
409 Practlcum (1-4R) PIN only.
410 (G) Experimental Course (2-4R) Recent tOIJiC:s
include The Essays of Mariano Jose de Larra and Lidia
Falc6n, The Spanish-American Novel, and Spanish
American Theater.
438 (G) Spanish Romantic Poetry (4) 19th-century
lyric poetry. Works by Espronceda, ZOrrilla, Becquer,
Castro, and others. The relationship between 19th-
century poetry and the vanguard movements of the
20th century. Prereq: previous work in Spanish or
Spanish-American literature. May.
439 (G) Modern Spanish Short Story (4) Develop-
mentofthis literary genre dUring the present century.
Selections from representative writers including
Francisco Ayala, Ignacio Aldecoa, Alfonso Martlnez-
Mena, Juan Benet, and Francisco Garcia Pav6n.
Prereq: SPAN 311. May.
440 (G) Spanish Women Wrlters.of the 20th Century
(4) Developments in literature wntt~n by women; the
woman writer in contemporary Spanish society. Works
by Ana Maria Matule, Rosa Chac;el, C;;trmen Conde,
Gloria Fuertes, and Carmen Martin Galte. May.
444 (G) Spanish-American Literature (4) Principal
authors of. Spanish America; may center on major ,
authors or periods or genres, depending on Instructor s
and students' interests and on needs of the Spanish
program. Prereq: SPAN 315.
445 (G) Spanish-American Short StOry (4) The shC?rt
story in Latin American literature. Readings from major
Spanish-American authors such, as QUiroga, Borges,
Cortazar, Donoso, Gilrcia Marquez, Arreola, Rulfo.
Prereq: SPAN 315. Curland.
446 (G) Novel of the Mexican R~volution (4) The
Mexican novel, 1910-1930. Readmgs from works by
Mariano Azuela, L6pez y Fuentes, Martin Guzman,
Ruben Romero, and others. Prereq: SPAN 315.
Curland, Epple.
451 (G) Spanish Prose of the Golden Age (4) Critical
reading in several prose genres of the 16th and 17th
centuries: dialogues, libros de cabal!erlas, pastoral
and picaresque novels, the novela elemplar. Prereq:
SPAN 313. Powers..
452 (G) RenaIssance and Baroque· Poetry. (4)
Petrarchism of Garcilaso and Herrera; traditional
forms, especially the romanc!'1; poetry of Fray Luis de
Le6n, San Juan de la Cruz; Santa Teresa; G6ngora,
Lope de Vega, and Quevedo. Prereq: SPAN 313. Hart,
Powers.
453 (G) Introduction to the Drama of the Golden
Age (4) Readings in Cervantes, Lope de Vega, T,rso
de Molina Ruiz de Alarc6n, and Calder6n de la Barca.
Prereq: SPAN 313 or previous work in Spanish
literature. Powers.
454 (G) History of the Spanish Language (4) The
place of Spanish among the Romance langu~ges from
the Middle Ages to the present, With attention to the
development of a distinctively American form of
Spanish. Hart. .
Russian 129
455 (G) The 19th-Century Spanish Novel (4)
Development of realism In Spanish narrative and its
relationship tosocial and political change of the period.
Naturalism In its Spanish form. Gald6s, Clarin, Valera,
Pardo, Bazan. Prereq: previous work in Spanish
ilterature. Jackson.
456 (G) Pre-Civil War Spanish Narrative (4) Experi-
mental prose narrative from the turn of the century until
1936 with em phasis on the Generation of '98. Prereq:
previpus work in Spanish literature. Jackson.
457 (G) Post-Civil War Spanish Narrative (4) Major
novels and short stories and their relationship to social
and political conditions of the period. Prereq: previous
work in Spanish iiterature. Jackson.
458 (G) Modern Spanish Poetry (4) Vanguard
movements in poetry andtheir relationship to film and
art. Emphasis on Garcia Lorca and his generation.
Prereq: previous work In Spanish literature. Jackson,
May.
459 (G) Literature and the Spanish Civil War (4)
Literature of the Spanish Civii War; the themes of
artistic commitment and the relationship between
propaganda and literature. Writers studied inciude
Hemingway, Malraux, Koestler, Orwell, and others.
Reading knowledge of Spanish recommended.
Jackson.
461, 462, 463 (G) Advanced Spanish Composition
and Conversation (2-3,2-3,2-3) Conducted in
Spanish. Prereq: SPAN 347, 348, 349 or equivalents.
Graduate Courses
501 Research (2-6R) PIN only. Prereq: instructor's
consent.
RL 503 Thesis (Arr,R) PIN only.
505 Reading and Conference (1-6R)
507 Seminar (2-6R) Recent topics include History of
the Spanish Language; La Celestina; Lope de Vega;
The 19th-Century Spanish Novel; Jorge Luis Borges:
Poetry, Short Story, and Essay; Spanish-American
Short Story; Poetry of the Generation of 1927; and Latin
American Naturalism.
508 Workshop (2-12R) Teaching Methods is offered
annually, fall term only. Other workshops may be
offered.
509 Practicum (1-4R) PIN only.
520,521 Cervantes (4,4) Principal works of Cervantes
with particular attention to criticism. 520: Nove/as
ejemplares, entremeses, and comedias. 521: Don
Ouiiote. Prereq: previous work in Golden Age literature;
qualified undergraduates admitted with instructor's
consent. Hart,Jackson, Powers.
535 Old Spanish Literature (4) Introduction to reading
texts In Old Spanish. Close study of Poema de Mio
Cid, Libra de buen amar, or La Celestina with attention
to recent developments in criticism. Hart.
554 Drama ofthe Golden Age (4) Interpretation and
criticism of selected camedias of Lope de Vega,
Calder6n, Tirso de Molina, Ruiz de Alarc6n, Augustin
Moreto, and Rojas Zorilla. Powers.
557 The Modernista Movement (4) Interpretation and
criticism of the work of leading Spanish-American
"modernista" writers: Marti, Silva, Julian del Casal,
Gutierrez Najera, Darla, Lugones, and others. Ayora.
561 Spanish-American Novel (4) The novel as a
literary form in Spanish America. Ayora.
Russian
227 Friendly Hall
Telephone (503) 686·4078 or -4065
Albert Leong, Department Head
Faculty
John Fred Beebe, Associate Professor (language,
linguistics). B.A. 1946, Wabash; M.A., 1954, Indiana;
Ph.D., 1958, Harvard. (1968)
Albert Leong, Associate Professor (comparative and
Russian literature, culture). B.A., 1961, B.A., 1966,
Ph.D., 1970, Chicago. (1966)
James L. Rice, Professor (folklore; 18th-, 19th-, and
20th-century literature; comparative literature). A.B.,
1960, Harvard; M.A., 1964, Ph.D., 1965, Chicago.
(1967)
Fruim Yurevich, Senior Instructor (language, literature,
culture). Diploma, 1959, Astrakhan StatePedagogical
institute; M.A., 1976, Oregon. (1975)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Undergraduate Studies
Russian is one of the most important world
languages today. The University of Oregon
Department of Russian offers both major and
minor programs in Russian language, literature,
and culture. Each program enables students to
achieve proficiency in reading, writing, and
speaking the language and to acquire a
fundamental knowledge of the literature and
culture of Russia and the Soviet Union.
The undergraduate program in Russian pre-
pares the student for graduate studies in the
Russian and East European field, as well as for
growing employment opportunities in teaching,
private industry, and government service. UO
students of Russian take part in the Russian
Kruzhok and in the activities of the UO Russian
and East European Studies Center, which
sponsors scholarly symposia, distinguished
guest lecturers, and other cultural events. As
part of the bachelor's degree program, most
majors in Russian study abroad at Leningrad
State University or at the Pushkin Institute in
Moscow for a summer or a semester. A number
of students who major or minor in Russian also
complete the requirements for an under-
graduate area Certificate in Russian and East
European Studies to enhance their employment
opportunities.
Preparation. Students considering a major or
minor in Russian should declare their interest
as early as possible in their academic careers
in order to satisfy the requirements within four
years of undergraduate study. A background in
foreign languages, literature, history, and
international or global studies at the high school
or community college level is recommended for
students preparing to major in Russian.
Major ReqUirements
Candidates for the bachelor of arts (BA)
degree in Russian are required to take 48
credits of work beyond the second-year
language sequence (RUSS 201,202,203 or its
equivalent).
The 48 credits normally must include the
following sequences:
Introduction to Russian Literature (RUSS 204,
205,206)
Third-Year Russian (RUSS 316,317,318)
History of Russia (HST 447, 448,449)
in addition, 15 credits or more must be taken
from the following electives in Russian literature,
linguistics, and culture:
Speciai Studies: Soviet Life and Culture (HUM
199), Great Russian Noveis, Short Stories, Plays
(RUSS 207, 208, 209), Topics in Russian Culture
(RUSS 240, 241, 242), Fourth-Year Russian
(RUSS 416, 417, 418), Pushkin (RUSS 419),
Modern Russian Poetry (RUSS 422), Dosto-
evsky (RUSS 424), Tolstoy (RUSS 425), Gogol
(RUSS 426), Turgenev (RUSS 427), Chekhov
(RUSS 428), Soviet Russian Literature (RUSS
429), SamizdatRussian Literature (RUSS 430),
Vladimir Nabokov (RUSS 431), Structure of
Russian (RUSS 440,441,442)
Students preparing for graduate work in
Russian are advised to take either French or
German and to compiete a balanced program
of related courses in the social sciences and
humanities.
Honors. To earn a Bachelor of Arts with Honors
in Russian, a student must maintain a 3.50
grade point average (GPA) and submit a
3-credit honors project or thesis, approved by
the departmental honors committee.
Sample Program
New students considering amajor in Russian may want
to enroil in the following courses during their first year
at the University:
Fall Term 17 credits
First-Year Russian (RUSS 101) , .. 5
Topics in Russian Culture: Russian
Literature and Film (RUSS 240) 3
Introduction to Russian Literature (RUSS 204) 3
History of Western Civilization (HST 101) 3
English Composition (WR 121) . .. 3
Winter Term 17-20 credits
First-Year Russian (RUSS 102) or Intensive
Elementary Russian (RUSS 104) 5-8
Introduction to Russian Literature (RUSS 205) 3
Topics in Russian Cuiture: Russian Culture
in Film (RUSS 241) 3
History of Western Civilization (HST 102) 3
English Composition (WR 122) 3
Spring Term 16·20 credits
First-Year Russian (RUSS 103) or
Intensive Elementary Russian (RUSS 105) 5-8
Introduction to Russian Literature (RUSS 206) 3
Special Studies: Soviet Life and Culture
(HUM 199) . 2
History of Western Civilization (HST 103) 3
Science elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Minor ReqUirements
The Russian Department offers a minor in
Russian for students who want to combine
Russian studies with international or Russian
and East European studies. The Russian minor
is particularly useful for students majoring in
International Studies, Marketing: International
Business, History, Art History, Music, Theater
Arts, Speech: Telecommunication and Film,
Journalism, Humanities, Sociology, Political
Science, and other foreign languages and
literatures.
Sample Program
The minor in Russian requires 26-27 credits (15 of
which must be upper division) in Russian ianguage,
literature, and culture, distributed as follows:
Core Courses 26-27 credits
Introduction to Russian Literature (RUSS
204,205,206) or Great Russian Novels,
Short Stories, Plays (RUSS 207, 208, 209) 9
Third'Year Russian (RUSS 316, 317,318) 12
Approved departmental lower-division elective
in Russian culture, such as Special
Studies: Soviet Life and Cuiture (HUM 199)
or Topics in Russian Culture (RUSS 240,
241,242) . 2-3
Approved departmental upper-division elective
in Russian literature or Culture 3
130 Russian
Courses numbered 400-410, as well as first-
and second-year Russian, may not be applied
toward the minor. All courses submitted for the
Russian minor must be completed with grades
of mid-C or better. At least 15 credits must be
earned at the University of Oregon.
A minor in Russian may be substituted for one
cluster in Plan I Group Requirements.
Russian and East European Studies Certifi·
cate. A Russian major or minor fulfills many of
the requirements for a Certificate in Russian and
East European Studies. For more information,
see the Russian and East European Studies
section of this bulletin.
Study Abroad in the USSR and Eastern
Europe. Qualified students of Russian have the
opportunity to spend a summer, semester, or
academic year in the Soviet Union-either in
the Council on International Educational Ex-
change (CIEE) Cooperative Russian Program,
of whiCh the University of Oregon is an affiliate;
at Leningrad State University; or in the Russian
program at Moscow's Pushkin Institute spon-
sored by the American Council of Teachers of
Russian (ACTA). Opportunities also exist for
study in East European countries, and limited
fellowship aid is availabl~for these programs.
Students interested in study in the USSR or
eastern Europe should call orwrite the Russian
office orthe Office of International Services, 330
Oregon Hall.
Secondary School Teaching
The Department of Russian offers work for
preparation as a teacher of Russian in public
secondary schools. Certification as an Oregon
secondary teacher with a Russian endorsement
requires satisfactory completion of a program
of teacher preparation that includes subject
matter preparation in the teaching specialty and
in professional education, as well as recommen-
dation of the institution in which the preparation
is completed. The Department of Russian offers
work toward Basic and Standard Oregon
certification. For additional information regard-
ing requirements for the endorsement, students
should consult the Department's adviser for
teacher education, John Fred Beebe, and the
staff in the Teacher Education Office of Student
Services, 175 Education Building.
To be recommended for certification as a
teacher of Russian, students must satisfy
program requirements of a minimum of 45
credits in language and literature or demon-
strate proficiency in Russian language, litera-
ture, and culture. They must also complete the
state-approved professional education pro-
gram, including Special Methods in Secondary
School (SEED 495),.and the program's require-
ment in linguistics, Structure of Russian (RUSS
440, 441, 442). To receive program approval
for student teaching, these requirements must
be completed satisfactorily; the student must
also attain a 250 composite score in the Modern
Language Association (MLA) language profi-
ciency test.
Whenever possible, students should complete
the five-year plan for Standard certification
before beginning to teach and should concur-
rently satisfy the requirements for a master of
arts degree in teaching Russian.
Graduate Studies
Master of Arts Requirements
The master of arts (M.A.) degree program in
Russian provides substantive training and
experience in Russian language, literature, and
linguistics for students who want to prepare for
careers in teaching, research, translation,
business, or government service. Creative
imagination, a spirit of commitment to the Slavic
field, and a knowledge of Russian sufficient for
graduate work are the principal prerequisites
for admission. Promising students with insuffi-
cient preparation in either Russian language or
literature may be admitted conditionally,
New Students. A combined advisory confer-
ence and qualifying examination is conducted
during registration week for each new graduate
student in Russian. Before the middle of the first
term of study, each new student takes a
diagnostic placement examination in written
and spoken Russian,
Course Requirements
At least 45 credits beyond the bachelor's
degree, of which at least 15 must be in Russian
literature, 15 in Slavic linguistics, and-for
students electing to write a master's degr~e
thesis or to complete projects-9 credits of
Thesis (RUSS 503) and 6 credits of electives in
Slavic language and culture approved by the
Department faculty. Fifteen credits of approved
departmental electives in Slavic language and
culture are required for students submitting two
acceptable graduate research papers or
projects instead of a thesis, In order to develop
and demonstrate research and writing skills,
graduate students are required to produce a
term paper for each literature course or seminar
taken.
Ofthe45 credits, at least24 must be taken for
grades, including at least 9 at the 500 level, and
in residence at the University.
Sample Program
The sample program below shows a typical two-year
M.A. program in Russian.
First Vear 27-39 credits
Old Church Slavonic (RUSS 540), History of
Russian (RUSS 541. 542) . ' , . ' , . 9
Russian literature (three courses) ., .. " .. ,. 9-15
Electives (three courses) , . ' .. ' , .. ' .. , , .. ,. 9-15
Second Vear 36-48 credits
Structure of Russian (RUSS 440, 441, 442) 9
Russian literature (three courses) 9-15
Electives (three courses) , 9-15
Thesis. . . . . . ' . . . 9
Foreign Language. The student must pass a
reading examination in French, German, or
another relevant foreign language before taking
the M.A. examinations.
Reading List. The student is responsible for all
primary sources on the MA reading list,
available in the Department office. Secondary
materials, which place the primary sources in
historical or literary contexts, are highly recom-
mended. .
Examinations. Based on the MA reading list
and on course work completed by the student,
the M.A. examinations may be written or oral or
both:
1. Written (four to five hours)
a. Russian literature (three hours)-ques-
tions covering folklore; 11 th- through
20th-century literature; and Russian
literary theory, history, and criticism and
b. Linguistics (one to two hours)-questions
covering Old Church Slavonic and the
history and structure of the Russian
language
2. Oral (one and one-half to two and one-half
hours)
a. For students taking the written examina-
tion, the oral examination is one and
orie-half hours
b. The written examination is waived for
students electing to complete a master's
degree thesis or project, and the two and
one-halfchour oral examination includes a
thesis or project defense
Requirements for Master of Arts
in Teaching Russian
The master of arts degree in teaching Russian
provides the present or prospective secondary
school teacher an opportunity to achieve
professional competence in speaking, under-
standing, reading, and writing Russian. Degree
candidates study Russian language, literature,
linguistics, and culture atthe graduate level and
learn effective teaching strategies for present-
ing classroom material. The M.A. program in
teaching Russian also fulfills Oregon require-
ments for the Standard secondary teaching
certificate. Promising students with insufficient
preparation may be admitted conditionally.
Candidates for the M.A. degree in teaching are
expected to have one adviser in the College of
Education and another in the Department of
Russian.
New Students. A combined advisory confer-
ence and qualifying examination is conducted
during registration week for each new candidate
for the M.A. in teaching Russian. Before the
middle of the first term of study, each new
student takes a diagnostic placement examina-
tion in written and spoken Russian.
Major Requirements
The following minimum requirements apply to
students with strong undergraduate preparation
or other background in Slavic studies. Most
students need additional work.
1. At least 45 credits beyond the bachelor's
degree, including
a. A maximum of 1~ credits of graduate
transfer credit from another university
program
b. At least 9 credits of 500-level courses in
residence
c. At least 24 graded credits·
d. At least 30 credits in Russian literature,
linguistics, and culture
2. Russian Phonetics (RUSS 324), Structu re of
Russian (RL!SS 440, 441, 442), Russian
,literature (at least 9 credits), and electives in
Russian language and culture approved by
the Department faculty
3. Maintenance of a3.00 minimum grade point
average (GPA)
4. Either an M.A. in teaching thesis or project
or two acceptable graduate research
papers. Those electing to complete the
thesis or project musttake 9 credits ofThesis
(RUSS 503)
Sample Program
The sample program below shows a typical student
course list for the MA in teaching Russian.
Courses 36-46 credits
Structure of Russian (RUSS 440, 441, 442) .. 9
Russian literature (three to five courses).. . .. 9-15
Russian Phonetics (RUSS 324), two electives . 9-13
Thesis (RUSS 503) or three electives 9
Foreign Language. The student must pass a
reading examination in French, German, or
another relevant foreign language before taking
the MA examinations.
Reading List. The candidate for the M.A. in
teaching Russian is responsible for all items on
the reading list for the M.A. in teaching, to be
covered in the written or oral examinations, or
both.
Examinations. Based on the reading list for the
M.A. in teaching Russian and on course work
completed by the student, the examinations for
the M.A. in teaching may be written or oral, or
both:
1. Written (four to five hours)
a. Russian literature (three hours)-ques-
tions covering folklore; 11th- through
20th-century literature; and Russian
literary theory, history, and criticism and
b. Linguistics (oneto two hours)-questions
onthe phonetics and structure of Russian
2. Oral (one and one-half to two and one-half
hours)
a. For students taking the written examina-
tion, the oral examination is one and
one-half hours
b. The written examination is waived for
students electing to complete a thesis or
project for the M.A. in teaching, and the
two and one-half-hour oral examination
includes a thesis or project defense
Courses in Russian (RUSS)
Lower-Division Courses
101,102,103 First-Year Russian (5,5,5) Elementary
Russian grammar, reading, conversation, and
composition. Beebe, Rice.
104,105 Intensive Elementary Russian (8,8) Covers
in two terms the work of RUSS 101, 102, 103.
121,122,123 Spoken Russian (1-2,1-2,1-2)
199 Special Studies (1-3R) BBC Russian is a current
topic. R when topic changes.
200 SEARCH (1-3R) R when topic changes.
201,202,203 Second-Year Russian (5,5,5) Inter-
mediate Russian grammar, reading, conversation, and
composition. Study of representative literary works.
Beebe.
204, 205, 206 Introduction to Russian Literature
(3,3,3) Survey.of Russian literature from its origins to
the present; speciai emphasis on Pushkin, Gogol,
Turgenev, Dostoevsky, Tolstoy, and Chekhov. All
readings, lectures, and discussions in English. Leong.
207,208,209 Great Russian Novels, Short Stories,
Plays (3,3,3) Masterpieces of Russian literature. 207:
novels. 208: short stories. 209: plays. All readings,
lectures, and discussions in English. Beebe, Rice. Not
offered 1987-88.
240, 241, 242 Topics In Russian Culture (3,3,3)
Comparative aesthetics and development of art, film,
architecture, music, and literature within the context of
Russian intellectual history. All readings, lectures, and
discussions in English. A recent topic is Russian
Culture in Film. Leong.
Upper-Division Courses
316,317,318 Third-Year Russian (4,4,4) Intensive
study in Russian of literary works by representative
19th- and 20th.century writers; extensive practice in
speaking, writing, and comprehension. Prereq: two
years of coilege Russian or equivalent. Yurevich.
324 Russian PhonetIcs (3) Scientific study of Russian
sounds, rhythms, and intonation; supervised individual
practice. Beebe.
399 Special Studies (1-4R) R when topic changes.
400 SEARCH (1-3R) R when topic changes.
401 Research (2-6R) Prereq: instructor's consent.
403 Thesis (3-6R)
405 Reading and Conference (1-6R) Prereq:
instructor's consent. R when topic changes.
407 (G) Seminar (2-4R) Prereq: instructor's consent.
R when topic changes.
408 (G) Workshop (1-12R) Special on-campus
activities in Russian. R when topic changes.
409 Supervised Tutoring Practlcum (1-3R) PIN only.
410 (G) Experimental Course (2-6R) Topics include
Literature of the Gulag, Russian Literature and Film,
and Russian Song Poetry. R when topic changes.
416,417,418 (M) Fourth-Year Russian (4,4,4)
Stylistic analysis of advanced Russian literary texts
with extensive practice in conversation, composition,
and comprehension. Prereq: RUSS 316, 317, 318 or
equivalent. Yurevich. .
419 (G) Pushkin (3) Pushkin's narrative and lyric
poetry, dramas, prose fiction, folkstyiizations, and
Evgenii Onegin, with emphasis on his aesthetics and
its influence on the development of modern Russian
literature. Bilingual readings; lectures and discussions
in English. Leong, Rice.
420 (G) Russian Folklore (3) Russian folklore in its
social and aesthetic functions. The paradigmatic
18th-century collection attributed to Kirsha Danilov and
to various literary adaptations of folklore forms. Rice.
Not offered 1987-88.
422 (G) Modern Russian Poetry (3) Detailed study of
Russian symbolism, acmeism, futurism, and contem-
porary poetry. Ail readings in Russian: Beebe, Leong,
Rice, Yurevich. Not offered 1987-88.
424 (G) Dostoevsky (3) Dostoevsky's intellectual and
artistic development; context and structure of The
House of the Dead, Notes from the Underground,
Crime and Punishment, The Idiot, The Brothers
Karamazov, and other works. Readings in Engiish.
Leong, Rice.
425 (G) Tolstoy (3) Development and cohtext of
Tolstoy's art; anaiysis of War and Peace, Anna
Karenina, representative short novels, stories, plays,
and essays. Readings in English. Leong.
426 (G) Gogol (3) Comprehensive study of Gogol's
works; critical analysis of Evenings on a Farm near
Dikanka, Mirgorod, Petersburg Tales, The Inspector
General, Dead Souls, and other plays. Readings in
English. Beebe, Leong, Rice. Not offered 1987-88.
427 (G) Turgenev (3) Literary development and
context of Turgenev's art; analysis of the novels Rudin,
A Nest of Gentlefolk, On the Eve, Fathers and Sons,
Smoke, Virgin Soil, as well as stories, piays, and critical
essays. Readings in English. Rice. Not offered
1987-88.
428 (G) Chekhov (3) Chekhov's art: structure, style,
and deveiopment of representative prose fiction and
plays inclUding The SeagUll, Uncle Vanya, Three
Sisters, The Cherry Orchard. Readings in English.
Leong, Rice. Not offered 1987-88.
429 (G) Soviet Russian Literature (3) Major develop-
ments in Russian literature since 1917; theory and
practice of"socialist realism"; representative works by
Gorky, Olesha, Shukshin, Trifonov, Rasputin, and
others. Readings in English. Beebe, Leong, Rice,
Yurevich.
430 (G) SamizdatRussian Literature (3) Uncensored
underground literature from the Soviet Union, inclUding
works by Solzhenitsyn, Mandel'shtam, Tertz-Siniavskii,
Zinov'ev, Pasternak, Tsvetaeva, Voinovich, Sokolov,
Akhmatova, and Brodskii, as yet unpublished in the
USSR. Readings and discussions in English. Leong.
Not offered 1987-88.
431 Vladimir Nabokov (3) Nabokov's creative work;
special emphasis on the Russian roots of his prose
fiction, literary criticism, memoirs, poetry, and transla-
tions. Readings and discussions in English. Leong. Not
offered 1987-88.
440,441,442 (G) Structure of Russian (3,3,3)
Phonetics, grammatical and syntactic patterns of
standard contemporary Russian. Beebe.
Russian 131
Graduate Courses
501 Research (2-6R) PIN only. Prereq: instructor's
consent.
503 Thesis (3-6R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference (1-6R) Prereq:
instructor's consent.
507 Seminar (Arr,R) A recent topic is Russian Literary
Criticism.
508 Colloquium (2-4R) R when topic changes.
509 Supervised Tutoring Practicum (1-3R) PIN only.
520 Research Methods in Russian (5) Bibliography
and research methods in the graduate study of
Russian literature. Not offered 1987-88.
521 Old Russian Literature (5) The system of literary
genres in Kievan Rus', its development, its bonds with
oral poetry and other aesthetic forms, and its signifi-
cance for modern Russian civilization. Conducted in
Engiish with selected close readings in Old Russian.
Rice. Not offered 1987-88.
523 18th-Century Russian Literature (5) The
refashioning of Russian poetic imagination in response
to the discoveries of classical antiquity, the Renais-
sance, French neociassicism, the Enlightenment,
Russian history, and new aesthetic values. Conducted
in English with selected close readings in Russian.
Rice. Not offered 1987-88.
540 Old Church Slavonic (3) History and grarnmar of
Old Church Slavonic; sound system, morphology, and
elements of syntax; reading of texts. Beebe.
541, 542 History of Russian (3,3) East Slavic
phonoiogy and morphoiogy from Common Slavic to
the present. Dialectal divergence in Old Russian and
the modern literary languages. Oialectsof East Slavic..
Reading of Old and Middle Russian texts. Beebe.
East European Courses (SLAV)
199 Special Studies (1-3R) R when topic changes.
200 SEARCH (1-3R) R when topic changes.
399 Special Studies (1-4R) R when topic changes.
401 Research (2-6R) Prereq: instructor's consent.
403 Thesis (3-6R) Prereq; instructor's consent.
405 Reading and Conference (1-6R) R when topic
changes.
407 (G) Seminar (2-4R) R when topic changes.
408 (G) ColloqUium (2-4R) R when topic changes.
409 Supervised Tutoring Practlcum (1-3R) Prereq:
instructor's consent.
410 (G) Experimentsl Course (2-6R) Siavic Civiliza-
tion is a current topic. R when topic changes.
451,452,453 (G) Basic Romanian (4,4,4) Elementary
Romanian grammar, conversation, reading, and
composition. Emphasis on pronunciation. Reading of
literary texts third term. Offered irregUlarly.
454, 455, 456 (G) Advanced Romanian (4,4,4)
Reading of Romanian literary texts, composition and
discussion in Romanian. Active development of
vocabUlary. Prereq: SLAV 453 or equivalent. Offered
irregularly.
470, 471, 472 (G) First-Year Bulgarian (4,4,4)
Elementary grammar, reading, and composition.
Offered irregularly.
480, 481, 482 (G) First-Year Serbo-Croatian (4,4,4)
Elementary Serbo-Croatian grammar, conversation,
reading; and composition. Offered irregularly. .
483,484,485 (G) First-Year Polish (4,4,4) Elementary
Polish grammar, conversation, reading, and compo-
sition. Offered irregularly.
486, 487, 488 (G) First-Year Czech (4,4,4) Czech
gramrnar, reading, and composition. Offered irregu-
lariy.
490, 491, 492 (G) First-Year Ukrainian (4,4,4)
Elementary Ukrainian grammar, reading, and compo-
sition. Offered irreguiarly.
Graduate Courses
501 Research (2-6R) PIN only. Prereq: instructor's.
consent.
503 Thesis (3-6R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference (1·6R) Prereq:
instructor's consent.
132 Russian and East European Studies
Russian and East
European Studies
227 Friendly Hall
Telephone (503) 686-4078 or -4065
Albert Leong, Director
Norma McFadden Comrada, Associate Director
Howard W. Robertson, Assistant Director
Participating Faculty
GustaveAlef, History
John Fred Beebe, Russian
Norma McFadden Comrada, Affirmative Action
Steven Deutsch, Sociology
Bernard J. Dobroski, Music_
Joseph R. Fiszman, Political Science
Gerald W. Fry, Political Science
Arthur M. Hanhardt, Jr., Political Science
Esther Jacobson, Art History
R. Alan Kimball, History
Albert Leong, Russian
Mark Levy, International Services
A. Dean McKenzie, Art History
David Milton, Socioiogy
Jarnes L. Rice, Russian
Howard W. Robertson, University Library
Carol W. Silverman, Anthropology
W. Sherwin Simmons, Art History
Clarence E. Thurber, Political Science
Ronald Wixman, Geography
Fruim Yurevich, Russian
M. George Zaninovich, Political Science
The Russian and EastEuropean Studies Center
(REESC) is composed of specialists from
several departments and professional schools
who are engaged in the stUdy of the cultures,
history, languages, and contemporary prob-
lems of the Soviet Union and East Europe,
The Center supports basic training and interdis-
. ciplinary study on all levels in the University
community, brings students and faculty mem-
bers with mutual interests together to share their
works-in-progress, and assists individual
students in planning their curricula in language
and area studies. The Center also provides
individual counseling about careers and about
the choice of graduate programs at the Univer-
sity or other major area-studies centers.
The Center maintains close contact with
University graduates in Russian and East
European language and area studies and with
professional colleagues around the country
who supply current news on the job market.
Staff members have extensive experience in
research and study exchange programs
abroad. Every year University undergraduate
and graduate students are placed in such
programs.
The REESC program sponsors lectures, panel
discussions, symposia, films, exhibitions,
concerts, and festivals. These presentations
involve scholars from other institutions in the
United States and Europe as well as specialists
on the University faculty. The Center also
sponsors extended stays by visiting East
European scholars, enabling them to be in
residence at the University for one or more
terms. In addition, the REESC faculty engages
in outreach activities with local schools, commu-
nity groups, and organizations.
Fields currently represented in REESC pro-
grams and courses include anthropology, art
history, business, dance, economics, educa-
tion, geography, history, language, literature,
music, and political science. An introduction to
the interdisciplinary program in Russian and
East European Studies is the Experimental
Course: Slavic Civilization (SLAV 41OG).
The Center emphasizes its undergraduate
program. Its first objective is to prepare Univer-
sity undergraduates for significant careers and
lifelong expert interest in the Russian and East
European area-a territory extending across
half the world's time zones and inhabited by
more than 350 million people. Solid training is
offered in Russian and other East European
languages and cultures.
The University offers bachelor cif arts (B,A.) and
master of arts (M.A.) degrees in Russian and
graduate and undergraduate Russian and East
European Area Studies Certificates (described
below). Advanced degree candidates in arts
and leiters, social sciences, sciences, and
professional schools may arrange individual
programs with special emphasis on Russian
and East European topics. Students interested
in pursuing specialized area studies are
encouragedto seek assistance from the REESC
staff.
The University Library conlains more than
100,000 volumes in the Russian language, a
growing collection of Serbo-Croatian, Polish,
and other Slavic-language materials, an exten-
sive collection of Western titles relating to
Russia and East Europe, a collection of Russian
and East European films, and a satellite televis-
ion downlink.
Russian and East European Area
Studies Certificate Program
Since Russian and East European Studies is an
area-studies program rather than a department,
it offers undergraduate and graduate certifi-
cates in Russian and East European Studies to
supplement a departmental major. Permanent
Oregon State Board of Higher Education
approval of a graduate certificate in Russian
and East European Studies is expected prior to
the beginning of the 1988-89 academic year.
The program encourages the integration of
course material and degree requirements from
various departments, and the certificate gives
formal recognition of the interdisciplinary work
accomplished. With the approval of the program
director, students majoring infields not rep-
resented in the Center may be admitted to the
certificate program. Upon successful comple-
tion of the program, a student receives the
certificate in addition to the degree. The majority
of certificate recipients continue their education
after completing their degrees in preparation
for careers in government service and teaching.
Combining the program certificate with a
departmental degree significantly enhances
the opportunity for employment in those fields
and others, such as international trade, tourism,
translation, and research.
Requirements
In addition to general University requirements
for graduation and degree requirements in the
student's major department, the following three
requirements must be met for a Russian and
East European Area Studies Certificate, either
undergraduate or graduate:
1. Language: three years of college study (or
equivalent) of East European languages,
usually Russian. Serbo-Croatian, Polish,
Bulgarian, Czech, Ukrainian, and Romanian
are also offered occasionally. Option 1: three
years of Russian. Option 2: two years of
Russian and one year of another East
European-language
2. Core program (two courses): Experimental
Course: Slavic Civilization (SLAV 41 OG), an
introductory course offered each year, and
one Reading and Conference (SLAV 405 or
505), Seminar (SLAV 407 or 507), or Re-
search (SLAV 401 or 501), conducted by a
REESC faculty member (3 credits)
3. Electives (five courses): including seminars
and courses in substantive Russian and East
European area studies and covering at least
three nonlanguage disciplines of the Russian
and East European Studies curriculum (e.g.,
anthropology, art history, geography,
history, literature, political science). Such
courses are usually offered by REESC staff
members; other courses may be approved
by the director
Sample Undergraduate Program
Newstudents considering an undergraduate certifi-
cate In RUSSian and East European Studies may want
to enroll in the following courses during their first year
at the University:
Fall Term 17 credits
First-Year Russian (RUSS 101) 5
History of Western Civilization (HST 101) , 3
English Composition (WR 121) 3
Introduction to Russian Literature (RUSS 204) 3
Geography of the Soviet Union (GEOG 204) 3
Winter Term 17 credits
First-Year Russian (RUSS 102) ". 5
History of Western Civilization (HST 102) , 3
Introduction to Russian Literature (RUSS 205) 3
Geography of Eastern Europe (GEOG 208) 3
Experimental Course: Slavic Civilization(SLAV 410G) , . 3
srin~Term 16 credits
First- ear Russian (RUSS 103) , :. 5
History of Western Civilization (HST 103) 3
English Composition (WR 122) 3
Special Studies: Soviet Life and Cuiture(HUM 199) . , .. , . .. . 2
Introduction to Russian Literature (RUSS 206) 3
Additional Graduate Certificate
Requirements
In addition to the general requirements for the
Russian and East European Studies Certificate,
graduate certificate students must take Reading
and Conference (RUSS 505) for 3 credits and,
in conjunction with Experimental Course: Slavic
Civilization (SLAV 410G), complete a research
paper or project under the supervision of a
REESC faculty member.
Sample Graduate Program
New students considering a graduate certificate in
Russian and East European StUdies maywantto enroll
in the followln\) courses during their first year of
graduate studIes at the University:
Fall Term 16 credits
Third-Year Russian (RUSS 316) , 4
Experimentai Course: Russian Song Poetry(RUSS 410G) , 3
Literature and Politics of the USSR and
Eastern Europe (PS 418G) .. , , , 5
History of Russia (HST 447G) , 4
Winter Term 17 credits
Third-Year Russian (RUSS 317) 4
Experimental Course: Slavic Civilization(SLAV 410G) , , " ., , 3
Government and Politics of the
Soviet Union (PS 427G) " 3
History of Russia (HST 448G) " 4
Reading and Conference (SLAV 505) 3
Spring Term 17 credits
Third-Year Russian (RUSS 318) , 4
Experimental Course: Literature of the
GUlag (RUSS 410G) , , ; , , .. 3
Government and Politics of the Soviet
Union (PS 428G) , 3
History of Russia (HST 449G) ", 4
Seminar in Russian and East European
Studies (RUSS 507) .,.,., ' 3
GRADUATE TRANSFER CREDIT. Graduate credit
earned while a graduate student in another
accredited graduate school may be transferred
to the graduate certificate in Russian and East
European Studies under the following condi-
tions:
1. The total credits transferred may not
exceed 15
2. The courses transferred must berelevant to
the certificate 'programas a whole
3. The courses must be approved by the
student's major oepartment and by the
director of the Russian and East European
Studies Center ",
4, The grades earned must be A, B, or P
5, Transferred credit cannot count toward the
requirement of 24 credits in University of
Oregon graded graduate courses
BACCALAUREATE TR,ANSFER CREDIT. Under-
graduates who have'passed graduate-level
courses du ring their senioryear at the University
of Oregon'---beyond all bachelor's degree
requirements-may apply up to 9 credits
toward the graduate certificate in Russian and
East European Studies (within the 15-credit
maximum for transfer credit).
Credits in Research (RUSS 501), Thesis (RUSS
503), Reading and Conference (RUSS 505),
Colloquium (RUSS 508), and Supervised
Tutoring Practicum (RUSS 509) do not qualify.
Work in courses graded B- or better, and PIN
courses accompanied by the instructor's
statement that the work was of graduate quality,
can count toward the requirements of the
graduate certificate in Russian and East
European Studies, with departmental and
REESC approval. A Transfer of Baccalaureate
Credit form, available atthe Graduate School,
must be filed within two terms of acceptance
into the graduate Russian and East European
Studies Certificate Program and within two
years of earning the bachelOr's degree.
Elective courses may be chosen from, but are
not limited to, the foflowing:
Anthropology and Folklore. Ethnology of
Peasant Societies (ANTH 303), Experimental
Course: East European Culture and Society,
Gypsy Culture, Jewish Folklore (ANTH 410)
Art History. Seminar: Early Russian Painting,
Medieval Serbian Painting, Russian Avant-
Garde Art (ARH 407), Early Byzantine Art (ARH
421), Later Byzantine Art (ARH 422), Russian
Medieval Art (ARH 423)
Dance. International Folk Dance (OS 178),
Balkan and Central European Folk Dances (OS
179)
Economics. Marxian Economics (EC 450),
Comparative Economic Systems (EC 451), The
Economics of Industrial Organization (EC 460)
Geography. Geography 'ofthe Soviet Union
(GEOG 204), Geography of Eastern Europe
(GEOG 208), Cultural Geography of the Soviet
West (GEOG 469), Cultural Geography of the
Soviet East (GEOG 470)
History. U.S. -USSR Shared History (HST 249),
Byzantiumand the Slavs (HST 324,325,326),
Seminar: Medieval Russia, Revolutionary Social
Movements (HST 407); Colloquium (HST 408);
History of Russia (HST 447, 448, 449),The
Russian Revolution (HST 452, 453), Eoonomic
History of Modern Europe (HST 455, 456)
Music. Seminar: East European Composers,
Folk Music of the Balkans (MUS 407)
Political Science. CommunistPolitical Systems
(PS 335), Seminar: Geopolitics of Empire (PS
407), Comparative Labor Movements (PS 416),
Literature and Politics of the USSR and Eastern
Europe (PS 418), Government and Politics of
the Soviet Union "(PS 427, 428), Marxist Political
Theories (PS 433), Politics of Multi-Ethnic
Societies (PS 443)
Religious Studies. Great Religions of the World
(R 201,202,203), History of Christianity (R 321,
322,323), History of Eastern Christianity (R 324,
325)
Russian and East European Language,
Literature, and Culture
LANGUAGE. First-, Secondo, Third-, and Fourth-
Year Russian (RUSS 101-103 or 104-105,
201-203,316-318,416- 418); Russian Phonetics
(RUSS 324); StructUre' of RUssian (RUSS 440,
441,442); First-Year Serbo-Croatian, Polish,
Czech, Bulgarian, and Ukrainian (SLAV 470-
472. 480'482, 483-485, 486-488, 490-492);
Basic Romanian (SLAV 451 ,452, 453); Ad~
vanced Romanian (SLAV 454, 455, 456);
Research Methods in Russian (RUSS 520); Old
Church Slavonic (RUSS 540); History of Russian
(RUSS 541, 542)
LITERATURE. Introduction to Russian Literature
(RUSS 204, 205, 206); Great Russian Novels,
Short Stories, Plays (RUSS 207,208,209);
Pushkin (RUSS 419); Modern Russian Poetry
(RUSS 422); Dostoevsky, Tolstoy, Gogol.
Turgenev, Chekhov (RUSS 424, 425, 426, 427,
428); Soviet Russian Literature (RUSS 429);
Samizdat Russian Literature (RUSS 430);
Vladimir Nabokov (RUSS 431 );Old Russian
Literature (RUSS 521); 18th~Century Russian
Literature (RUSS 523)
CULTURE. Special Studies: Soviet Life and
Culture (HUM 199); Topics in Russian Culture:
Emigre Russian Culture, Great Russian Films,
Medieval Russian Culture, Russian and East
European Film, Russian Culture in Film, Russian
Literature and Film, Russian Literature and
Music (RUSS 240, 241, 242); Experimental
Course: Literature of the Gulag. Russian Song
Poetry (RUSS 410G); Experimental Course:
Slavic Civilization (SLAV 410); Russian Folklore
(RUSS 420)
Sociology 133
Sociology
736 Prince Lucien Campbell Hall
Telephone (503) 686-5002
Jean Stockard, Acting Department Head
Faculty
Joan R. Acker, Professor(women, stratification, social
welfare). B.A., 1946, Hunter; M.A., 1948, Chicago;
Ph.D., 1967, Oregon. On leave 1987-88. (1966)
Vallon L. Burris, Associate Professor (theory, political
economy, sociology of education). B.A., 1969, Rice;
Ph.D., 1976, Princeton. (1977)
Lawrence R. Carter, Associate Professor (demog-
raphy, human ecology, urban). B.S., 1958. Howard;
M.A.,1970, PhD., 1973, Oregon, (1973)
Steven Deutsch, Professor (sociology of labor,
technology, work environment); Director, Center for the
StudyofWork, Economy, and Community. B.A., 1958,
Oberlin; M.A., 1959, Ph.D., 1964, Michigan State.(1966)
JohnB. Foster. Assistant Professor (Marxism, political
economy, and historical and comparative sociology).
B.A.. 1975, Evergreen State; M.A., 1977, Ph.D., 1984.
York. (1985)
Richard P. Gale, Professor (environmental sociology.
natural resources. developing areas). B.A., 1960,
Reed;M.A., 1962, Washington State; Ph.D., 1968,
Michigan State. (1967)
Marion Sherman Goldman, Associate Professor
(deviance, law. women). A.B., 1967, California,
Berkeley; M.A.. 1970. Ph,D., 1977, Chicago. (1973)
Patricia A. Gwartney'Gibbs, Assistant Professor
(demography, research and statistical methods,
stratification). A.B.. 1973, California, Berkeley; M.A.,
1979, Ph.D., 1981, Michigan. (1981)
Richard J, Hill, Professor (methodology, social
psychology, formal theory). A.B., 1950, M.A., 1951,
Stanford; Ph.D., 1955, Washington (Seattle). (1970)
Benton Johnson. Professor (sociology of religion,
theory). B.A., 1947. NorthCaroiina; M.A., 1953, PhD.,
1954. Harvard. (1957)
Miriam M. Johnson, Associate Professor (sex roles. the
family, socialization). B.A., 1948, North Carolina; M.A..
1953, PhD., 1955, Harvard. (1973)
Kenneth B. Liberman, Assistant Professor (qualitative
methods, race and ethnic relations). B.A., 1970, State
University of New York at Old Westburg; M.A., 1976,
Ph.D., 1981, California, San Diego. (1983)
David Milton, Associate Professor(political sociology,
stratification, comparative social structures). BA,
1963, San Francisco State; M.A., 1973, PhD., 1980,
California, Berkeley. (1978)
Robert M. O'Brien, Professor (quantitative methods,
urban, deviance). B.S., 1967, Pomona; M.S., 1970,
PhD., 1973, Wisconsin. On leave 1987-88. (1981)
Sally S. Simpson, Assistant Professor (criminology,
deviance, gender). B.S., 1976, Oregon State; MA,
1978, Washington State; PhD., 1985, Massachusetts~
Amherst. (1986)
Jean Stockard, Associate Professor (socioiogy of
education, sex roles, methodology). B.A., 1969, MA.
1972, Ph.D., 1974, Oregon. (1974)
Donald R. Van Houten, Professor (complex organiza-
tions, work); Dean, Arts and Sciences. B.A., 1958,
Oberlin; PhD., 1967, Pittsburgh. (1968)
John J. Whalen, Assistant Professor (social psychol-
ogy, social change). B.A., 1973. Temple; M.A., 1980,
PhD., 1984, California, Santa Barbara. (1983)
Emeriti
Theodore B, Johannis, Jr., Professor Emeritus
(sociology of time and leisure, socialization, marriage
lind the family). B.A., 1948, M.A., 1948, Washington
State; PhD., 1955, Florida State. (1953)
Walter T. Martin, Professor Emeritus (population,
deviance, urban sociology). B.A., 1943, M.A., 1947.
PhD.• 1949, Washington (Seattle). (1947)
Note:The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Participating
Anita Weiss, International Studies
134 Sociology
Undergraduate Studies
Sociology is the analytical study of the develop-
ment, structure, aM function of human groups
and societies. ltis concemed with the scientific
understanding of human behavior as it relates
to, and is a consequence of, interaction within
groups. The undergraduate program in the
Department of Sociology is intended to provide
a broad understanding of human society for
students in all fields as well as integrated
programs for majors in Sociology.
Preparation. Highschool students planning to
major in Sociology should take courSeS in
history and social studies. Substantial work in
mathematics, English composition, and foreign
languages is also desirable. Two-year transfer
students are advised to come with a year's work
in introductory-level sociology courses as
well as courses that fulfill University group
requirements.
Careers. Recent graduates with bachelor's
degrees in sociology are found in all the pursuits
normally open to liberal arts.graduates-espe-
cially beginning positions in social work,
personnel work, recreation, and social studies
teaching. Some graduates pursue further
training in graduate professional schools of
social work, business administration, and law.
A bachelor's degree alone is seldom sufficient
to allow a person to enter a professional career
as a sociologist. Students who seek careers as
social scientists enter graduate programs in
sociology or related fields.
Departmental Offerings
Undergraduate courses in Sociology are given
on three levels. 200-level courses provide an
introduction to the field. The basic course is the
one-term Introduction toSociology (SOC 201).
Students should take SOC 201 and at least two
additional courses from the SOC 206, 210-217
range before moving on to upper-division
courses.
300-level courses extend the student's knowl-
edge of subjects covered in the 200-level
courses and provide an introduction to social
research methods and social theory.
400-level courses are the advanced and
specialized courses in the Department. Most
build on background obtained in the 200- and
300-level courses. Upper-division (300- and
400-level) classes are usually smaller in size
than the lower-division classes and provide
more opportunity for faculty-student interaction.
Students should have at least 9 credits in
Sociology before taking 400-level courses.
Interest Areas
The Community, Urban Affairs, Population,
and Resources. Communities, Population, and
Resources (SOC 210), World Population and
Social Structure (SOC 303), The Community
(SOC 304), Social Demography (SOC 415),
Sociology of the Environment (SOC416),
Urbanization and the City (SOC 442), The Urban
Community (SOC 443), Sociology of Migration
(SOC 444), Sociology of Developing Areas
(SOC 450)
Criminology and Delinquency. Social De-
viancy and Social Control (SOC 211), Theories
of Deviance (SOC 439), Criminology and
Delinquency (SOC 440, 441)
Methodology. Introduction to Social Research
(SOC 325), Quantitative Methods in Sociology
(SOC 326), Sociological Research Methods
(SOC 411,412,413)
Organizations and Occupations. Organiza-
tions and Occupations (SOC 213), Sociology of
Work (SOC 446), Industrial Sociology (SOC
447), Sociology of Occupations (SOC 448),
Women and Work (SOC 449), Social Stratifica-
tion (SOC 451), Comparative Class Systems
(SOC 452), Bureaucracy, Power, and Society
(SOC 470), Changing Organizations (SOC 472)
Social Institutions. Education and Society
(SOC 214), Sociology oHhe Family (SOC 423),
Issues in Family Sociology (SOC 425), Sociol-
ogy of Religion (SOC 461), Political Sociology
(SOC 465), Sociology of Knowledge (SOC 466),
Sociology of Leisure (SOC 490), Sociology of
Education (SOC 491)
Social Issues and Movements. Race, Class,
andEthnic Groups in America (SOC 212),
Social Issues and Social Movements (SOC
215), Introduction to the Sociology of Women
(SOC 216), American Society (SOC 301),
Sociology of Race Relations (SOC 445), Social
Stratification (SOC 451), Comparative Class
Systems (SOC 452), Sociology ofWomen (SOC
455), Systems of War and Peace (SOC 464),
Sociology of Social Welfare (SOC 467)
Social.Psychology. IntrQduction to Social
Psychology (SOC206), Socialization and
Society (SOC 314), Social Psychology of the
Family (SOC 424), Social Psychology (SOC
428), Social Self and Identity (SOC 429), Sex
and Identity: Theoretical Perspectives
(SOC 456)
Social Theory. Social Change (SOC 349),
Development of Sociology (SOC 370), Contem-
porary Sociological Perspectives (SOC 371,
372), Marxist Sociological Theory (SOC 375)
Major Requirements
1. A minimum of 42 credits in undergraduate
Sociology courses
2. At least 24 of these 42 credits must be taken
on a graded basis and passed with grades
of C- or better. No credits of D wjll be
counted toward the 42-credit requirement
3. A minimum of 30 of these 42 credits must
be upper division, excluding SOC 400 and
409. Of these 30, at least 21 credits must be
in courses other than SOC 401,403,405, or
406. Of these 21 , at least 12 credits must be
taken at the University
4. Completion of the following specific courses:
a. Introduction to Social Research (SOC 325)
b. Quantitative Methods in Sociology
(SOC 326)
c. Development of Sociology (SOC 370)
Planning a Program
An adviser is assigned to each student at the
time the major is declared. The Department also
maintains an active peer advising program.
Undergraduate students can receive a variety
of advising services from the peer advisers, who
maintain regular office hours. With the help of
peer advisers and the faculty adviser, the
student should set out a model program that
will emphasize those experiences most useful
for the student's educational and career
objectives. Several suggested model programs
are listed below. It is essential, however, that
students consult their advisers conceming the
selection of specific courses. Students with
specific career plans may also consult the
Career Planning and Place'ment Service, 244
Hendricks Hall, for advice on appropriate
course programs.
General Sociology. Students who want a
broad liberal arts education should begin with
SOC 201 and a number of other 200-level
courses in their freshman and sophomore
years. These lower-division courses provide an
Introduction to the discipline with emphasis on
how sociology can be applied to contemporary
social issues.
In their junior andsenioryears, general Sociol-
ogy majors may choose from courses that
provide more depth in the study of social
institutions. Courses on social stratification~ocial psy~holbgy, and social change help to
tie these diverse areas together by providing
per~p~ctives that 8:re useful in the stUdy of any
Instltulional area. Finally, courses in sociological
theory and methodology provide more general
analytical and research skills that will be useful
both in Sociology courses and in whatever
activities the student pursues after graduation.
Social Service Professions. The social service
professions.are those that help people. They
Include social work,'counseling, community
relations, hOUSing, labor relations. and person-
nel work. Students majoring in Sociology who
want to enter one of the helping professions
should take at least one course in sociological
methodology, at least two courses in social
psychology, and several courses dealing with
social issues and problems.
Students may also supplement their programs
with courses in the Psychology, Political
Science, and Human Services Departments
and in the College of Education. Manyof these
occupations require graduate or field training.
Students can get more detailed information
from the Career Planning and Placement
Service.
Business or Government Service. Many
Sociology majors find employment with busi-
ness or govemmental organizations. These
organizations typically require general human-
relations skills, some awareness of organiza-
tions and the surrounding social environment,
and an ability to analyze and understand basic
social data. Students interested in possible
employment with such organizations should
include in their programs courses in methodol-
ogy, social psychology, and organizations and
occupations.
They may also supplement their programs with
courses in the College of Business Administra-
tion and in the Department of Economics.
Students with career goals in govemmental
service should include course work covering
the co'mmunity, urban affairs, population, and
resources; social psychology; organizations
and occupations: and methodology. They might
also want to include related courses in the
Planning, Public Policy and Management;
Political Science; and Economics Departments.
Minor Requirements
To eam a minor in Sociology a student must
complete the following requirements:
1. A minimum of 24 credits in undergraduate
Sociology courses
2. Atleast 12 of these 24 credits must be taken
on a graded basis and passed with grades
of C- or better. No credits of D will be
counted toward the 24-credit requirement
3. A minimum of 15 of these 24 credits must
be upper division, excluding SOC 400 and
409. Of these 15, at least 12 cred its must be .
in courses other than SOC 401, 403,405, or
406. Of these 12, at least 9 credits must be
taken at the University
4. Completion of the following specific courses:
a. Introduction to Social Research (SOC
325). This requirement may be waived if
the student has equivalent course work in
other <J,reas
b. Development of Sociology (SOC 370)
Secondary School Teaching
The Department of Sociology offers work for
preparation to teach social studies in Oregon
public secondary schools. Certification as an
Oregon secondary teacher requires satisfactory
completion of a program of teacher preparation
that includes subject matter preparation in the
teaching specialty and in professional educa-
tion, and recommendation of the institution in
which the preparation is completed. The
Sociology Department offers work toward both
Basic and Standard teaching certificates. For
specific information regarding departmental
requirements for the Social Studies endorse-
ment, students should consult the endorsement
adviser inSociology and the staff in the Teacher
Education Office of Student Services, 175
Education Building.
Honors Program
The honors program in Sociology provides.
qualified students a challenging academic
experience, opportunities for independent
work, and close contact with faculty members.
The program's bachelor's degree with honors
centers· around an independent research
project developed by the student arid 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 butno later than the first term
of their senior year. The program is open not
only to those enrolled in the University's Honors
College but also to any outstanding and highly
motivated student who wants a rewarding
intellectual experience. While the program may
be especially important for students planning
advanced training in sociology, it may also be
of interest to qualified students who eventually
plan to enter other professional fields.
Further information concerning the honors .
program, including how to apply, is available in
the Department office.
Preparing for Graduate Study
Students planning to pursue graduate work in
Sociology should have a strong background in
sociological theory and social research
methods well beyond the required courses.
Besides taking advanced courses in areas of
special interest to them, students planning
graduate work should take a substantial
number of upper-division courses in the other
social sciences.
Applications to graduate school should be
made in fall or winter the year before the student
plans to enter a graduate program. Students
considering graduate school should talk to their
faculty advisers about programs at various
schools, experiences to increase the chances
of admission, and requirements.for students in
graduate programs in sociology.
Graduate Studies
The graduate program of the Department of
Sociology is intended primarily to lead to the
doctor of philosophy (PhD.) degree.
Students seeking an advanced degree in
Sociology should have achieved a grade point
average (GPA) of 3.00 or better in their under-
graduate work in the social sciences. Admission
is not restricted to those with undergraduate
majors in Sociology, although the chance of
admission is considerably reduced for students
without any undergraduate work in sociology.
Students admitted to the graduate program with
a bachelor's degree are required to complete
54 credits of graduate-level work-all graded
except work in Research (SOC 501), Thesis
(SOC 503), Reading and Conference (SOC
505), or Supervised Field Study (SOC 506).
Students should be able to complete the
.54-credit requirement in their first six terms of
enrollment. Those maintaining a GPA of 3.00 or
better are awarded either a master of arts (MA)
or a master of science (M.S.) degree upon
completion of this requirement.
Prior to being admitted to the doctoral program,
students must pass the departmental qualifying
examination in theory and methods. After
passing this examination, the student defines
at least two fields of specialization and prepares
for comprehensive examinations in these.areas.
Upon passing the comprehensive examina-
tions, the student is advanced to PhD. candi-
dacy and begins work on the doctoral disserta-
tion, which must embody the results of research
and show evidence of originality and ability in
independent investigation. Early in their
graduate work, students should begin defining
the general topic to be covered in the disserta-
tion research.
Many students receive some type of financial
assistance. In addition, some graduate students
hold part-time teaching or research appoint-
ments outside the Department.
A booklet, Information for Graduate Students,
may be obtained from theDepartment. It
describes the entire graduate program,
specifies the materials needed to apply for
admission, and includes a list of current faculty
members and their research interests. Students
applying forgraduate admission should submit
all necessary materials by March 1.
Courses in
Sociology (SOC)
Note: Because not every course cim be offered every year,
students are advised to consult the most recent Time
Schedule of Classes. or inquire at the Department of
Sociology.
Lower-Division Courses
199 Special Studlea (1-3R)
200 SEARCH (1-3R)
Sociology 135
201 IntrOduction to Sociology (3) The sociological
perspective with emphasis on fundamental concepts,
theories, and methods of research.
206 Introduction to Soclai Psychology (3) Processes
of interaction, the social origin of psychological
processes, group membership and reference pro-
cesses, analysis of everyday social phenomena, the
structure and process of role relations. Prereq: SOC
201 or equivalent.
210 Communities, Population, and Resources (3)
interrelationship of population and resources in the
structuring of human communities; processes of
community change; alternatives to the traditional
community. Prereq: SOC 201.
211 Social Deviancy and Social Control (3) Concepts
of deviance, theories explaining deviant behavior, and
mechanisms for the social control of deviance. Prereq:
SOC 201.
212 Race, Class, and EthnIc Groups In America (3)
Major class, racial, and ethnic groups in the United
States with special attention to the culture and
experience of minority groups. Prereq: SOC 201.
213 Organizations and Occupations (3) Nature and
consequences of bureaucracies and bureaucratization
in modern society, work and careers, technology and
alienation. Prereq: SOC 201.
214 Education and Society (3) Examination of
schools as institutions of socialization; the relationship
between education and social inequality; the social
functions of highereducation; educationai alternatives
and social change. Prereq: SOC 201.
215 Social Issues and Social Movements (3)
Contemporary social issues viewed in relation to the
social structure of American society. Social movements
and ideologies related to these issues are examined.
Prereq: SOC 201.
216 Introduction to the Sociology of Women (3)
Position of women in contemporary society; its relation
to the family structure and the economic system; the
special position of minority women; developmentof the
feminist movement. Prereq: SOC 201.
217 Special Topics In Sociology t3R) Aselection of
topics applying the concepts and skills developed in
SOC 201 and 210-216 to current major sociological
issues and problems. Prereq: SOC 201 and oneofthe
following, depending upon the particular topic: SOC
206,210-216. R when topic changes.
Upper-Division Courses
301 American Society (3) Selected aspects of
American culture and institutions and the ways in which
they are changing. Prereq: SOC 201.
303 World PopUlation and Social Structure (3)
Introduction to population studies; analysis of histori-
cal, contemporary, and anticipated population
conditions and trends as they relate to social situations
and to the organization of society. Prereq: SOC 201.
304 The Community (3) The structure and organiza-
tion of human communities. Prereq: SOC 201.
314 Socialization and Society (3) Nature and
processes of socialization during the life cycle, effects
of socialization on individuals, and effects of societai
and cultural influences on socialization processes.
Prereq: SOC 201.
325 IntrOduction to Social Research (3) The
development of social research: the nature of scientific
inquiry and basic methods and techniques; examina-
tion of representative sociological studies from the
standpoint of methodology. Prereq: 9 credits in
Sociology or instructor's consent.
326 Quantitative MethOds in Sociology (3) Construc-
tion and interpretation of tables and graphs, descriptive
statistics, measures of association and contingency
relationships, basic ideasof probability, and elemen-
tary statistical inference applied to nonexperimental
research: Prereq: SOC 325.
349 Social Changa (3)The processes, characteristics,
and conditions of change in large social systems;
systematic examination of various theoretical perspec-
tives. Prereq: 9 credits in Sociology.
370 Development of Sociology(3) Starting with Plato,
the major writers and ideas that have shaped contem-
porary sociology are analyzed, with focus on recurrent
concepts and issues that continue to challenge
sociological inquiry. Prereq: 9 credits in Sociology or
instructor's consent.
371, 372 Contemporary Sociological Perspectives
(3,3) The major sociological theories and perspectives
in current use, including an examination of the Critical
issues bein~ debated. Prereq: 9 credits in Sociology
or instructor s consent.
136 Sociology
375 Marxist Sociological Theory (3) Basic concepts,
theory, and social analysis in the works of Marx and
Engels. Topics include dialectical and historical
materialism, class, historical development, political
economy, and imperialism. Prereq: SOC 201. Burris,
Foster.
400 SEARCH (1-3R)
401 Research (Arr,R)
403 Thesis for Honors Candidates (Arr,R)
405 Reading and Conference (Arr,R)
406 Supervised Field Study (Arr,R)
407 (G) Seminar (Arr,R) Offerings vary from year to
year depending on student needs and faculty
interests. Recent topics have included Collective
Action and Social Movements, Comparative Political
Economics, Political Economy, Sociology of Im-
perialism, and Work Life and OSHA.
409 Supervised Tutoring Practicum (Arr,R)
PIN only.
410 (G) Experimental Course (Arr,R)
411,412,413 (G) Sociological Research Methods
(3,3,3S) 411: design; the use of theory and models;
modes of data collection such as experiments,
surveys, field observations, and documents. 412:
elementary statistical concepts and applications such
as hypothesis testing, confidence intervals, non-
parametric statistics, and chi-square. 413: aspects of
the general linear model such as analysis of variance,
analysis of covariance, and dUmmy variable mUltiple
regression. Prereq: SOC 325, 326 or equivalents.
O'Brien, Stockard.
415 (G) Social Demography (3) Causes and conse-
quences of population and demographic change
related to education and literacy, the labor force, race
and ethnicity, household composition, and urbaniza-
tion. Techniques of demographic analysis. Prereq:
SOC 303 or equivalent or 9 credits in Sociology.
Gwartney-Gibbs.
416 (G) Sociology of the Environment (3) Sociolog-
ical approach to the study of society and its relationship
with the natural environment. Topics inclUde the
environmental movement and the uses of sociology in
dealing with environmental prOblems. Prereq: 9 credits
in Sociology or instructor's consent. Gale,
423 (G) Sociology of the Family (3) The family in
historical perspective. Introduction to the family as a
social institution and small-group association. Prereq:
9 credits in Sociology. M. Johnson.
424 (G) Social Psychology of the Family (3) The
dynamics of family interaction throughout the family life
cycle. Prereq: SOC 423 or equivalent. M. Johnson.
425 (G) Issues in Family Sociology (3) Analysis of
selected topics in the sociology of the family. Topics
include the sociology of parenthood, feminist perspec-
tives on the family, and the family in cross-cultural
perspective. Prereq: SOC 423 or equivalent.
428 (G) Social Psychology (3) Theoretical formula-
tions in the field of social psychology with emphasis
on sociological perspectives. Analysis of major
research problems from various theoretical positions.
Prereq: SOC 206 and 9 credits in Sociology, or
instructor's consent. Whalen.
429 (G) Social Self and Identity (3) Consideration of
the various theories of self and identity in social
psychology. Prereq: introductory social psychology
and upper-division status.
439 (G) Theories of Deviance (3) Major sociological
theories about the structu ral causes and effects of
deviance and empirical studies testing those theories.
Prereq: SOC 211.
440,441 (G) Criminology and Delinquency (3,3) The
nature and extent of delinquency and crime as forms
of deviant social behavior; contributing factors; current
prevention and treatment programs.
442 (G) Urbanization and the City (3) Determinants
and consequences of urbanization under different
conditions; the city as a social and ecological system.
Prereq: 9 credits in Sociology. Carter.
443 (G) The Urban Community (3) Cities as social
systems problems of integration and social order;
organization to modify the nature of cities and to plan
for their ,future, Prior enrollment In SOC 442 strongly
recommended.
444 (G) Sociology of Migration (3) The dynamics of
migration as related to the dynamics of social change.
Prereq: 9 credits in Sociology. Carter.
445 (G) Sociology of Race Relations (3) Racial
oppression as a structural and ideological feature in
American life. Prereq: introductory course in Sociology,
Anthropology, or Psychology. Prereq: SOC 212 or
instructor's consent. Liberman,
446 (G) Sociologyof Work (3) Work life and change
in the work experience; emphasis on understanding
the effect of work on other aspects of life and experi-
ence, Prereq: 9 credits in Sociology,
447 (G) Industrial Sociology (3) Process of transfor-
mation in the post-Industrial Revolution period;
shaping of the labor force, labor history, labor union
structure and organization; current directions in the
labor force. Prereq: 9 credits in Sociology,
448 (G) Sociology of Occupations (3) Relationships
of occupation to other aspects of life; the significance
of work for the various forms of social organiz!!tion;
impact of change on individual occupations and
occupational categories. Prereq: 9 credits in Sociol-
ogy, Gwartney-Gibbs.
449 (G) Women and Work (3) Sex segregation of
occupation, bureaucratic structure and sex stratifica-
tion, housework as occupation, the relationship
between paid and unpaid labor. Perspectives
explaining sex inequality in the labor force, Prereq:
SOC 216, Acker.
450 (G) Sociology of DevelopIng Areas (3) Social
and economic structures and processes promoting
and inhibiting change in underdeveloped areas,
Topics include urbanization, industrialization, cultural
change, and world poverty. and dependence, Prereq:
9 credits in Socioiogy, Milton,
451 (G) Social Stratification (3) The interrelations
among class, race, and sex, Historical origins and
development of class and class systems (including
slavery), Prereq:9 credits in Sociology,
452 (G) Comparative Class Systems (3) Comparison
of socialist societies inciudlng the USSR, China, Cuba,
and Yugoslavia, with emphasis on deg ree of equality,
Historical origins and causes of inequaiity; nature of
socialism; human rights, Prereq: 9 credits in Sociology.
455 (G) SOCiology of Women (3) A sociological
analysis of sex differentiation and sex stratification with
major focus on industrial society, Relationships
between ideologies concerning women, changes in
socioeconomic organization, socialization, and
sexuality, Prereq: SOC 216; Acker, M, Goldman,
456 (G) Sex and identity: Theoretical Perspectives
(3) Theories of .the origin and perpetuation 01 sex
differences and sex inequality, Synthesizing findings
from biology,psychology, sociology, and anthropology
from a feminist perspective, Prereq: social science
background and one course in Women's Studies.
M, Johnson,
461 (G) Sociology of Religion (3) Sociological
analysis of religious belief and behavior; special
attention to the relation between religious institutions
and the larger societies of which they area part,
Prereq: 9 credits in Sociology or instructor's consent.
B. Johnson.
464 (G) Systams of War and Peace (3) Violence and
nonviolence as functions of social structures and as
instruments of social change, Systems of interna.tional
threat, their supporting institutions, and the ideology
of nationalism, Prereq: 9 credits in Sociology, Milton,
465 (G) Political Sociology (3) Analysis of political
theory and behaVior: social bases of power and policy
determination; institutional interrelationships; intellec-
tuals and ideologies; political trends and change;
politica.l participation and membership, Prereq: 9
credits in Sociology. Burris,
466 (G) SOCiology of Knowledge (3) The relationships
between society and thought. Types of knowledge
considered in terms of the social settings in which they
were produced and received, Prereq: 9 credits in
Sociology,
467 (G) Sociology of Social Welfare (3) Interrelation-
ships between social welfare programs and other
sectors of the socioeconomic system, Development of
the welfare state in industriai capitalist society,
Problems of clients and professionals, Prereq: 9
credits In Sociology. Acker,
470 (G) Bureiucracy, Power, and Society (3)
Distribution and exercise of power in organizations, the
linkages between organizations and larger societal
structures and processes, especialiy national and
international power structures, Prereq: 9 credits in
Sociology or instructor's consent.
472 (G) Changing Organlza~lons (3) Theoretical and
empirical work on organization!!1 change with particular
attention to strateg ies of elite and nonelite change
agents, Prereq: 9 credits in Socioiogy or instructor's
consent.
490 (G) Sociology of Leisure(3) Sociological analysis
of nonwork time and leisure behavior; the relationship
between patterns of use of nonwork time and leisure
and other social institutions, Prereq: 9 credits in
Sociology,
491 (G) Sociology of Education (3) The relationship
between education and other social institutions; the
school and the community; the school as a social
system; social change and educa.tion, Prereq: 9
credits in Sociology. Stockard.
Graduate Courses
501 Research (Arr,R) PIN only.
502 SupervISed College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Supervised Field Study (Arr,R)
507 Seminar (Arr,R) Offerings vary from year to year
depending on student needs and faCUlty interests.
508 Workshop (Arr,R) Topics vary; offered summer
session only.
509 Supervised Tutoring Praetlcum (1-3R)
510,511 Logic and Scope of Sociological InquIry
(3,3) Fundamental philosophical and methodological
issues that underlie sociological theory and research.
520 Durkhelm, Weber, and the Modern
Functionalists (3) The theoretical works of Emile
Durkheim, Max Weber, and the school of modern
soCiological functionalism, with special attention to the
works of Taicott Parsons, B, Johnson.
530 MarxistTheory (3) Major contemporary debates
with the Marxist paradigm of social science, Topics
include the Marx-Freud synthesis, monopoly
capitalism, contemporary theories of imperialism,
Leninism, critical theory, and Hegelian Marxism,
Burris, Foster. .
540 lasues in SociologIcal Theory (3) Major sociolog-
ical theories, perspectives, and issues not covered in
detail in SOC 520 or 530,
550 Issues In Social Psychological Theory (3) Major
theoretical issues and formulation of research prob-
lems in social psychology, Prereq: instructor's
consent. Whalen,
560 Experimental Methodsand Design (3) The logic
and design of experimentation in nonlaboratory social
settings, Field approximations to experimental
research; quasi-experimental designs. Factors
affecting the validity of field experiments, Evaluation of
social programs, Prereq: graduate standing and SOC
412 or equivalent or instructor's consent.
565 Survey Methods snd Design (3) The logic and
methods of survey design and sampling, question
construction, surv.ey layout and implementation;
codebook construction, coding, and data analysis,
Prereq: graduate standing and SOC 412 or equivalent
or instructor's consent Gwartney-Gibbs,
570 Field Methods and Design (3) Observing events
in a natural setting; describing cultures on their own
terms; the discovery of characteristic ways in which
people categorize, code, and define their own
experience. Liberman, Whalen,
575 Demographic Methods (3) Demographic
techniques as tools; censuses as data sources for
research in social phenomena, Understanding the
nature and uses of censuses, and employing demo-
graphic methods in research, Carter,
580 Historical and Comparative Methods in
Soclol09Y(3) Historical and comparative methods in
sociological research, Theory construction, hypothesis
testing, and the use of quantitative and quaiitatlve
historical sources. M. Goldman,
Speech
216 Villard Hall
Telephone (503) 686-4171
Grant F. McKernle, Department Head
Faculty
Robert Barton, Associate Professor (theater arts). B.A.,
1967, Western Michigan; M.A., 1968, Ph.D, 1977,
Bowling Green State. (1980)
Alexandra Bonds, Associate Professor (theater arts,
costume designer). B.S., 1972, Syracuse; M.A., 1974,
Denver. (1979)
Carl R. Bybee, Associate Professor (communication
theory, research methods); Director, Communication
Research Center. B.A., 1973, M.A., 1976, Ph.D., 1978,
Wisconsin, Madison. On leave winter 1988. (1982)
William Cadbury, Professor (film theory and criticism).
B.A., 1956, Harvard; M.S., 1957, Ph.D., 1961,Wiscori-
sin, Madison. (1961)
Carl W. Carmichael, Associate Professor(communica-
tion theory). B.A., 1961, Westminster; M.A., 1962,
Louisiana State; Ph.D., 1965, Iowa. (1965)
Peter A Davis, Assistant Professor (theater arts). AB.,
1977, A.M., 1978, Ph.D., 1980, Southern California.
(1981)
Faber B. DeChaine, Professor (theater arts). B.S.,
1952, Oregon; M.A., 1953, Michigan State; Ph.D.,
1963, Minnesota. (1964)
Sonja K. Foss, Assistant Professor (modern rhetorical
theory, rhetorical criticism, small-group communica-
tion); Director of Fundamentals Instruction. B.A., 1972,
M.A., 1973, Oregon; Ph.D., 1976, Northwestern. (1986)
David A. Frank, Assistant Professor (rhetoric and
communication); Director of Forensics. B.A., 1978;
M.A., 1979, Western Washington; ph.D., 1982,
Oregon. (1979) ,
Robert P. Friedman, Professor (rhetorical criticism,
argumentation, ethics af1d freedom of speech). B.A.,
1948, North Carolina; M.A.; 1950, Ph.D., 1954,
Missouri. (1965) .
Susan RGlaser, Associate Professor (speech
education, organizational and interpersonal communi,
cation). B.S., 1970, M.A., 1974, Ph.D., 1976, Pennsyl-
variia State. (1975)
Elwood A. Kretsinger, Professor (research instrume'nta-
tion). B.S., 1939, Southeastern Oklahoma State; M.A.,
1941, Oklahoma; Ph.D., 1951, Southern California,
(1967)
Dominic A LaRusso, Professor (rhetorical theory,
nonverbal communication). B.A., 1950, M.A., 1952,
Washington (Seattle); Ph.D., 1956, Northwestern. On
leave winter, spring 1988. (1968)
Charley A Leistner, Professor (history and criticism of
public discourse, protest rhetoric, smail-group ,
communication); Director, Rhetoric and Communica-
tion. B.A., 1949, Georgetown; M.A., 1950, Baylor;
Ph.D., 1958, Missouri. (1962)
Grant F. McKemie, Associate Professor (theater arts);
Director, Theater Arts. B.A., 1964, Northwestern; M.A.,
1965, Ph.D., 1972, Ohio State. (1979)
Deanna M.Robinson, Associate Professor (telecom-
munication and film, regulation, international communi-
cation). B.A., 1964, M.A., 1972, Ph.D., 1974, Oregon.
(1976)
Ellen Seiter, Assistant Professor (telecommunication
and llim, criticism, production). B.A., 1976, California,
Los Angeles; M.F.A., 1978, Ph.D" 1981, Northwestern.
(1981)
Ronald E. Sherriffs, Professor (telecommunication arid
film, production, criticism). B.A., 1955, M.A., 1957, San
Jose State;'Ph.D., 1964, Southern California. (1965)
Janet Wasko,Assistant P.rofessor (telecommunication
and film history and economics). B.A., 19.73, California
State; M.A., 1974, Ph.D:, 1980, Illinois. (1986) ,
Jerry R. Williams, Assoc,iate Professor (theater arts);
SC,enic Designer, University Theatre. B.F.A., 1964,
Carnegie-Mellon; M.A., 1965, Washington (Seattle).
On leave 1987-88. (1973)
William 8. Willingham, Associate Professor (telecom-
munication and llim, production, criticism); Director,
Telecommunication and Film; Media Operations
Manager. A.B., 1957, M.A., 1963, Indiana. (1965)
Courtesy
Peter A. Glaser, Courtesy AssistantProfessor (speech
education fundamentals). B.S., 1967, Kansas State
Teachers; M.A., 1971, Ph.D., 1975, Pennsylvania
State. (1975)
Emeriti
Robert D. Clark, Professor Emeritus (rhetoric and
communication); University President Emeritus. AB"
1931, California, Pasadena; M.A., 1935, Ph.D., 1946,
Southern California; LL.D., 1968, California, Santa
Clara. (1969)
Horace W. Robinson, Professor Emeritus (theater).
B.A., 1931, Oklahoma City; M.A., 1932, Iowa. (1933)
John R. Shepherd, Professor Emeritus (process of
visual communication). B.A., 1946, M.A., 1947,
Stanford; Ph.D., 1952, Southern California. (1957)
D. Glenn Starlin, Professor Emeritus (criticism,
international broadcasting). B.A., 1938, Idaho; M.A.,
1939, Ph.D., 1951, Iowa. (1947)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of Speech offers major cur-
ricula leading to the bachelor of arts (BA),
bachelor of science (B.S.), master of arts (MA),
master of fine arts (M.FA, in theater only),
masterof science (M.S.), and doctor of philos-
ophy (Ph.D.) degrees, with opportunities for
study in film analysis, rhetoric and communica-
tion, telecommunication, theater, speech
education, and communication theory and
research.
Courses in Speech are also offered for students
majoring in other disciplines who want to
develop their communication skills and their
abilities to appreciate and evaluate what they
see and hear.
Students may gain practical experience in
speech studies through the University Theatre,
the University Symposium and Forensic ac-
tivities, and the Communication Research
Center.
Undergraduate Studies
For its Lindergraduate major programs, the
Department of Speech has three principal
objectives:
1. The attainment, by all of its majors, of a broad
liberal arts education
2. Sufficient work in the several fields of speech
instruction to provide an appreciation of the
different areas of communication, including
a minimum of 40credits in Speech courses,
of which at least 24 must be upper division
3. Concentration inatleast one of these areas:
Rhetoric and Communication, Telecommuni-
cation and Film, and Theater Arts. Under-
graduate programs should be developed in
consultation with an adviser in the field of
,concentration
Rhetoric and CommuniCation
The Rhetoric and Communication program
enables students to gain competence in, and a
knowledge and appreciation of, the various
forms and levels of human communication,
Students study the theories of rhetoric and
communication and develop abilities in the
various forms of interpersonal and public
communication. They develop skills in using the
tools of communication research, learn about
Speech 137
the role of public discourse in history, and
become familiar with collateral material within
and outside the field of speech communication.
Students should declare Rhetoric and Com-
munication as a major and see their assigned
major adviser by the beginning of their junior
year. Later entry into the major program may
delay a student's expected dateof graduation.
Students wanting to change their major to
Rhetoric and Communication either from status
as an Arts and Sciences premajor or from
another declared major must submit an applica-
tion, available in the Speech office, and acopy
of their most recent Final Grade Report.
Students whose Final Grade Report shows that
they are on academic probation are not ac-
cepted as Rhetoric and Communication majors.
Those who believe that their Final Grade Report
inappropriately labels them as probationary
may petition the RhetOric and Communication
faculty for admission to major status. They
should see the Rhetoric and Communication
undergraduate coordinator for advice on
preparing the petition. However, such students
may enroll in Rhetoric and Communication
courses for which they are qualified, and they
may reapply for major status once they are no
longer on academic probation. Nonmajors, as
well as majors, may seek the advice of Rhetoric
and Communication peer advisers and faculty
members.
All courses in Rhetoric and Communication are
available on a passino pass (PIN) basis.
Howeve'r, students majoring in the program
must take all courses required for their major
except Research (RHCM 401) and Practicum
(RHCM 409) on a graded basis, earning grades
of C- or better.
Requirements. In addition togeneral University
requirements for the bachelor's degree, the
folloWing minimum requirements, totaling 64
credits, must be met by students with a special-
ized major in Rhetoric and Communication:
1. All of the following: Fundamentals of Public
Speaking (RHCM 122), Fundamentals of
Small-Group Communication (RHCM 123),
Fundamentals of Interpersonal Communica-
tion (RHCM 124), Introduction to Human
Communication (RHCM 235), Theory and
Literature of Rhetoric (RHCM 301,302,303),
The Logic of Argument (RHCM 321), Public
Address (RHCM 435)
2. Two of the following: Persuasion (RHCM
322), Group Communication (RHCM 323),
Theory and Literature of Interpersonal
Communications (RHCM 324)
3. One of the following: Introduction to Foren"
sics (RHCM 221), Advanced Forensics
(RHCM 331), Special Topics in Forensics
(RHCM 332), Practicum (RHCM 409),
Directing the Forensic Program (RHCM 41'8)
4. History-two of the following: Rhetorical'
Theory; 400 B.C.-1 AD. (RHCM 414),
Rhetorical Theory; 1 AD.-800 AD. (RHCM
415), Public Discourse in the United States
(RHCM 422, 423), Freedom of Speech
(RHCM 425),Background ofBlack Protest
Rhetoric (RHCM 426) .
5. Contemporary theory-two of the following:
Seminar; Contemporary Rhetorical Theory
(RHCM 40.7), Seminar; Intercultural Com-
138 Speech
munication (407G), Speech Communication
and the Group Process (RHCM 432),
Nonverbal Communication (RHCM 434),
Interpersonal Communication (RHCM 436),
Organizational Communication (RHCM 437)
6. Additional topics-two of the following:
Seminar: Conflict and Communication
(RHCM 407G), Seminar: Women ~nd
Communication (RHCM 407), Ethics of
Persuasion (RHCM 424), Contemporary
• Protest Rhetoric (RHCM 427), Communica-
tion, Media, and Aging (RHCM 433), Com-
munication Apprehension and Avoidance
(RHCM 438)
7. Additional requirements:
a. Majors must take one Computer and
Information Science course. Examples
include CIS 121,131, and210
b. A minimum of three courses (9 credits),
approved by the student's adviser, in
Telecommunication and Film, Theater
Arts, Speech Pathology-Audiology in the
College of Education, or a combination of
these. Theory of Mass Communication
(TCF 433) is strongly recommended
Students should consult their advisers about
their selections. For secondary school certifica-
tion, see Secondary School Teaching later in
this section.
Telecommunication and Film
Students majoring in Telecommunication and
Film study the production, history, criticism,
aesthetics, regulation, control, influence, and
theory of radio, video, and film. Production
courses develop the student's imagination and
creativity while encouraging mastery of the
technical and expressive potentials of radio,
video, and film production. Courses in criticism,
history and theory emphasize structure, theme,
and style, and develop the student's capacity
for and understanding of aesthetic experience,
especially through careful description, interpre-
tation and evaluation of important works.Cour~es in media control and organization
concentrate on legal, economic, and
philosophical constrai~ts imposed .upon
audiovisual mass media. Courses In uses and
influences of mass media explore their functions
in contemporary society.
By choice of electives, students may create
individual programs that emphasize particular
fields of study, e.g., film, radio, or television;
production or analysis; aesthetic, institutional,
or cultural emphasis; or any combination of
these emphases. The program provides .
preparation for work in media production,
management, criticism, teaching, or research.
Preparation. Although no special preparation
is required of entering freshmen, students
planning to transfer fro~ two-yea~ coll~ges are
strongly advised to fulfill the University group
and cluster requirements prior t6 transfer. The
transfer student should also complete as many
as po~sible of the premaj~r require~~nts for
Teleco~munication and Film. In addition,
prospective transfer students should note that
some prod,uction courses may.be completed at
a two-year institution and substituted for
workshops in Telecommunication and Film.
Requirements. For the B.A. or B.S. degree,
undergraduate students are required to include
study in the areas of mass communication
theory, history, regulation, production, writing,
and criticism. Students are encouraged to
supplement their courses with selections from
the creative arts to enhance their knowledge
and appreciation of style and me~sage cont~nt.
In addition, students should conSider acquaint-
ing themselves with the business, advertising,
news, and educational aspects of the audio and
visual media through electives from other
departments.
Students may also enrich their creative experi-
ence through participation in all phases of
audio, Video, and film production. Students
wanting to become Telecommunication an~
Film majors should complete a Change of Major
form available from the Department of Speech,
at le~st one month prior to the term in which
they plan to begin course work in the major..
Upon completion of this form, each student IS
assigned a major adviser. ,
Area majors must complete a minimum of 49
credits in Telecommunication and Film. All
courses required for the Telecommunication
and Film degree must be taken for grades,. if
the graded option is available, and passed With
grades of C- or better. In those cou rses offered
only on a passino pass (PIN) basis, yet required
for the major, grades of P must be earned. .
In addition to all University requirements for the
bachelor's degree, the following must be
completed for the major in Telecommunication
and Film:
1. Courses outside Telecommunication and
Film: Fundamentals of Speech Communica-
tion (RHCM 121); Introduction to Theater
Arts I or II (TA 271 or 272); English Compo-
sition (WR 123); two courses in History; a
cluster chosen from the following: Introduc-
tion to the Humanities (HUM 101, 102,103),
World History (HST 110, 111, 112), World
Literature (ENG 107, 108, 109)
2. Required courses in Telecommunication
and Film: Communication, Technology, and
Society (TCF 241,' 242, 243), History of the
Motion Picture (TCF 255, 256, 257), Introduc-
tion to Media Aesthetics (TCF 341), Elemen-
tary Television Workshop (TCF 344), Ad-
vanced Television Workshop (TCF 345),
and Elementary Radio-Television Writing
(TCF 347)
3. Two courses from each of the following areas
and five courses from at least one area,
which constitutes the student's area of .
Telecommunication and Film specialization:
a, Communication Systems. Seminars:
Audience Analysis, Communication
Technology, Comparative Broadcast
Systems, Economics of Regulated Media,
International Communication, Music as
International Communication, Political
Economics of Communication, Public
Broadcasting, U.S. Film Industry (TCF
407), Radio-Television Programming
(TCF 446), Radio-Television and the
Public (TCF 448), Electronic Media Policy
(TCF 449) .
b. Theory and Criticism. Seminars: Film
Board of Canada, Mass Communication
Research, Political Film, Political Linguis-
tics, The Politics of Public Access Cable
Television, Theories of the Moving image,
Using the Mass Media for Social Change
(TCF 407), Freedom of Speech (RHCM
425), Theory and Criticism of Television
Drama (TCF 431), Theory of Mass com-
munication (TCF 433), and Film Directors
and Genres: [Term Subject) (TCF 495)
c, Media Aesthetics and Production. Ad-
vanced Radio-Television Writing (TCF
348), Seminars: Experimental TV Produc-
tion, Production Styles, Video Fictions
(TCF 407), Concepts in Visual Production
(TCF 444), Television Direction (TCF 445),
Editing Styles (TCF 455), Video Production
Planning (TCF 456), and Super-8 Film
Production (TCF 457)
Note: Course offerings within areas of special-
ization are subject to change,
4. Each student is required to complete a
supporting area of study, defined as at least
18 credits of upper-division work from a
unified conceptual field outside Telecom-
munication and Film. Students are expected
to develop a proposal for their supporting
area of stUdy with their advisers as soon as
they are formally admitted to the major.
Officially recognized University minors may
be substituted for the supporting area of
study.
Theater Arts
The Theater Arts program offers a humanisti~
and liberal arts education. Some courses,
preprofe~sional in nature, provide vocational
competence in .teachingand in some aspects
of commercial theater. Some students seek
careers in commercial, educational, and
community theaters as designers, actors,
technicians, stage managers, or theater mana-
gers. Many continue specialized training in
master offinearts (M.F.A.) degree programs or .
nondegree professional training schools. Some
students use their liberal arts background to
pursue vocational opportunities requiring good
skills in communication and organization. A fe""
students combine their programs With ones in
education to become certified teachers.
FaCUlty. Seven full-time faculty members teach
theatEW a costume designer, ascene designer,
a lighting designer, a technical director, and
several directors who specialize in teaching
acting and dramaturgy.
Theatrical Plant. There are three theat~J
spaces in Villard Hall. Main Stage (the Robinson
Theatre) has a proscenium stage and seats
approximately 400 people. The Pocket
Playhouse is a small proscenium stage that
seats about 80. The' Arena Theatre provides a
flexible open space with a capacity of about
100 people.
Technical Facilities. -rhe scene shop, costume,
and lighting facilities are Open daily. Students
are encouraged to sign up for production
workshop classes or to practicEi'their craft as
volunteers. Those who qualify for work-study
financial aid are hired to assist in the shops, .
which are well equipped for instruction in .
theater skills. For example, the Main Stage has
a computerized lighting board, and the
scene shop contains vacuform aQd welding
equipment.
Rhetoric and Communication 139
Theatre 4:30. Theatre 4:30 is a weekly gathering
of students and faculty members. Stodents may
sign up for time to produce a low-cost show.
This weekly event is organized and run by an
elected student board with a small budget at
its disposal. Workshops and speakers are also
scheduled in response to student requests.
Theater Productions. During theyear, several
Main Stage productions are directed by faculty
members and qualified students; eight or nine
budgeted studio productions, which may be
student-directed, are staged. Studio produc-
tions are usually scheduled in the Pocket
Playhouse or the Arena Theatre.
Major Requirements
Students may study acting, directing, design,
costume, lighting, history, stagecraft, dramatic
literature, and theory. Courses in these fields
are available to both majors and nonmajors.
In addition to all bachelor's degree require-
ments of the. University, the following require-
ments are specified for students with a major in
Theater Arts: '
1. A minimum of50 credits in Speech courses,
30 of which must be upper division
2. A minimum of 9 credits in Speech courses
outside the Theater Arts area (specifically,
in Rhetoric and Communication and in
Telecommunicatioo and Film). It is recom-
mended that the 9 credits not beconcen-
trated in either one of the outside areas
3. Three terms of production crew assignment,
1 or more credits each
4. All of the following: Acting I (TA250), Basic
Stagecraft (TA 264), Lighting Workshop
(TA 266), Costume Workshop (TA 268),
Introduction to Theater Arts I, II (TA 271,
" 272), Play Direction (TA364), History of the
Theater I, II, III (TA 367,368,369), one
advanced upper-division course in history or
theory, '7 credits selected from advanced
upper-division courses in acting, directing,
costume, set design, lighting, or pedagogy
5. A minimum of 12 credits outside the Speech
Department in related upper-division
courses
6. Satisfactory completion (grades of mid-C or
P or better) of course work for the major '
Grading Options. All courses in Theater Arts
are available on a passino pass (PIN) basis.
Workcounts toward ·fulfi·llment of the 186-credit
requirement for graduation only if satisfactorily
completed.
Mino~ Requirements
The Department of Speech offers minors in
Rhetoric and Communication and in Theater
Arts. Following are the requirements for each
minor:
Rhetoric and Communication
All students who wantto minor in Rhetoric and
Communication should see the area coordinator
for undergraduate studies before completing 9
credits of course work in the area. Individual
minor programs must be approved by the
coordinator and are designed according tothe
following criteria: 24 college-level credits in
Rhetoric andCommunication, including Funda-
mentals ofSpeech Communication (RHCM 121 ,
3 credits) and at least 18 upper-division credits
taken at the University, on a graded basis, and
with grades of C- or better.
Theater Arts
The Theater Arts minor requires 24 college-level
credits in Theater Arts. Of these 24 credits, at
least 15 must be taken atthe University and 15
must be upper division. One course in each of
the following areas must be included: literature
and criticism, performance, technical theater,
theater history. Lower-division courses must be
passed with a grade of C- or P or better,
upper-diVision courses with a C- or better.
Secondary School Teaching
The Department of Speech offers work for
preparation to teach speech and theater in
public secondary schools. Certification as an
Oregons~condary teacher with Speech and
Drama endorsements requires satisfactory
completion of a program of teacher preparation
that includes subject matter preparation in the
teaching specialties and in professional educa-
tion, as well as recommendation of the institution
in which the preparation is completed. The
Speech Department offers work toward Basic
and Standard certification.
For additional information regarding require-
ments for the endorsements, students should
consult the Department endorsement adviser
for teacher education and see the staff in the
Teacher Education Office of Student Services,
175 Education Building.
Honors Program in Speech
The honors program is designed to serve a
select group of students, majoring in the various
areas of the Department, who have demon-
strated unusual ability and uncommon commit-
ment. The program is administered by a special
honors committee. For further information,
interested students should consult their
academic advisers three terms before
graduation.
Graduate Programs
in Rhetoric and
Communication
The University of Oregon offers master of arts
(MA),master of science (M.S.), and doctor of
philosophy (PhD.) degrees in speech with a
specialized major in the Rhetoric and Communi-
cation area.
Graduate study at the University of Oregon has
as its objective the increasing mastery of a field
of study, inclUding a working command of its
significant literature and its methods of re-
search. Graduate students at both the master's
and doctoral levels continue to be consumers
of established knowledge, but their ultimate
goal is to become producers of new knowledge.
Although each faculty member and graduate
student has individual interests, all are commit-
ted to rhetoric and communication; they per-
ceive a unity, not a dichotomy, in those terms.
Before registration for their first term, all
graduate students are to consult with a member
of the area faculty and familiarize themselves
with the general University regulations in the
Graduate School section of this bulletin.
Grading. All courses in a graduate student's
program of study for an advanced degree must
be taken on a graded basis unless the course
is available on a passino pass (PIN) basis only
or the PIN option is approved by the student's
advisory committee.
Removal of Incompletes. For guidelines on the
removal of incompletes, consult the Graduate
School section of this bulletin.
Core Curriculum. All master's and doctoral
students, at their earliest opportunity, are
required to take Research Methods in Rhetoric
and Communication I, II (RHCM 511,512). In
addition, they are required to take Seminar:
Rhetoric and Communication (RHCM 507) for
1 credit each fall, winter,and spring they are
on campus. Master's degree students may
include a maximum of 3 credits of this seminar
in their program of study; doctoral students may
include a maximum of6 credits.
Qualifying Examination. All students seeking
graduate degrees are required to take a
qualifying examination during their first term of
enrollment before they have completed 15
credits of graduate work toward their degrees.
The examination, designed to measure previous
accomplishment and to diagnose future needs,
consists of both written and oral portions.
Master's degree students who successfully
complete the examination are advanced to
candidacy for the master's degree; doctoral
students who successfully complete the
examination may continue to work toward the
PhD. degree.
Those students who fail the examination may
not continue in the degree program. Those
whose work is not failing but is less than
satisfactory may take one reexamination of the
entire examination or portions of it, as stipulated
by their qualifying examination committee.
Master's Degree
Requirements
Students entering a master's degree program
are expected to have acceptable under-
graduate preparation in rhetoric and communi-
cation or closely related subjects. Those
accepted for work toward the degree who do
not meet this expectation may be required to
take specified undergraduate courses or
additional graduate courses beyond the
minimal requirement for the degree. Master's
degree students are strongly urged to obtain a .
permanent adviser during their first term and
must obtain an adviser and schedule an
advisory committee meeting no later than the
end of their second term. Because interests
change and student-adviser compatibility is
always important, neither students nor advisers
should hesitate to seek changes in advisers or
advisees.
Forthe master of arts degree, the student must
show competence in a foreign language. That
competence may be demonstrated by meeting
any of the following options:
1. Scoring 450 or above on the Graduate
Student Foreign Language Test (GSFLT). in
German, French, or Spanish or
140 Rhetoric and Communication
2. Successful completion of local tests adminis-
tered in languages not covered by the
GSFLT but acceptable to the student's
advisory committee or
3. Transcript evidence of C- or better work
through the second-year college level in any
language acceptable to the advisory com-
mittee
No foreign language competence is required
for the master of science degree.
Advisory Committee and Program of Study.
Each master's degree student has an advisory
committee consisting of the student's adviser
and two other members of the Rhetoric and
Communication area faculty and, if useful; a
faculty member from another department. This
committee is chosen by the student's adviser
in consultation with the student.
Beginning with the core curriculum, the advisory
committee, in a meeting with the student,
designs and approves the remainder of the
student's program of study. This program of
study must be defined by the conclusion of the
student's second term on campus, and it
becomes a contract for the degree.
A minimum total of 51 credits is required forthe
nonthesis program. This program must include
a minimum of 9 credits from outside the
Department of Speech and 6 credits (two
consecutive terms of 3 credits each) of Re-
search (RHCM 501), for which the student
conducts an independent research investiga-
tion under the supervision of a faculty member.
A minimum total of 45 credits is reqUired for
those students 'approved to pursue the thesis
option. This program must include 9 credits
from outside the Department of Speech and no
more than 9 credits in Thesis (RHCM 503).
No credits in Practicum (RHCM 509) taken to
qualify for RHCM 121-124 instruction and no
more than 3 credits in Seminar: Rhetoric and
Communication (RHCM 507) may be included
in a master's degree student's program of study.
Nonthesis Option Final Examination. A
comprehensive examining committee adminis-
ters each nonthesis student's final examination
at completion, or in the last term, of the student's
program ofstudy. The committee must consist
of at least three members of the Rhetoric and
Communication faculty and such other faculty
members as the adviser, in consultation with
the student, stipulates. Students who pursue the
nonthesis option write an examination lasting
not less than eight hours followed by an oral
examination lasting not less than one hour.
Students whose performance on the com-
prehensive examination is less than satisfactory
are entitled to a second examination at a time
and on portions of the examination stipulated
by the examining committee. A less than
acceptable performance on'the second exami-
nation results in disqualification from the
program.
Thesis Option Final Examination. The final
examination for students pursuing the thesis
option is an oral defense of their thesis lasting
not less than two hours. That examination is
administered by a thesis examining committee
composed of at least three members of the
Rhetoric and Communication faculty and such
other facLilty members as the adviser; in
consultation with the student, stipulates.
A student whose thesis examination is unac-
ceptable to the examining committee is entitled
to a second examination or may choose to
change to the nonthesis program. Unaccept-
able performance on the second thesis exami-
nation results in disqualification from the
program. .
Continued Graduate Study. The Rhetoric and
Communication faculty believes that exposure
to different faculties with different ideas is
advantageous, and that a graduate student is
better served by taking master's and doctoral
degrees at different institutions.
Although the faculty is always willing to consider
student applications to continue beyond a
Rhetoric and Communication master's degree
to a Rhetoric and Communication doctorate, the
burden for the case for continuation is on the
student. Approval by the Rhetoric and Com-
munication faculty is r.equired and, when given,
usually results in the student's doctoral program
of study committee requiring the studentto work
for some specified enrollment period at another
appropriate institution as a portion of the
student's doctoral program of study.
Doctor of Philosophy
Degree Requirements
Doctoral stUdy at the University of Oregon
includes general background in the breadth of
Rhetoric and Communication as well as the
. specific support needed for the student's areas
of specialization and research. The objectives
of such study are (1) to develop professional
background and expertise as a researcher in
the student's target areas of specialization and
(2) to develop the range of knowledgeneces-
sary to engage in meaningful dialogues with
colleagues in other specialty areas.
Because each student's doctoral program of
study is individually tailored, and to avoid false
or mistaken steps, all doctoral students must .
obtain a permanent adviser no later than the
end of their second term and have an advisory
committee meeting'no later than the endof their
third term. Because interests sometimes
change and student-adviser compatibility is
always important, neither students nor advisers
should hesitate to seek changes in advisers or
advisees.
The Program of Study. After successful
completion of the qualifying examination, each
doctoral student, as soon as is convenient and
not laterthan the end of the third term of study,
should have a meeting with an advisory commit-
tee. That committee
1. Receives the analysis of the qualifying
examination
2. Reviews the total program of stUdy proposed
by the student and the student's adviser
3. Makes any needed changes
4. Approves the program of study, research
competencies requirement, and the disser-
tation topic
The doctorate usually represents the equivalent
of three academic years of full-time study
beyond the bachelor's degree. Most graduate
students take a full additional yearto complete
their dissertation. Doctoral students who serve
as graduate teaching fellows or graduate
assistants, and hence may carry smaller
academic loads, or who are taking work outside
their official program of study, should realize
that their work on their academic program will
take longer to complete.
A normal full-time load for doctoral students is
12 credits a term; therefore a minimal doctoral
program of stUdy includes 108 credits of course
work beyond the bachelor's degree and at least
18 cre.dits of Thesis (RHCM 503)-a Graduate
School requirement - for a minimum total of 126
graduate credits. Included in this total are
applicable credits from a student's earlier
graduate work and a maximum .of 12 credits
from the area's core curriculum: 6 credits in
Research Methodsin Rhetoric and Communica-
tion I and 1\ (RHCM 511 and 512) and a
maximum of 6 credits in Seminar: Rhetoric and
Communication (RHCM 507). Not included in
the total are undergraduate courses the
graduate student may be required to take,
Practicum (RHCM 509) taken to qualify for
RHCM 121-124 instruction, andlnore than 6
credits in Seminar (RHCM 507).
Areas of Specialization. All doctoral programs
of stUdy not only provide breadth of knowledge
in Rhetoric and Communication but also depth
in appropriate areas of specialization, in
keeping with the student's professional goals
and research directions. All approved programs
of study include a minimum of two areas of
specialization from within Rhetoric and Com-
munication studies and a minimum of One area
of specialization from a department or depart-
ments outside the Department of Speech.
Research Competencies Requirement. Since
the PhD. degree is a research-oriented degree
focusing on the discovery rather than the
accumulation of knowledge,all doctoral stu-
dents must demonstrate two competencies
relevant to conducting research in their areas
of specialization. For example, a student's
research interests may require knowledge of
statistics, computer programming, historiog-
raphy, research design, or a foreign laoguage.
Competency is demonstrated by means of
examinations-offered twice a year, usually in
the fall and spring terms - that must be passed
before a student is qualified to take the PhD.
comprehensive examination. For most choices
the competencies examinations are adminis-
tered by the Rhetoric and Communication area,
probably through the student's advisory com-
mittee. Foreign language competency may be
demonstrated by scoring 550 or above on the
GSFLT, if the test is available forthe approved
language; otherwise, an examination is
arranged by the advisory committee.
Comprehensive Examination. A doctoral
student may take the comprehensive examina-
tionafter completing, or in the final term of, the
program of study requi rements and after
successfully completing the research com-
petencies examinations.
Dissertation. Every doctoral candidate is
required to present a dissertation embodying
the results of research and showing evidence
of originality and ability in independent investi-
gation. For specific dissertation requirements,
see the Graduate Schoof section of this bulletin.
Telecommunication and Film 141
Doctoral Committees. Each doctoral student
making progress toward the degree has four
different committees:
1. Qualifying Examination Committee. This
committee includes three members of the
Rhetoric and Communication area faculty
appointed by the area coordinator of
graduate studies. It conducts the oral portion
of the qualifying examination, makes approp-
riate recommendations, and stipulates
appropriate requirements in a ietter available
to the student's advisory committee.
2. Advisory Committee. This committee is
composed of three membersof the Rhetoric
andC9mmunication area faculty and may
include faculty members from other depart-
ments. The committee is nominated by the
student's adviser, after consultation with the
student, and appointed by the Department
head.
3. Comprehensive Examining Committee. After
consultation with the student, the adviser
appoints a committee to prepare and
conduct the comprehensive examination.
This committee includes a minimum of three
Rhetoric and Communication area faculty
members and one faculty member from
another department who represents the
student's outside area of specialization.
4. Dissertation Committee. After consultation
with the student, this committee is nominated
by the adviser and appointed by the
Graduate School. It includes a minimum of
three Department of Speech faculty mem-
bers (at least two from the Rhetoric and
Communication area) and one member from
another department who represents the
candidate's outside area of specialization.
Graduate Programs
in Telecommunication
andFilm
. Graduate academic programs are designed
around a student's particular interests, ordinarily
expressed in study and research leading to the
writing of a master's research paper or thesis
or a doctoral dissertation. Although studio skills
are expected of all Telecommunication and Film
students, graduate work most often focuses on
functions and effects of the media as related to
a significant aesthetic, social, political,
economic, or regulatory problem. This theoreti-
cal emphasis is reflected in the interests of
students selected for admission to graduate
study in the area, some of whom have earned
undergraduate degrees in other fields.
Degree Programs
Students may receive M.A., M,S., and Ph.D.
degrees in Telecommunication and Film. A
master's degree program usually takes two
years beyond the bachelor's degree, A doctoral
program is expected to take four or five years
beyond the bachelor's degree.
Admission. Students applying for admission to
graduate study should comply with all general
University regulations governing graduate
admission as described in the Graduate School
section of this bulletin.
In addition, applicants must provide transcripts
of all college work; verbal, quantitative, and
analytical scores on the Graduate Record
Examination (GRE); at least three personal
recommendations; a brief statement of
academic and career goals; and one example
of written work (e.g" term paper, convention
paper, article) demonstrating critical skills and
writing ability, Nonnative speakers of English
must provide Test of English as a Foreign
Language (TOEFL) scores. Major screenings of
applicants, as well as determination of financial
awards, are made on or about March 1 each
year. However, additional screenings may be
made for admission to the program during the
year. Those applying at times other than the
March deadline must submit their applications
at least nine weeks prior to the term in which
they seek admission to the program.
A limited number of graduate teaching fellow-
ships (GTFs) are available to the best-qualified
applicants. GTFs involving instructional respon-
sibilities are awarded on the basis of demon-
strated scholarly potential. In addition, technical
expertise must be demonstrated for assignment
to studio or field production responsibilities.
Applications for such appointments are
included among the materials supporting
applications for admission.
Students applying for admission to the doctoral
program must also provide evidence of comple-
tion of a master's degree at an accredited
college or university.
General Requirements
1. The following courses are required of all
graduate students: Theory of Mass Com-
munication (TCF 433), Concepts in Visual
Production (TCF 444), Radio-Television and
the Public (TCF448), Electronic Media
Policy (TCF 449), Film Directors and Genres:
[Term Subject] (TCF 495), Seminar: Intro-
duction to Graduate Studies (TCF 507),
Electronic Mass Media: Theory and Criticism
(TCF 541)
2. Seminar: History of Classic Theories of the
Moving Image (TCF 407) or Seminar:
Contemporary Theories of the Moving
Image: Structuralism and Semiology (TCF
407)
3. The remainder of the graduate program is
designed by the candidate, his or her
adviser, and the appropriate thesis or
degree program committee
Diagnostic Review. A diagnostic interview is
conducted with each graduate student during
the first term in the program. The purposes of
the interview are to determine the student's
knowledge about telecommunication and film,
to probe strengths and weaknesses, to recom-
mend additional courses if necessary, to waive
particular requirements if warranted, and to
begin to identify a general focus for the student's
graduate program.
The final expression of course requirements is
the responsibility of the student's thesis commit-
tee or degree prog ram committee, To maintain
degree-candidate status within the area,
students must make satisfactory progress (as
defined by the Department ofSpeech) through
the curricular requirements identified by their
program committees.
Master's Degree
For the M.A. or M.S. degree the student may
choose either the thesis or the nonthesis
program.
Thesis Program. A minimum of 45 credits, of
which not more than 9 may be in Thesis (TCF
507), are required. All students preparing for
doctoral study are advised to use the thesis
option. ..
Nonthesls Program. A minimum of 51 credits
are required. Additional requirements are a
comprehensive examination and a research
paper of acceptable quality.
The nature of the course work is subjectto the
approval of the student's degree program
committee (at least three members, two of
whom must be in Telecommunication and Film).
The committee also prepares and administers
the comprehensive examination and assesses
the quality of the research paper.
Doctor of Philosophy
The University requires no minimum number of
credits for the Ph.D. However, students in
Telecommunication and Film normally complete
approximately 135 credits including those
earned as a master's degree candidate. A
comprehensive examination is administered at
or near the completion of all formal course work
in the student's doctoral program.
Advancementto candidacy for a Ph.D. degree
is granted upon successful completion of the
comprehensive examination. Students who fail
to passthis examination by the second try (the
comprehensive examination committee may
require that all or part of it be retaken with or
without additional courses) may not remain
in the Telecommunication and Film Ph.D.
program,
In addition to the general Graduate School
requirements, the doctoral program includes a
research-tool requirement: at least 18 credits
leading to the development of research skills
relevant to the student's particular program, as
recommended by his or her doctoral committee.
Examples of relevant skill courses are statistics,
quantitative methodology, historiography, and
critical methodology.
A foreign language may also serve as a
research tool. Language competence may be
demonstrated during the student's doctoral
program by completion of the second year of
the foreign language with a grade of B-orbetter
or a score of 450 or better on the Graduate
Student Foreign Language Test (GSFLT). Atthe
discretion of the student's committee, a score
of 900 or better on the GSFLT may be used to
satisfy both research-tool requirements,
Graduate Programs
in Theater Arts
The Theater Arts area of the Speech Department
offers graduate work in acting, directing,
playwriting, design, history, and theory leading
to the M.A., M.S., M.F.A., and Ph.D. degrees.
Students entering this program should have an
underg raduate major in Theater Arts or the
equivalent.
142 Theater Arts
Graduate Degree Requirements
Both the MA and the M.S. degrees require 45
credits in graduate courses, and both require
a thesis with an oral examination. The MA also
requires competence in one foreign language.
The M.FA normally is a two- or three-year
program requiring a minimum of 54 credits, of
which 9 are to be taken in a related area outside
the Department of Speech. The degree is
offered in directing, acting, set design, playwrit-
ing, lighting design, and costume design.
Students may not apply for admission to the
M.FA program until they have enrolled for 36
credits. A list of specific course requirements
is available from the Department. In addition,
all M.FA students must demonstrate compe-
tence in a foreign language or an alternate
research tool appropriate to the degree. Course
work is usually substantially completed during
the first two years, and students work on their
terminal artistic projects during sUbsequent
terms. An oral evaluation and review of the
project is held following completion of the
project performance. A written report on the
project, previewed by the candidate's report
committee, follows the review. .
The Ph.D. degree has no minimum credit
requirement However, most Theater Arts
students take approximately 130 credits
"Jeyond the bachelor's degree. After candidates
nave completed most of their course work, they
write a comprehensive examination and take an
oral examination. A dissertation with an oral
defense is required. The dissertation must be
completed within three years after the student
is admitted to candidacy after the comprehen-
sive examination. Students who fail to pass this
examination by the second try may not remain
in the Theater Arts Ph.D. program. The com-
prehensive examination committee may require
that all or part of the examination be retaken
with or without additional courses. .
General Requirements. The only course
required of all graduate students is Research
Methods (TA 511). But Ph.D. candidates are
expected to complete 45 to 60 credits beyond
the master's degree in history, theory, and
literature of theater. Each student's study
program is planned in consultation with an
adviser and an examining Committee.
All candidates for graduate degrees are
required to take a written or oral examination
during the first term of residence. This examina-
tion is partially diagnostic in nature, and it is
used to determine a study program for the
student
The graduate student is expected to show
ability in both the academic and the production
areas. During residence althe University, each
student is expected to make a significant
contribution in three areas out of the following
six: acting, directing, technical, management,
playwriting, or teaching.
Candidates for an MA degree in Theater Arts
must demonstrate their ability to read a foreign
language or research competence in an
alternate research tool appropriate to the
degree. M.S. degree candidates must demon-
strate research competence in an alternative
research tool or collateral field of study. Stu-
dents seeking the Ph.D. degree must present
two researCh tools or collateral fields of study,
one of which mustbe the knowledge of a foreign
language. The other may be another foreign
language, but if a collateral field of study or
other research tool is chosen it must relate to
the student's research intent The level of
attainment is determined by the student's
committee.
Courses in Rhetoric
and Communication
(RHCM)
Lower-Division Courses
121 Fundamentals of Speech Communication (3)
Interpersonal communication, small-group communi·
cation, extemporaneous speaking, listening, and
analysis of communication as process. Emphasis on
concepts common among communication arenas.
122 Fundamentals of Public Speaking (3) Invention,
preparation, organization, presentation, and criticism
of messages for aUdiences. No fewer than three
speaking assignments with student, instructor, and
selected video tape critique.
123 Fundamentals of Small-Group Communication
(3) Basic concepts ofsmall-group interaction. Projects
emphasize participation in and analysis of communica-
tion in the small group.
124 Fundamentals of Interpersonal Communication
(3) Provides theoretical understanding and practical
skills for examining and altering interpersonal com-
munication. The impact of communication on relation-
ship patterns and outcomes.
1995peclal Studies (1-3R) Developing Communica-
tion Competence and Introduction to Human Com-
munication are current topics.
200 SEARCH (1-3R)
221 Introduction to Forensics (2) Preparation of
speeches for delivery before competitive and public
audiences in conjunction with the University's forensic
program. Frank.
235 Introduction to Human Communication (3)
Major communication theories: general-symbolic
interactionism; thematic-nonverbal and persuasion;
and contextual-small-group, interpersonal, and
mediated contexts. Carmichael.
Upper-Division Courses
301, 302, 303 Theory and Literature of Rhetoric
(3,3,3S) Selected readings on the principles of rhetoric
and pUblic address from Plato to modern times.
LaRusso.
321 The Logic of Argument (3) Principles of reasoning
and evidence, particularly as they apply to oral
discourse. Includes theory and practice. Friedman.
322 Persuasion (3) Theories and techniques of
persuasion used by individuals and special groups to
change cognitive patterns and behavior of people.
323 Group Communication (3) Small-group behavior
as it specifically relates to communication. Includes
theory and practice. Frank.
324 Theory and Literature of Interpersonal Com-
munications (3) The function of communication in
interpersonal relationships; interpersonal competence,
discourse analysis, nonverbal communication, conflict
resolution, and alternative approaches to dyadic
communication. Frank.
331 Advanced Forensics (2) Preparation of speeches
to be delivered before competitive and pUblic
audiences in conjunction with the University's forensic
program. Prereq: instructor's consent. Frank.
332 Special Topics in Forensics (2) Emphasis on the
acquisition of advanced skills in public address.
Prereq: instructor's consent. Frank.
400 SEARCH (1-3R)
401 Research (Arr,R)
405 Reading and Conference (Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) Seminar (Arr,R) Topics include Conflict and
Communication, Contemporary Rhetorical Theory,
Intercultural Communication, Teaching Strategies for
Speech and Theater, and Women and Communication.
408 (G) Workshop (Arr,R) Communication in the.
Classroom is a current topic.
409 (G) Practicum (Arr,R) Supervised laboratory work
on a project, including the preliminary study, develop-
ment, and execution of artistic or pUblic service
experiments.
410 (G) Experimental Course (Arr,R)
414 (G) Rhetorical Theory: 400 B.C.-1 A.D. (3) Main
rhetorical works and movements developed during the
Grecian period. Emphasis on the relation of rhetorical
developments and the cultural influences of those
times. LaRusso.
415 (G) Rhetorical Theory: 1 A.D.-800 A.D. (3) Main
rhetorical works and movements developed during the
Roman and Carolingian periods. Prereq: RHCM 301,
302, 303 or instructor's consent. LaRusso.
416 Speech Composition (3) Speech forms, types,
and techniques; emphasis on application of basic
rhetorical elements. Designed for prospective high
school teachers and other nonmajors. Prereq:
upper-division status. Friedman, Leistner.
418 (G) Directing the Forensic Program (3) Content,
procedures, and methods in directing a forensic
program at the high school, college, and university
levels.
422, 423 (G) Public Discourse In the United. States
(3,3) History and criticism of pUblic discourse in the
United States. 422: Coionial period to 1912. 423: 1912
tothe present. The role of rhetoric as a force for change
in areas of public controversy. Leistner.
424 (G) Ethics of Persuasion (3) Different positions
on the ethics of persuasion, development of indiVidual
ethical postures for students in their own persuasive
efforts, and ethical appraisals of contemporary
persuasion. Friedman.
425 (G) Freedom of Speech (3) History and develop-
ment of freedom of speech in the United States.
Friedman.
426 (G) Background of Black Protest Rhetoric (3)
Survey of themes and rhetorical strategies in pUblic
disputation about the role of blacks in America from
Colonial times to the Brown v. Board of Education
decision. Leistner.
427 (G) Contemporary Protest Rhetoric (3) Black .
protest from the nonviolent civil rights movement
through black power protest; protest rhetoric in behaif
of women's rights, minority rights, free speech, the
antiwar movement, and others. Leistner. .
432 (G) Speech Communication and the Group
Process (3) Group formation, tasks, effectiveness and
efficiency; status problems; leadership; problem
solving and conflict resolution; communication in
discussion; social power and social contrOl; organiza-
tional techniques and problems. Carmichael.
433 (G) Communication, Media, and Aging (3)
Communication-related problems of aging; communi-
cation-gerontology research literature; the use of
communication systems in analyzing and solving
problems of aging. Carmichael.
434 (G) Nonverbal Communication (3) Nonverbal
dimensions of interpersonal communications. The
theoretical basis, including time, space, form, and
action, of nonverbal interpersonal communication.
LaRusso.
435 (G) PUblic Address (3) Theory of speechmaking
and practice in preparing speeches adapted to the
professional requirements of students. Prereq:
instructor's consent. Friedman, Leistner.
436 (G) Interpersonal Communication (3) Human
interaction as it affects formation of relationships.
Reviews research .in the areas of attraction, self-
disclosure stages of relationship development,
rhetorical sensitivity, and conversational analysis.
Glaser.
437 (G) Organizational Communication (3) Explores
the communicative dimensions of organizations
focusing on organization communication research
methods, worker involvement programs, superior-
subordinate communication, and organizational
culture. Glaser.
438 (G) Communication Apprehension and Avoid-
ance (3) Examines research and theory concerning
the etiology, identification, consequences, and
treatment of communication apprehension and
avoidance. Glaser.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R)
Theater Arts 143
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Special Problems (Arr,R)
507 Seminar (Arr,R) Topics include Communication
and Language, Contemporary Topics. Persuasion,
Problems of Teaching Speech, Rhetoric of the
Presidential Campaign, and Theory of Argumentation.
508 Workshop (Arr,R) Communication in Business is
a current topic.
509 Practlcum (Arr,R) Supervised laboratory work on
a project. including the preliminary study, develop-
ment, and execution of artistic or public service
experiments.
510 Experimental Course (Arr,R) Current topics
include Interpersonal Communication Instruction and
Reticence Instruction.
511 Research Methods In Rhetoric and Communica-
tion I (3) Historical and critical research !T1ethodologies
useful in scholarly investigations in rhetoric and
communication.
512 Research Methods in Rhetoric and Communica-
tion II (3) Descriptive and experimental research
methodologies useful in scholarly investigation in
rhetoric and communication.
513 Rhetorical Theory: 1450-1600 (3) Selected major
and minor works in rhetoric developed in France,
Germany, Spain, and Italy during the late Middle Ages
and Renaissance. LaRusso.
514 Rhetorical Theory: 1700-1900 (3) Study of
selected rhetorical and nonrhetorical works to
determine the reciprocal influence between rhetoric
and the developing trends in psychology, aesthetics,
and logic. LaRusso.
515 Modes of Rhetorical Criticism (3) Examination
of contemporary perspectives and methods of
rhetorical criticism through theoretical and applied
studies. Attention to the intersection of rhetorical and
communication theory. Friedman, Leistner.
523 Problems.ln Research Writing (3) Study of
problems in.writing and rewriting results of scholarly
investigations for publication. Friedman.
530 Attitude Formation and Change (3) Analysis of
research in speech communication relevant to attitude
formation, change, measurement, and definition.
Prereq: RHCM 512 or instructor's consent. Carmichael.
535 Theories of Human Communication (3) Study of
important contemporary theories of communication
that have emerged in recent communication research
literature. Carmichael.
Courses in
Telecommunication
and Film (TCF)
Lower-Division Courses
199 Special Studie$ (Arr,R)
200 SEARCH (1-3R)
241,242,243 Communication Technlllogy'and
Society (3,3,3S) The development of communication
technology, institutions, and policy within integrated
socioeconomic, political. and theoretical frameworks.
The function of communication in participatory
democracy. 241: pre-1920. 242: 1920-1945.243:
1945-present. '.
255, 256, 257 History of the Motion Picture (3,3,3)
History of the motion picture as an art form. 255:
1895-1928. 256: 1928-1960. 257: Contemporary
cinema. Cadbury, Seiter.
292,293, 294 The Great Filmmakers (3,3,3) Introduc-
tion to film criticism through a study of the great
directors. Cad bury, Seiter: Not offered 1987-88.
Upper-Division Courses
341 Introduction to Media Aesthetics (3) Aesthetic
variables of television and motion pictures; examination
of variables to help students understand the manipUla-
tion of the media. Shepherd.
342 Elementary RadloWorkshop (4) Theory and
practice of radio broadcasting. Prereq: TCF 241,255,
341. Not offered 1987-88.
343 Advanced Radio Workshop (4) Theory and
practice of radio broadcasting. Prereq: TCF 342. Not
offered 1987-88.
344 Elementary Television Workahop (4) Broadcast
performance technique; physical, acoustic, and
mechanical theory and its application; interpretive
theory and its application. Prereq: TCF 241,255.341.
345 Advanced Television Workshop (4) Broadcast
performance technique; physical, acoustiC, and
mechanical theory and its application; interpretive
theory and its application. Prereq: TCF 344.
347 Elementary Radio-Televiaion Writing (3) Radio
and television writing techniques; theory and practice
in writing all major continuity types. Prereq: junior
standing. Kretsinger.
348 Advanced Radio-Television Writing (3) Radio
and television writing techniques; theory and practice
in writing all major continuity types. Prereq: TCF 347
or equivalent. Kretsinger.
372 Staging and Lighting for Televiaion (2) Identify-
ing and controlling the visual factors in television
production. Interdependence of elements explored
through group exercises and individual projects.
Prereq: TCF 345. Sherriffs. Not offered 1987-88.
400 SEARCH (1-3R)
401 Research (Arr,R)
405 Reading and Conference (Arr,R)
406 Field Studiea (Arr,R) PIN only. Internship
program for outstanding majors; open only to those
with approved applications. Shepherd.
407 (G) Seminar (Arr,R) Topics include Audience
Analysis, Communication Technology. Contemporary
Theories of the Moving Image: Structuralism and
Semiology, Film Board of Canada, History of Classic
Theories of the Moving Image, International Communi-
cation, Using the Mass Media for Social Change,
Political Economics of Communication, Political
Linguistics, Public Broadcasting, and U.S. Film
Industry.
408 (G) Workshop (Arr,R)
409 (G) Practicum (Arr,R) Supervised work on a
project, including development and execution of
artistic or public service programs. Prereq: instructor's
consent.
410 (G) Experimental Course. (Arr,R)
431 (G) Theory and Criticism of Television Drama
(3) Concepts of audience dynamics, media aesthetics,
vicarious experienc.e, and the consequence of
economic dependence upon appeals to modal tastes
analyzed and applied. Sherriffs.
433 (G) Theory of Mass Communication (3)
Sociological as well as psychological approaches to
the study of mass communication. Primary attention to
the critical evaluation ot contemporary theoretical
trends. Prereq: TCF 243 or instructor's consent. Bybee.
444 (G) Concepts in Visual Production (3) Analysis
of various forms of visual representation to study the
processes by which ideas are transformed into visual
language. Prereq: instructor's consent. Willingham.
445 (G) Television Direction (3) Theory and technique
of television direction explored through group exer-
cises and individual projects. Prereq: TCF 345 and
instructor's consent. Sherrlffs.
446 (G) Radio-Television Programming (3) Values,
trends, and procedures in broadcast programming
schedules; problems in planning program structure to
meet community and public service needs. Prereq:
TCF 243. Kretsinger. .
448 (G) Radio-television and the Public (3) Freedom
and professional ethics, responsibility, and cont~ol as
these concepts relate to the broadQaster, the govern-
ment, and the public. Prereq: TCF 243. Sherriffs.
449 (G) Electronic Media Policy (3) The nature,
philosophy, and consequences of legislative. jUdicial,
and administrative regulation of .various communica-
tions technologies in the social context of the U.SA
Prereq: TCF243. . .
455 (G) Editing Styles (3) Introduction'to editing styles
through stUdy of selected film and video materials.
Prereq: TCF 344. Willingham.
456 (G) Video Production Planning (3) Problems in
producing video material outside the studio. Prereq:
instructor's consent. Seiter, Sherriffs.
457 (G) Super-8 Film Production (3) WorkShop in
Super-8 film production. Prereq: instructor's consent.
Seiter.
470 (G) Instructional Programs for Television (4)
Studio exercises designed to explore effective
instructional techniques based upon current theories
of learning and the achievement of behavioral
objectives. Not offered 1987-88.
495 (G) Film Directors and Genres: [Term Sublectj
(3R) Interpretation of films and analysis of film history
and aesthetics through techniques developed in
modern film criticism. R when topic changes. Cadbury,
Seiter.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 Seminar (Arr,R) Toplcs.include Current Research
in Telecommunication, Firm Criticism, introduction to
Graduate Studies, and Techniques and Problems of
Theory Construction.
508 Workshop (Arr,R)
509 Practlcum (Arr,R)
510 Experimental Course (Arr,R)
541 Electronic Mass Media: Theory and Criticism
(3) Theories and critiques of the electronic mass
media; behavioral and cultural methods used to
discuss and develop critical standards for media
application. Bybee.
544 Radio-Television Program Evaluation (3)
Development of broadcast measurements; quantitative
methods and survey procedures applicable to the
testing of hypotheses in radio and television.
Kretsinger.
Courses in
Theater Arts (TA)
Lower-Division Courses
199 Special Studies (1-3R) Stage crew: lighting,
scene, costume.
230 Performing Arts and the Creative Process (3)
The arts of dance, music, andtheater, with emphasis
on the artistic contribution of the performer, period and
stylistic influences, temperament and personality.
250 Acting I (3) Principles of warm-ups, Stanislavski
System, individual inventory, character analysis, and
rehearsal procedure.
251 Acting II (3) Continuation of performance
principles lor contemporary realistic theater with
addition of comic technique and director-actor
relationship. Prereq: TA 250 and instructor's consent.
252 Acting III (3) Development of audition and
improvisational skills while establishing a working file
of monologue material. Prereq: TA 251 and instructor's
consent.
260 Makeup (3) History, purpose, and techniques of
applying theatrical makeup; the use of makeup in the
various theatrical media, with emphasis on stage and
television performances.
262 Theater Prom!>tlon Workshop (1-3) Development
and application of promotional materials for hypothet-
ical and actual theater productions.
264 Basic Stagecraft (2-3) Construction, painting, and
handling of scenery and props. Fundamentals of
stagecraft and use of stage equipment. Practical
experience in stage crew work. Shaw.
266 Lighting Workshop (2-3) The use and functions
of stage lighting equipment and the operation of lights
under performance conditions. Shaw.
268 Costume Workshop (3) The art and craft of stage
costumin\l; practical experience in the design,
construction, and maintenance of theatrical costumes.
271 Introduction to Theater Arts I (3) Play and script
structure, contemporary aesthetic altitudes, and the
value of theater arts to society and the individual.
272 Introduction to Theater Arts II (3) Recent theater,
including drama since World War II and new trends
and developments in theater practice. Prereq: TA271.
McKemie.
273 ·Introductlon to Theater Arts III (3) Popular
musical theater from a historical and structural
perspective, with emphasis on examples since World
War II. Styles and performance practice, individual
composers, directors, and writers analyzed. Prereq:
TA 272.
Upper-Division Courses
318 Costume Construction (3) Practical problems
encountered in building and decorating 'costumes for
the stage. Bonds.
351 Techniques: Acting IV (3) Problems in the use of
voice in dramatic Joles. Prereq: instructor's consent.
352 Styles: Acting V (3) Problems in the analysis and
presentation of characters. Prereq: instructor's
consent.
144 Theater Arts
353 Performance: ActingVI (3) Advanced problems
in acting technique: study, rehearsal, and perform-
ance. Prereq: instructor's consent.
364 Play Direction (3) Sources of dramatic material,
choice of plays, casting and rehearsal of players,
production organization. Prereq: instructor's consent.
Davis.
367, 368, 369 History of the Theater I, II, III (3,3,3)
Development of the theater from its origins to the
present emphasizing the history of dramatic literature,
criticism, theater architecture, design, and perform-
ance. Davis.
405 (G) Reading and Conference (Arr,R)
407 (G) Seminar (Arr,R) Topics include Acting
Shakespeare, Advanced Acting, Careers in Theater,
Creative Dramatics, Lyric Performance, Period
Costume Patterns, Playwriting, Restoration Theater,
Theater Design and Structure, and Theater Manage-
ment.
408 (G) Workshop (Arr,R)
409 (G) Practlcum (Arr,R) Current topics are Produc-
tion Projects and Rehearsal and Performance.
ENG 411, 412, 413 (G) English Drama (3,3,3) See
description under English.
414, 415 (G) Costume History I, II (3,3) History of
clothing and costuming from earliest records through
the 15th century, from the 16th century to the present.
Bonds. '
416 (G) Costume Design (3) Beginning design
concepts and various artistic media as applicabie to
costume design and rendering techniques.
417 (G) Advanced Costume Design (3) Analysis and
inter~retation of scripts for costume design. Continua-
tion of development of rendering techniques. Prereq:
TA 416. Bonds.
418 (G) Costume Pattern Drafting (3) Designing
patterns through flat patterning and draping
techniques. Elements of draping, millinery, and
tailoring included. Practical experience in pattern
development and original selected design.
ENG 420, 421, 422 (G) Modern Drama (3,3,3) See
description,under English.
420 (G) History of the American Theater (3)
Readings, reports, projects, and discussions concern-
ing significant events in theater in the United States
from its beginnings to the present. Prereq: instructor's
consent. Davis.
425 (G) Scenery Drafting Techniques (3) Drafting
techniques forthe scenic artist. Plan views; isometric,
orthographic, and section views of scenery details.
Conventions of stage and scenery plans. Drafting
equipment. Shaw.
430 (G) Stage Management (3) Duties, respon-
sibilities, and procedures ofthe stage manager, Stage
managing in community, educational, and professional
theater. The administrative and artistic role of the stage
manager.
440 (G) Principles of Design In the Theater (3) Visual
statement in the theater. Composition, 'color, spatial
relationships, line, and movement for the scene,
costume, and lighting designers, and for the director
and actor. Prereq: TA 264,266, or 268, or instructor's
consent. Williams.
441 (G) Scene Design I (3) Elements of scene design;
the scene designer's role. Creating a ground plan,
measured perspective techniques, elevations, design
styles. Note: Design process and procedures related
to the proscenium stage oniy. Prereq: TA 425,440 or
instructor's consent.
460 (G) Advanced Play DirectIon (3) Theory and
practice in direction of plays for public performance.
Prereq: TA 364 or instructor's consent.
463 (G) Scene Painting (3) Practical experience in
painting stage scenery. Painting of drops; highlighting,
shadowing, texturing, and stenciling; forced perspec-
tive; paints and painting equipment. Prereq: TA 264 or
instructor's consent.
464 (G) Properties Design and Construction (3)
Designing and constructing stage properties and
furnishings. Plastics and metals fabrication; Celastic,
papier-mache, and fiberglass as properties-fabricating
materials; furniture upholstering techniques.
467 (G) Lighting for the Stage (3) Functions of stage;
lighting qualities of the light and lighting; technical and
aesthetic problems. Prereq: TA 266 or instructor's
consent. Shaw. .
468 (G) Advanced Stage Lighting (3) Theories and
methods of lighting stage production. Prereq: TA467
or instructor's consent. Shaw.
471,472 Theater and CUlture (3,3) Dramatic literature
and historical cultural concepts. Establishes a cultural
context for periods of drama, utilizing arts materials
and socioeconomic factors to clarify aesthetic
attitudes and practices of theater. 471: Greeks through
the Renaissance. 472: Baroque through Romanticism.
McKemie.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 seminar (Arr,R) Romantic Theater is a current
topic.
509 Practlcum (Arr,R) Current topics are Production
Projects and Rehearsal and Performance.
511 Research Methods (3) Research methodology;
experimental, historical, descriptive, and developmen-
tal research methods; style and format in scholarly
presentation of research.
530 Continental Theater (3) Major developments and
experiments inthe drama and theater production of
Europe, Great Britain, and Russia from BOchner to
Artaud.
531 Avant-Garde Theater (3) New forms, styles,
treatments of mood, and expressions of ideas and
emotions as manifested in literary, dramatic, and
theatrical elements and conditions of production.
Prereq: TA 530 or instructor's consent.
532 Theater of Ibsen (3) The modern Dano-Norwegian
theater, with special emphasis on the work of Henrik
Ibsen; influence on European and American theater.
DeChaine.
533 Theater of Strindberg (3) The modern Swedish
theater, with special emphasis on the work of August
Strindberg; influence on European and American
theater. DeChaine.
551, 552, 553 Theory of Dramatic Production (3,3,3)
551: theory of acting. 552: theory of dramatic direction.
553: theory of dramatic structure.
563 Advanced·Problems of Scene Design (3)
Selected problems in the design of dramatic produc-
tions. Prereq: TA 440,441 and instructor's consent.
Williams.
564, 565 Special Problems in History of Theater
(5,5) Components of the theater during the goiden
ages of dramatic art: the ancients, European Renais-
sance, Asiatic, 18th- and 19th-century Europeans.
Statistics
2090 Gilbert Hall
Telephone (503) 686·3315
Larry E. Richards, Committee Chair
Steering Committee
Wesley C. Becker, Counseling and Educational
Psychology
Lorraine G. Davis, School and Community Health
Robert M. O'Brien, Sociology
Larry E. Richards, Decision Sciences
Donald R. Truax, Mathematics
The University ofOregon does not have a formal
department or faculty of statistics. However,
there are numerous course offerings that are
either exclusively or prin)arily courses in
statistics. Over the past several decades
statistical techniques have become a primary
tool of empirical research. As such, a variety of
functional areas and disciplines teach applied
statistical techniques. This is particularly true at
the graduate level, where research plays an
important role. Listed below are'courses in
statistics offered by the University.
Degrees Offered
It is possible to earn an undergraduate or
graduate degree with a specialty in statistics
through the Department of Decision Sciences
in the College of Business Administration or
through the Department of Mathematics in the
College of Arts and Sciences. Interested
students should inquire at the appropriate
department for specific requirements.
Courses Offered
Statistics courses are offered in the following
10 areas. An aSterisk (*) denotes related
courses that should be taken in sequence. Both
students and advisers should be aware that,
within any given area, two or more courses
offered by different departments may contain
such similar content that a student should not
be granted credit toward graduation for more
than one course.
Introductory Statistics
Decision Sciences. Introduction to Business
Statistics (DSC 511) ,
Economics. Introduction to Econometrics
(ECON 420, 421), *Econometrics (ECON 493G)
Educational Psychcilogy. EducationalStatis-
tics I, II (EPSY 415G, 416G): Advanced
Statistical Methods in Education I, II (EPSY 521,
522)*
Mathematics. Probability 'and Statistics with
Calculus (MTH 209) and Business Statistics
(DSC 330),* Elements of Statistical Methods
(MTH 425M, 426M): Introduction to Statistical
Theory (MTH 441 M, 442M)*
Physical Education and Human Movement
Studies. Statistical Methods in Physical Educa-
tion (PEP 540)
Political Science. Methods for Politics and
Policy Analysis II (PS 446G)
Psychology. Statistical Methods in Psychology
(PSY 302), Statistical and Quantitative Methods
in Psychology (PSY 511)
School and Communiw Health. Fundamentals
of Statistics in Health (HEP 531)
Sociology. Quantitative Methods in Sociology
(SOC 326), Sociological Research Methods
(SOC 412G)
ANOVA and Experimental Design
Decision Sciences. Applied Analysis of
Variance (DSC 430G)
Educational Psychology. Research Methods
in Education III (EPSY 518)
Physical Education and Human Movement
Studies. Statistical Methods in Physical Educa-
tion (PEP 541), Experimental Design in Physical
Education Research (PEP545)
Psychology. Statistical and Quantitative
Methods in Psychology (PSY 512) '.,
School and ComnlLinity Health. Seminar:
Advanced Statistics in Health (HEP 507)
Decision Theory.
Decision Sciences. Applied Statistical Deci-
sion Theory (DSC 425), Bayesian Inference and
Decision (DSC 535)
Multivariate Statistics
Decision Sciences. Applied Multivariate
Analysis (DSC 540) .
Political Science. Methods for Politics and
Policy Analysis III (PS 447G)
Psychology. Multivariate Methods in Psychol"
ogy (PSY 546)
Nonparametric Statistics
Decision Sciences. Applied Nonparametric
Statistics (DSC 530)
Mathematics. Nonparametri9Siatistics
(MTH444M)
Regression
Decision Sciences. Applied Regression
Analysis (DSC435G)
Economics. Introduction to Econometrics
(ECON 422G), Econometrics (ECON 494G,
495G)* . .
Educational Psychology. Seminar: Multiple
Regression Analysis (EPSY 507)
Mathematics. Elements of Statistical Methods
(MTHA27M), Regression Analysis and Analysis
of Variance (MTH 443M)
Psychology. Statistical and Quantitative
Methods in Psychology (PSY 513)
Sociology. Sociological Research Methods
(SOC 413G)
Sampling Techniques'
Decision Sciences. Applied Sampling (DSC
420), Applied Sampling Techniques (DSC 545)
Structural Models
Sociology. Seminar: Structural Equation
Models (SOC 507) .
Theory of Probability and Statistics
Mathematics. Introduction to Probability
Theory (MTH 447G) and Mathematical Statistics
(MTH 448G, 449G),* Theory of Estimation and
Testing Hyp6theses (MTH 581, 582, 583),*
Theory of Probability (MTH 584, 585, 586):
Advanced Mathematical Statistics (MTH 591,
592, 593)
Time Series
Decision Sciences. Applied Time Series
Analysis for Forecasting (DSC440G)
Sociology. Seminar: introduction to Time
Series (SOC 507) .
Women's Studies
636 Prince Lucien Campbell Hall
Telephone (503)686-5529
Barbara Corrado Pope, Program Director
Program Committee FaCUlty
Geraldine Moreno-Black, Anthropology, Chair
Linda F. Ettinger, Art Education
Marilyn Farwell, English
Sonja K. Foss, Speech
Leslie K. Greer, Library
Marsha E: Mabrey, Music
Randall E. McGowen, History
Ellen Seiter, Speech
Claudia Yukman, English
Participating FaCUlty
Joan R. Acker, Sociology
· Doris Renshaw Allen, Music
Jeanne E. Bader, Gerontology
Aletta A Biersack, Anthropology
Randi M. Blm, Romance Languages
Rogena M: Degge, Art Education
C. H. Edson, Educational Policy and Management
LindaF. Ettinger, Art Education
Beverly Fagot, Psychology .
Marilyn Farwell, English
Sonja K. Foss, Speech
Marion Sherman Goldman, Sociology
Jane Gutting, SchooJand Community Health
Leslie J. Hanis, Law
Sandy M. Harvey, School and Community Health
Joni Hersch, Economics
Judith H. Hibbard, School and Community Health
Carol Johansen, Planning, Public Policy
and Management .'
Miriam M. Johnson, Sociology
Stephen W.Kohl, East Asian Languages and .
Literatures ..
· Marsha E. Mabrey, Music
Mavis Howe'Mate, History
Barbara Dale May, Romance Languages
Randall E.McGowen, History
Geraldine Moreno-Black, Anthropology
Barbara Corrado Pope, Assistant Professor. BA,
1964, Hiram; MA, 1966, Iowa; PhD., 1981,
Columbia. (1976)
Marsha Ritzdorf, Planning, Public Policy
and Management .
· Mary K. Rothbart, Psychology
Ellen Seiter, Speech
Carol W. Silverman, Anthropology
Priscilla Southwell,. Political. Science
Louise Carroll wade; 'History
Edward Weeks, Planning,Public Policy and
M,anagement
Louise Westling, English
Virpi Zuck, Germ,antc Languages and Literatures.
Undergraduate Studi.es
The Women's Studies Program offers students
anopportunityto learn about the past and
present achievements and experiences of
women and to understand more clearly the
decisive role that gender has played and
continues to play in all human societies. .
'The program is administeredbyacommittee of
faculty and student members appointed by the
dean of the College of Arts and Sciences. The
program is interdisciplinary, and courses are
taught in many areas of study: anthropology,
art education, counseling, economics, educa-
tion, English, history, literature, political science,
psychology, school and community health,
sociology, and speech, among others.
Women's Studies 145
Any student may take Women's Studies
courses. Some students may want to take only
a few courses in order to complement the core
curriculum of their majors, Others choose to
fulfill the 24-credit requirement for either a
certificate or a minor in Women's Studies. Most
Women's Studies courses.do not have prereq-
uisites, and Introduction to Women's Studies
(WST 101) is a social science group-satisfying
course. In addition, three Women's Studies
courses-Introduction to Women's Studies
(WST 101) and History of Women in the United
States (WST 333, 334)-comprise a social
science cluster. For more information, see
Group Requirements in the Registration and
Academic Policies section of this bulletin.
The integrative Seminar (WST 407) is designed
for upper-division undergraduates and
graduate students. Thiscourse examines
various feminist research issues. It can be taken
only once for credit.
Preparation. No specific high school prepara-
tion is necessary. Transfers to .the University
from other colleges may apply up to 9 credits
of Women's Studies courses to either the
certificate or the minor program.
Careers.Since women comprise more than half
of the population, an understanding of their
experiences, abilities,and needs is an assetto
careers in such fields as education, soCial
service, government, business, law, the minis-
try,journalism, counseling, health, arid child
care. In addition, a Women's Studies back-
ground can be used as a basis for entering a
growing number of graduate programs which
emphasize the study of women or gender.
Certificate Requirements
A Certificate in Women's Studies may be
granted to students who complete 24 credits in
courses approved by the Women's Studies
Committee. The 24 credits must include
Introduction to Women's Studies (WST 101),
Practicum (WST 409), and either Seminar (WST
407) or History and Development of Feminist
Theory (WST 412). No more than 6 credits of
Reading and Conference (WST 405) and
Practicum (WST 409) may be counted toward
the certificate. In addition, students must take
at least 6 credits of Women's Studies courses
in an academic group-arts and letters, social
science, science-other than that in which their
major lies. Forexample, an English major must
take at least two Women's Studies courses
offered by departments outside of:the arts and
letters group.
Minor Requirements
The minor in Women's Studies requires 24
credits including at least 12 WST credits and at
least 9 credits chosen from cross-listed upper-
division coursesoffered by other departments.
(See list under Courses in Other Departments
below. Other courses may qualify; check with
the Women's Studies Program office for details.)
Introduction to Women's Studies (WST 101) is
required, and candidates for the minor are
strongly urged to take Seminar (WST 407) or
History and Development of Feminist Theory
(WST 412). No more.than 6 credits of Reading
and Conference (WST 405) and Practicum
(WST 409) may be counted toward the minor.
No more than 9 credits may be taken on a
passino pass (PIN) basis. Courses applied to
146 Women's Studies
a major may not count for a minor. At least
15 credits must be taken at the University of
Oregon. Students may substitute a Women's
Studies minor for one social science cluster to
apply toward University group requirements.
Students may receive both a minor and a
certificate if they satisfy the requirements
of both.
Students must consult the director well in
advance of graduation fortranscript evaluation.
In order to be eligible for the certificate or
the minor, students must complete all
degree requirements and a major in another
department.
Graduate Studies
An individually designed interdisciplinary
master's degree program with a focus on .
women's studies may be arranged through the
Graduate School by combining existing
graduate-level courses in three departi")1ents.
Graduate students may also earn a Certificate
in Women's Studies.
Courses in
Women's Studies (WST)
Lower-Division Courses
101 Introduction to Women's Studies (4) Interdisci-
plinary investigation of the status and contribution of
women connects the public is~ues raised by the
feminist movement with the personal experiences of
women.
199 Special Studies (1-3R)
200 SEARCH (HR)
Upper-Division Courses .
333, 334 History of Women In the United States I,
11(3,3) Surveyof the diverse experiences of American
womeri from Colonial times to the present. 333: 1600
to 1870. 334: 1870 to the present.
400 SEARCH (1-3R)
405 (M) Reading and Conference (Arr,R)
407 (M) Seminar (Arr,R) A recent topic is Feminist
Research Issues. R when topic changes.
408 (M) Workshop (1-3R)
409 (M) Practlcum (Arr,R)
410 (M) Experimental Course (Arr,R)
412 (M) History and DeveloPlllent of Feminist
Theory (3) Theories of oppression and liberation of
women in America and Europe. Emphasis is on
20th-century theories.Preraq: WST 101 or SOC 216;
Courses in Other Departments
See descriptions under appropriate depart-
ments.
Anthropology. Exploring Other Cultures:
Women and Culture I (ANTH 310), Exploring
Other Cultures: Women and Culture II (ANTH
310) '.
Art Education. Women and Their Art (ARE 412)
Educational Policy and Management. Educa-
tional History of American Women (EDPM 472G)
English. Introduction to Women Writers
(ENG 260), Studies in Women and Literature
(ENG 498G)
French. Modern Women Writers (FR 425G),
Autobiographical Writings by Women (FR 427G)
History. Perceptions and Roles of Women from
the Greeks through the 17th Century (HST 331),
Women and Social Movements in Europe from
1750 to the Present (HST 332)
Political Science; Women and Politics
(PS 435G)
Psychology. Psychology of Sex Differences
(PSY 425M)
Scandinavian. Readings inTranslation: Scan-
dinavian Literature and Society (SCAN 353)
Sociology. Introduction to the Sociology of
Women (SOC 216), Sociology of the Family
(SOC 423G), Social Psychology of the Family
(SOC 424G), Issues in Family Sociology (SOC
425G), Women and Work (SOC 449G), Sociol-
ogy of Women (SOC 455G), Sex and Identity:
Theoretical Perspectives (SOC 456G), Sociol-
ogy of Social Welfare (SOC 467G)
Spanish. Spanish Women. Writers of the 20th
Century (SPAN 440G)
Telecommunication and Film. Film Directors
arid Genres: Women Filmmakers (TCF 495G),
Film Directors and Genres: Women and Melo-
drama (TCF 495G)
147
Preparatory Programs
and Special Studies
Preparatory
Programs
The undergraduate preparation for the fol-lowing professional or graduate programs
may be completed atthe University of Oregon.
Some of the programs simply require a
bachelor's degree for admission, while others
require specific undergraduate courses. In all
cases, the interested student should consult
appropriate University advisers. The Office of
Academic Advising and Student Services
assists students in the selection of courses, the
timing of graduate admission tests, and other
aspects of the application process.
Engineering, Preparatory
122 Science I
Telephone (503) 686·4226 or -4787
Russell J. Donnelly, Preengineering
Director
Sandra L. Hill, Advising Coordinator
Graduates with bachelor's degrees in engineer-
ing are in great demand in our technological
society to solve practical problems by the
application of physical science principles and
mathematics. While it is sometimes difficult to
define the difference in outlook between a
career in one of the physical sciences, e.g., .
physics or chemistry, and a career in engineer-
ing, engineering solutions to problems are
usually much more influenced by practical and
E1conomic considerations.
There are two academic phases in earning a
bachelor's degree in an engineering field:
(1) preengineering is the firsttwo to three years
of course work before admission to a profes-
sional engineering program and (2) professional
engineering is thelasttwo years of course work
at aschool of engineering leading to a bachelor
of arts or bachelor of science degree in en-
gineering. Engineering graduates may become
licensed professional engineers after four years
of employment in their field of specialization and
successful completion of state license examina-
tions.
The University of Oregon offers a preengineer-
ing program for students wanting to complete
their first two to three years of study at a liberal
arts university before transferring to a school of
engineering. Details are contained in the
Student Guide for Engineering Preparation at
the University of Oregon Including the 3/2
. Program with Oregon State University, available
from the preengineering director.
High School Preparation, Students interested
in an engineering career are urged to complete
as much mathematics and science as possible
in high school. If at all possible four years of
high school mathematics (including advanced
algebra, trigonometry, and elementary func-
tions) should be completed in order to begin
calculus in the freshman year atthe University.
Science courses in physics and chemistry are
strongly recommended.
Preengineering Requirements
The following requirements are designed for
students planning to transfer into the Oregon
State University (OSU) College of Engineering.
Detailed requirements are specified in the OSU
School of Engineering Advising Guide, available
from the College of Engineering, Oregon State
University, Corvallis OR 97331; telephone (503)
754-2833. While preengineering requirements
at other engineering schools are similar,
students should obtain a similar advising guide
from the schools of their choice.
Preengineering students should be aware that
candidates at OSU must earn a minimum of 204
credits for a bachelor's degree in engineering.
Therefore completion of the degree takes an
average of almost five years.
The University of Oregon does not offer courses
in engineering mechanics. However, Statics
(ENGR 211), Dynamics (ENGR 212), and
Strength of Materials (ENGR 213) are presently
available from Lane Community College under
an agreement by which full-time UO preen-
gineering students can take these courses on
the UO campus at no additional charge.
Prerequisites for ENGR 211 are Calculus (MTH
201) and General Physics with Calculus (PH
211), and ENGR 211, 212, 213 must be taken
in sequence. Details of registration for these
courses are available from the preengineering
director.
The Department of Physics also offers a
three-plus-two program. It allows a student to
earn a bachelor's degree in physics from the
University of Oregon and a bachelor's degree
in engineering from Oregon State University by
completing three years of study in Eugene,
followed by two years in Corvallis in the OSU
School of Engineering. Interested students
should consult the preengineering director.
Note that all required preengineering courses
must be completed with a grade of C- or better
for admission to the OSU College of Engineer-
ing. Those courses are marked with an asterisk
(*) in the sample programs.
Sample Program
The following sample prog ram is for students prepared
to begin calculus in their freshman year.
Freshman Year 46 credits
'Calculus (MTH 201, 202, 203) 12
'General Physics with Calculus
(PH 211, 212, 213) 12
'Introductory Physics Laboratory
(PH 204, 205, 206) . . . . . . . . . . . . . . . . . . . . . .. 6
*English Composition (WR 121) 3
'Introduction to Numerical Computation (CIS 133) 4
Physical.education: three activity courses' . . . . .. 3
Humanities and social science' . . . . . . . . . . . . 6
Sophomore Year 46 credits
'Calculus of Several Variables with
Linear Algebra (MTH 331, 332, 333) . . .. 12
'General Chemistry (CH 104, 105, 106) . . . .. 9
'General Chemistry Labor~tory
(CH 107, 108, 109) . . . . . . . . . . . . . . . . . . . .. .. 6
'Introduction to Modern Physics (PH 214)' . . . . .. 4
Fundamentals of Public Speaking (RHCM 122) .. 3
Humanities and social science and
communication' 12
Sample Program
The following sample program is for students not
prepared to begin calculus in their freshman year.
Freshman Year 45 credits
'College Algebra, Elementary Functions
(MTH 101, 102),' Calculus (MTH 201) 12
'General Cher'listry (CH 104, 105, 106) 9
'General Chemistry Laboratory
(CH 107, 108, 109) . . . . . . . . . . .. . .. 6
'English Composition (WR 121) 3
Fundamentals of Public Speaking (RHCM 122) .. 3
Physical education: three activity courses' . . . . .. 3
Humanities and social science' . . . . . . . . . . . . . .. 9
Sophomore Year 46 credits
'Calculus (MTH 202, 203), 'Calculus of Several
Variables with Linear Algebra (MTH 331) ..... 12
'General Physics with Calculus
(PH211,212,213)............. 12
'Introductory Physics Laboratory
(PH 204, 205, 206) . . . . . . . . . . . . . . . 6
'Introduction to Numerical Computation
(CIS 133) 4
Humanities and social science and
communication' 12
, An Oregon State University requirement.
, For graduation with a bachelor's degree, the OSU
School of Engineering requires 12 credits in humanities
courses (art history, English literature, history, foreign
language-second-year or higher, music history or
theory, philosophy, religious studies) and 12 credits in
social science (anthropology, economics, geography,
political science, psychology, sociology). Students
must complete one sequence (two courses in the same
SUbject) in humanities and one sequence in social
science.
In addition to WR 121 and RHCM 122, a third
communication course is required.
Students should take advantage of the avai lability of
Statics (ENGR 211), Dynamics (ENGR 212), and
Strength of Materials (ENGR 213) at the UO campus.
Because circumstances vary, students should consult
the preengineering director regularly.
3 PH 214 is not required in all engineering fields.
, Students not needing both of these courses should
take Calculus (MTH 201, 202, 203) as soon as
possible. They should then proceed to the next level
of required mathematics (MTH 331, 332, 333). Those
entering with some advanced algebra and trigonom-
etry may elect Preparation for Calculus (MTH 115)
instead of MTH 101, 102.
Health Sciences,
Preparatory
. 164 Oregon Hall
Telephone (503) 686·3211
MarllssG. Strange, Program Coordinator
The College of Arts and Sciences and the
College of Human Development and Perform-
ance supervise the following preprofessional
health science programs. Information on other
health-allied programs is available from the
coordinator. Professional schools often alter
admission requirements, so regular consultation
with advisers is necessary.
148 Health Sciences, Preparatory
Dental Hygiene,
Preparatory
Mark S. Kaplan, Head Adviser
The University of Oregon offers courses that
satisfy admission requirements for the Oregon
Health Sciences University (OHSU) Dental
Hygiene Program in Portland.
Completion of a two-year program (90-credit
minimum) is required prior to registration in the
Dental Hygiene Program. The following courses
satisfy basic requirements:
Survey of General, Organic, and Biochemistry
(CH 101, 102, 103)
Biology: three courses of human or animal
biology including some laboratory experience,
preferably with microscopes, 12 credits
English Composition (WR 121 and either 122
or 123)
Introductory Nutrition (HEP 252)
Personal Health (HES 250)
Fundamentals of Speech Communication
(RHCM 121)
Arts and letters: three group-satisfying courses
in addition to speech, 9 credits
Psychology as a Social Science (PSY 204)
Introduction to Sociology (SOC 201)
Social science: additional group-satisfying
electives from either Psychology or Sociology,
5 credits
Applications are available from the Registrar's
Office, Oregon Health Sciences University
School of Dentistry, 611 S.W. Campus Drive,
Portland OR 97201. Deadline for fall term
applications is March 1.
Because entrance requirements for dental
hygiene prog rams may vary, it is recommended
that students write to the schools they are
interested in for specific admission information.
.Completion of the preprofessional program
does not guarantee admission to a dental
hygiene program.
All courses required for admission must be
taken on a graded basis.
Dentistry, Preparatory
Donald E. Wimber, Predental Advisory
Committee Chair
Marliss G. Strange, Coordinator
Predental Curriculum
The University offers a predental prog ram that
satisfies the requirements for admission to the
Oregon Health Sciences University (OHSU)
School of Dentistry in Portland and to many
other accredited dental schools.
General Requirements.The 'OHSU School of
Dentistry requires that predental students
devote at least two years to their predental
education, completing a minimum of 90 credits,
of which 80, inclUding all of the predental
requirements, must be graded. An N(no pass)
in any other course is counted as a failing grade
in the computation of the overall grade point
index (GPI).
Students who complete 138 credits at the
University and'who expect to enter dental
school after three years and to complete the
requirements for a bachelor's degree at the
School of Dentistry should satisfy, in their
predental program, all requirements for the
degree (including general University require-
ments and requirements for a major in the
College of Arts and Sciences) that cannot be
met with work taken at the School of Dentistry.
For general University requirements, see
Bachelor's Degree Requirements in the Regis-
tration and Academic Policies section of this
bulletin.
Although a bachelor's degree is not required
for admission, the OHSU School of Dentistry
and most other dental schoolS recommend that
their students complete an undergraduate
degree.
Science Requirements
The following courses are required at most
American dental schools; however, a few do not
require the complete organic chemistry se-
quence.
Mathematics (MTH 101 or above), 12 credits
General Chemistry (CH1 04, 105, 106)
General Chemistry Laboratory (CH 107, 108,
109) fulfills the quantitative analysis require-
ments of the School of Dentistry
Organic Chemistry (CH 331, 332, 333), Intro-
ductory Organic Laboratory (CH 337, 338)
Molecular Biology, Cellular Biochemistry,
Cellular Physiology (BI 291, 292, 293) with
laboratories (BI 294, 295, 296). Organic
Chemistry is a pre- or corequisite to this
sequence.
Alternatively, some predental students may
take general biology (BI 201, 202, 203). Al-
though this meets minimum admission require-
ments, the Predental Advisory Committee does
not recommend it as the sole preparation either
for dental school work or for the Dental Admis-
sions Test. This set of courses is acceptable in
the General Science major program and
prepares students for some upper-division work
in Biology. It will not, however, substitute forthe
BI 291-296 core courses required for the
Biology major. All other students should consult
their advisers on the suitability of this alternative.
General Physics (PH 201,202,203 or PH 211,
212, 213) with laboratories (PH 204, 205, 206)
Admission
Predental students must realize that there is
competition for admission to the School of
Dentistry. The average grade point average
(GPA) of the entering class of 1986 was 3.01.
If the GPA is below 3.00 there is very little
possibility of acceptance, However, the Admis-
sions Committee of the School of Dentistry
makes special allowance for those students
who start off poorly but then improve substan-
tially in their predental course work..
Aptitude tests given by the American Dental
Association should be taken not later than fall
term one year before admission. Application to
take this test must be made well in advance of
the scheduled test date. A pamphlet describing
the test, giving dates and places where it will
be given, and providing application information
is available in the Office of Academic Advising
and Student Servi'ces, 164 Oregon Hall.
Three letters of recommendation are required
by the OHSU School of Dentistry, one each from
teachers of biology, chemistry, and physics. It
is important for predental students to have
references from teachers who have actually
worked with them, if the information is to be of
any value to the Admissions Committee. In large
classes, a more useful reference may be
obtained from a laboratory teaching assistant
than from the professor who gives the lectures
and may not deal personally with the student.
The evaluation should be obtained immediately
following the conclusion of a term's work.
Evaluation forms are available from the UO
Career Planning and Placement Service, 244
Hendricks Hall.
Recommended Electives. Dental schools
recommend that predental students, in addition
to completing the basic requirements listed
above, choose electives that broaden their
cultural background as well as strengthen their
scientific training. Courses in the following fields
are suggested: developmental biology, micro-
biology, genetics, physical chemistry, mathe-
matics, foreign language (completion of a
second-year course), philosophy, public
speaking, music and art appreciation, history,
economics, sociology, literature, anthropology,
and personnel management. Students are
advised to explore their own interests and
obtain the best possible general cultural
education. ThegLlidance of predental advisers
in course planning is indispensable, and their
counsel should be sought regularly.
Medical Technology,
Preparatory
Gordon J. Murphy, Head Adviser
The University offers courses leading to admis-
sion to a bachelor's degree program in medical
technology. The program includes three years
of work on the Eugene campus and one year
at the Oregon Health Sciences University
(OHSU) in Portland. The Bachelor of Science
(B.S.) in Medical Technology is awarded by the
OHSU to those whose fourth year is completed
in Portland.
Requirements
Minimum admission requirements to medical
technology training at the OHSU School of
Medicine are three years of college work,
including 24 credits in biology which must
include a course in bacteriology; 24 credits in
chemistry, including One full year of a general
college chemistry course with lectures and
laboratories; a course in organic chemistry or
biochemistry; and one term of college mathe-
matics. A course in physics is strongly recom-
mended.
During the three years on the Eugene campus,
the student must satisfy both of the following
requirements.
1. All general University degree requirements
for majors in professional schools, including
writing, health, and group requirements that
cannot be satisfied with work taken at the
School of Medicine
2. The science requirements for admission to
the fourth-year program at the School of
Medicine
Health Sciences, Preparatory 149
The following recommended courses satisfy the
science requirements:
General Chemistry (CH 104, 105, 106) with
laboratories (CH 107, 108, 109)
Organic Chemistry (CH 331, 332. 333) with
laboratories (CH 337, 338)
Biology, 24 credits, to include Introduction to
Bacteriology (BI 381) with laboratory (BI 383)
Mathematics. one course, MTH 101 or above
In addition, the following courses are strongly
recommended by the OHSU:
Instrumental Analysis (CH 324)
General Physics (PH 201, 202, 203) with
laboratories (PH 204, 205, 206)
One full year of college-level mathematics, 12
credits. (Two terms of calculus, 8 credits, are
required by some University major programs)
Students planning to graduate from the Univer-
sity of Oregon prior to their year of training in
medical technology must meet all general
University requirements for students in the
College of Arts and Sciences (rather than those
for majors in the professional schools) and all
special requirements for their chosen major,
with the necessary number of upper-division
credits. Students who have completed their
bachelor's degree may take their medical
technology training at most schools or hospitals
in the country that offer such a program; they
are not limited to the OHSU. .
Fourth·Year Curriculum
The curriculum for the fourth-year program at the
OHSU School of Medicine is as follows:
Fall Term 18 credits
Clinical Microbiology (MT 410) 2
Clinical Biochemistry (MT 415) 2
Hematology (MT417) 2
Medical Laboratory Technique and Theory(MT 422) 10
Clinical Immunology and Serology (MT 420) 2
Winter Term 18 credits
Clinical Microbiology (MT 411) ... 2
Pathophysiology and Medical
Terminology (MT 412) 2
Clinical Biochemistry (MT 416) 2
Hematology (MT 418) 2
Medical Laboratory Technique and Theory(MT 423) .. 10
Spring Term 17 credits
Introduction to Laboratory Management
and Personnel Supervision (MT 413) .
Pathophysiology and Medical Terminology(MT 414) . . . . . . . . . . .. . . . . . . .. . . . . . . . . . .. 2
Immunohematology (MT 419) 2
Medical Laboratory Technique and Theory(MT 424) ... ; . . . . . . . . . . . . . . . . . . . . . . 10
Clinical Toxicology and Therapeutic.Drug
Monitoring (MT 426) .
Laboratory Instrumentation and
Maintenance (MT 428) .
Admission
Completion of the required courses does not
guarantee admission; primary consideration is
given fo well-qualified applicants who are
residents of Oregon. Superior' applicants from
other states also receive serious consideration.
Applicants are expected to submit, in support
of their candidacy, four letters of recommenda-
tion, one each from faculty members in biology
and chemistry.andtwo fromother academic or
nonacademic sources. An application for
admission may be obtained from the Director
of Admissions. Oregon Health Sciences Univer-
sity School of Medicine. 3181 SW. Sam
Jackson Park Road, Portland OR 97201.
Applications are available during fall term and
are accepted until December 1forthe following
year's class. .
Medicine, Preparatory, .
William R. Sistrom, Chair, Premedical
Advisory Committee
Marliss G. Strange, Coordinator
The University offers a premedical program'that
satisfies the requirements for admission to the
Oregon Health Sciences University (OHSU)
School of Medicine in Portland as well as most
other American medical schools. The program
is supervised by the Premedical Advisory
Committee, composed of faculty members on
the Eugene campus, a physician, and the
prehealth sciences coordinator.
The varyirig admission requirements of medical
schools are listed in the publication Medical
School Admission Requirements (order forms
are available in the Prehealth Sciences Informa-
tion office, 164 Oregon Hall). Because most
students seek admission to five or six medical
schools besides the OHSUSchool of Medicine,
this book should be consulted during the junior
year.
Minimum ReqUirements
The minimum requirements for admission to the
OHSU School of Medicine and many other
medical schools can be met with the following
course 'work:
General Chemistry(CH1 04, 105, 106 or CH
204,205,206) with laboratories (CH 107, 108,
1090rCH 207, 208,209). The laboratories fulfill
the quantitative analysis requirement of the
School of Medicine
Organic Chemistry (CH 331, 332, 333) with
laboratories (CH 337, 338)
Three terms of biology covering basic concepts
of cell structure and function, developmental .
biology (embryolOgy). and genetics. Premedi-
cal students may take Molecular Biology,
Cellular Biochemistry, Cellular Physiology (BI
291, 292, 293) with laboratories (BI 294, 295,
296) to meet this requirement. Organic Chemis-
try is a pre- or corequisite .'
Altematively, some students may take general
biology (BI201, 202, 203). Although this meets
minimum admission requirements, the Premed-
ical Advisory Committee does notrecommend
it as the sole preparation either for rnedical
school work or for the Medical College Admis-
sion Test (MCAT). This set of courses is
acceptable in the General Science major
program and prepares students for some
upper-division work in Biology. It will not,
however, substitute for the BI 291-296 core
courses required for theBiology major. All other
students should consult their advisers on the
suitability of this altemative
College-level mathematics, including an
introductory course in calculus, 12 credits
General Physics (PH 201,202; 203 or PH 211,
212, 213) with laboratories (PH 204, 205, 206)
A minimum of 6 credits in Psychology, satisfying
either the social science or the science.group
requirements
Specific courses are recommendations only;
in some instances altemativecourses may be
acceptable or preferred to meet majorrequire- .
ments. Transfer students and postbaccalau-
reate studentsmay meetthe minimum require-
ments differently; they should consult their
advisers and Medical School Admission
Requirements. More detailed information on
curriculum, application procedures, and the
medical profession is available in the Prehealth
Sciences Information office, 164 Oregon Hall.
Admission
Most medical schools give preference to
students with bachelor's degrees in academic
subjects; premedicine isnotanacademic major.
Any major is acceptable to medical schools,
and recent research has demonstrated that
there is no bias against the nonscience major
In the selection process. Nor is there any
significant difference between the science and
the nonscience major in medical school
performance or in eventual selection of resi':
dency. The specific require.ments for various
majors are found in this bulletin under depart-
ment and program headings; see also the
General Science section.
A few students are admitted to medical school
at the end of their junior year, on the assumption
that credits eamed in medical school may be
transferred back to the undergraduate institu-
tion to satisfy bachelor's degree requirements
in remaining upper-division science. credits. /.
Students planning to entermedical school at
the end of their junior yearshould consult
advisers regularly to ensure that general
University and departmental major requ.ire~
ments are met. Those students mus! have
completed 138 credits at the University of
Oregon.
Competition for medical school admission has
increased markedly in the past few years.
Selection for admission is based on many
factors beyond the satisfactory completion of
minimum requirements including under-
graduate grade point averages,MCAT scores,
and letters of recommendation.
Currently, a 3.50 GPA is the national mean for
accepted applicants,and it is unlikely a
candidate with a GPA of less than 3.00 would
be accepted at most American schools.
Furthermore, courses taken to satisfy the
science requirements must be taken on a
graded basis. The pass/no pass option should
be used sparingly on nonscience courses.
Nearly all medical schools also requireappli-
cants to take the MCAT, given in early sprin@
and fall each year. Reservations for this exami-
nation must be made at least one month in
advance of the scheduled date; reservation
blanks are available in the Prehealth Sciences
Information office, 164 Oregon Hall. The office
also has a manual that describes the test and
provides practice questions and suggestions
for preparing for the test. Applicants are urged
to take the test in the spring of the calendar
year immediatelypreceding the year of admis-
sion to medical school and not later than the
fall term one year before anticipated admission.
Three to five letters of recommendation from
150 Health Sciences, Preparatory
'sciencefaculty members are generally required
by medical schools and used in the selection
process. The importance of these letters cannot
be overemphasized. The Oregon Health
Sciences University School of Medicine prefers
letters from the science faculty and from
advisers who have known a student for several
years. It is strongly recommended that premed-
ical students secure letters from instructors
immediately upon finishing courses, and that
students see advisers regularly so thatthey can
write knowledgeable recommendations when
needed.
The University sponsors an honors and service
society, the Asklepiads, for premedical students
of sophomore standing or above. Newmembers
are selected each year primarily on the basis
of academic excellence. The organization
sponsors many active programs for its own
members and other premedical students.
These include seminars and practica.
Asklepiads provides experienced premedical
students in the Prehealth Sciences Information
office to answer questions.
Osteopathic medical schools require basically
the same minimum undergraduate program. A
few schools request letters of recommendation
from practicing osteopaths.
Chiropractic medical schools require most of
the same courses, although for some the
biology requirement includes anatomy and
physiology.
Nuclear Medical
Technology,Preparatory .
Nuclear medical technology is a paramedical
specialty concerned with the use of radioactive
materials for diagnostic and therapeutic pur-
poses. The Veterans Administration Medical
Center in Portland is affiliated with the Oregon
Health Sciences University for purposes of
providing training for this rapidly growing
profession. To be admitted to the one-year
(12-month) program, applicants must have
completed a bachelor's degree witha major in
biology, chemistry, or physics. General science
majors are considered if they have completed
prerequisite science courses. Certified medical
technologists, radiologic technologists, and
nurses holding four-year degrees are also
admissible.
The Office of Academic Advising and Student
Services, in 164 Oregon Hall, has additional
information.
Nursing, Preparatory
Hilary Gerdes, Head Adviser
The University of Oregon offers courses that
satisfy. admission requirements for the Oregon
Health Sciences University (OHSU) School of
Nursing bachelor's degree program in Portland
and the Oregon Institute of Technology (OIT)
Department of Nursing in Klamath Falls. The
programs take a minimum of one year of
preprofessional work and three years.of profes-
sional training and lead to a Bachelor of Science
(B.S.) in Nursing.
A.minimum of 45 credits are required in the
prenursing program. The following course.s
must be completed as part of this 45-credit
admission requirement:
Survey of General, Organic, and Biochemistry
(CH 101, 102, 103), which includes laboratories,
or General Chemistry (CH 104, 105, 106) with
laboratories (CH 107, 108, 109)
College Algebra (MTH 101)
Introductory Nutrition (HEP 252)
The-remainder of the 45-credit requirement
should consist of courses that are part of the
graduation requirements at the OHSU or OIT,
including Introduction to Cultural Anthropology
(ANTH 120), English Composition (WR 121 and
WR 1220r 123), Introduction to Sociology (SOC
201), Psychology as aSocial Science (PSY 204,
205), Child Development (PSY 311)
Students are urged to complete University
group-satisfying courses in arts and letters,
social science, and science. Some of the
preViously named courses (e.g., in Chemistry,
Anthropology, and Psychology) may <3.lso be
applied to group requirements
Some variation in the program is possible, but
students must consult with advisers; no variation
is permitted in the chemistry, algebra, nutrition,
and credit requirements. Students must main-
tain a 2.50 GPA during the prenursing program
to be eligible for admission
Students interested in nursing who have earned
a bachelor's degree in a discipline other than
nursing may want to investigate accelerated
Bachelor of Science in Nursing programs
offeredat Case Western Reserve University,
Creighton University, St. Louis University, and
Yale University.
Admission
Completion of the preprofessional program
does not guarantee admission to the OHSU
School of Nursing or other bachelor's degree
programs inthe state. No specific preference
is given to Oregon residents.
Students usually file applications for admission
between September 1 and February 15 of the
year before anticipated matriculation; applica-
tions must be requested from the Registrar's
Office, Oregon Health Sciences University
School of Nursing, 3181 SW. Sam Jackson Park
Road, Portland OR 97201.
Students who choose to extend theirpreprofes-
sional training to two years may take courses
at the University of Oregon, which will lighten
their academic load at the School of Nursingby
completing additional graduation requirements.
This will not, however, reduce the necessary
three years spent in professional training.
Pharmacy, Preparatory
John A. Schellman, Head Adviser
The University of Oregon offers a program that
fulfills admission requirements to the Oregon
State University (OSU) School of Pharmacy in
Corvallis and to many other accredited phar-
macy schools. Students considering other
pharmacy schools should review Pharmacy
Schools Admission Requirements, available in
the Office of Academic Advising and Student
Services, 164 Oregon Hall.
The prepharmacy curriculum for the OSU
School Of Pharmacy requires 90-96 credits,
including:
General Chemistry (CH 104,105, 106 or CH
204,205, 206) with laboratories (CH 107, 108,
109 or CH 207, 208, 209)
Organic Chemistry (CH 331, 332) with
laboratories (CH 337, 338), 10 credits
Biology: 9 credits (BI 201, 202, 203 or Bl291 ,
292, 293 recommended; only one course may
be botany)
Introduction to Bacteriology (BI 381) with
laboratory (BI 383)
General Physics (PH 201,202) with laboratories
(PH 204, 205)
Calculus (MTH 201 or 207)
Introduction to Sociology (SOC 201)
Psychology as a Social Science (PSY.204, 205)
Introduction to Economic Analysis: Micro-
ecanomics(EC 201) and Introduction to
Economic Analysis: Macroeconomics (EC 202)
English Composition (WR 121 and either 122
or 123)
Fundamentals of Speech Communication
(RHCM 121) orFundamentals of Public Speak-
ing (RHCM 122)
The following are not required for admission but
are required for graduation from the OSU
School of Pharmacy. They may be completed
at the University of Oregon as well. Required
courses must be taken on a graded basis if
possible.
Arts and letters: 12 credits of group-satisfying
courses, excluding the composition and
speech courses noted above
Physical education: any three activity courses.
Required courses must be taken on a graded
basis, if possible
In addition to the required courses, students
must submit scores from the Pharmacy Admis-
sion Test and letters of recommendation from
the teaching faculty and from a pharmacist
Applications are available from the Oregon
State University School of Pharmacy, Corvallis
OR 97331; telephone (503) 754-3725. Gener-
ally, the application deadline for the fonowing
fall term is late winter term.
Registered Nurses,
Bachelor's Degree for·
The University of Oregon offers prerequisite
nonnursing Courses for Registered Nurseswho
seek admission to the bachelor's degree
program at the Oregon Health Sciences
University (OHSU) in Portland or the Bachelor
of Nursing program at the Oregon Institute of
Technology in Klamath Falls. These prerequi-
sites and group requirements are the same as
those outlined for the prenursing student.
For information regarding admission require-
ments and nursing courses at the OHSU,
consult Sandy Houglan, Assistant Dean for
Undergraduate Student Affairs, Oregon Health
Sciences University School of Nursing, 3181
S.w. Sam Jackson Park Road, Portland OR
97201.
WieHE Programs in the Health Sciences 151
Veterinary Medicine,
Preparatory
Gordon J. MurphY,Head Adviser
The University 'of Oregon has no program of
studies specifically designed for preveterinary
students, However, students on the University
of Oregon campusmay plan a schedule of
preprofessional courses that satisfy the
academic requirements for admission to the
Tri-State Program in Veterinary Medicine
(offered jointly by Oregon State University,
Washington State University, and the University
of Idaho) and for most United States schools of '
veterinary medicine,
WieHE Programs
in the Health Sciences
The Western Interstate Commission for Higher
Education (WICHE) Student Exchange Pro-
grams haVe been developed to help students
in the western United States obtain access to '
fields of professional education that are not
available in their home states, Oregon's partici-
pation in WICHE enables qualified resident
students to apply for assistance in the programs
described below while attending institutions in
any of the 13 participating WICHE states,
Assistance under these programs enables
students to pay only the resident tuition and fees
at state-supported institutions and reduced
tuition and fees at independent institutions,
Students must make application and obtain
certification as Oregon residents prior to
October 15 of the year preceding the academic
year of anticipated enrollment. WICHE certifica-
tion does not guarantee admission, Additional
information and forms for application and
certification may be obtained from the Certifying
Officer, WICHE, PO Box 3175, Eugene OR ,
97403, or in 111 Susan Campbell Hall on the"
UO campus; telephone (503) 686-5793,
Additional information concerning the WICHE
programs described below is available from the
Office of Academic Advising and Student
Services, 164 Oregon Hall, University of
Oregon, Eugene OR 97403,
Occupational Therapy, Prepa~atory
Barbara Nicholls, Head Adviser
The University offers courses that satisfy the
requirements for admission to Uriited States
schools of occupational therapy, Students may
apply to transfer into bachelor's degree pro-
grams aftertwo or three years of undergraduate
study or enter master's degree programs after
graduation, Because of variations in program
requirements, students should consult advisers
early and often,
Communication with the school proposed for
transfer is also recommended, Bachelor's
degree programs usually require under"
graduate work in the biological or physical
sciences or both, in English, psychology, and
sociology, Some also require such subjects as
art, education, drawing and design, and
speech,
Practicum experience is strongly recommended
for purposes of clarifying career goals and
consulting with a practitioner who has current
information about the profession, Many schools
consider the practicum an integral part of the
undergraduate preparation,
Practicum credit is arranged through the Office
of Academic Advising and Student Services,
164 Oregon Hall,
Graduate programs leading to a certificate of
proficiency or a master's degree require the
same preparation as the transfer programs, as
well as a working knowledge of at least three
manual and recreational skills and course work
in drawing and design, music appreciation,
speech, and woodworking, Applicants to most
graduate programs must submit scores from
the Graduate Record Examination (GRE)
General Test.
Both transfer and graduate programs require
three letters of recommendation from under-
graduate teachers, counselors, or employers,
The only occupational therapy program in
Oregon is at Pacific University in Forest Grove.
Theprogram requires 24 months ofstudy
leading to a Bachelor of Science in Occupa-
tional Therapy,
Individual inquiries are welcomed by the
American Occupational Therapy Association,
1383 Piccard Drive, PO Box1725, Rockville MD
20850,
Optometry, Preparatory
Marliss G. Strange, Head Adviser
The University offers courses that satisfy
admission requirements for 16 United States
scbools and colleges of optometry, Although
specific requirements vary,all.schools em-
phasize mathematics, general physics, general
chemistry, and biology, Some require additional
courses in organic chemistry, psychology,
social science, Iiterature,philosophy, statistics,
English, and foreign languages,
All applicants musttakethe Optometry Admis-
sion Test (OAT), usually given in fall and spring,
Applicants must also submit letters of recom-
mendation from science instructors.
Practicum opportunities are available to stu-
dents who want experience observing optome-
trists at work.
Address inquiries to American Optometric
Association, 243 N, Lindbergh Blvd" St. LOttis
MO 63141.
Pacific University in Forest Grove, Oregon, a
private school; Southern California College
of Optometry; and University of California,
Berkeley, participate in the WICHE program,
Physical Therapy, Preparatory
Barbara Nicholls, Head Adviser
The University offers a prephysical therapy
program that satisfies requirements for admis-
sion to most United States schools of physical
therapy, Students may choose either to
(1) obtain a bachelor's degree, simultaneously
fulfilling requirements for entrance into a
physical therapy certificate or master's degree
program, or (2) transfer to a school of physical
therapy after comptetion of physicattherapy
prerequisites at the University of Oregon, The
latter would entail a transfer to a bachelor's
degree program in physical therapy,
Requirements. Students planning to obtain a
bachelor's degree at the University should
declare their majors relatively early so that
physical therapy option requirements can be
fulfilled within a chosen major, No specific major
is required for most postbaccalaureate pro-
grams if certain course work is completed;
however, because considerable physical
science background is required for admission,
students usually choose a compatible major.
Those students planning to transfer after their
sophomore year must fulfill virtually all of the
physical therapy requirements within their
lower-division work, They must also meet
lower-division graduation requirements of
the specific school to which they apply for
admission.
Most schools require 12 credits each of general
biology, general chemistry, and general physics
and 6 credits each of human anatomy and
human physiology (including laboratories in all
science courses), In acjdition, many schools
require course' work inabnormal psychology,
developmental psychology, and statistics,
Letters of recommendation from faculty mem-
bers may also be requested,
Practicum experience is strongly recommended
for purposes of clarifying career goals and
consulting with a practitioner who has Current
information about the profession, Many schools
consider the practicum an integral part of the
undergraduate preparation.
Practicum credit is arranged through theOffice
of Academic Advising and Student Services,
164 Oregon Hall.
Applying for Admission. Applications to
physical therapy programs are made during fi3.11
term one year in advance of expected enroll-
ment. Most application deadlines are in early
winter; selections are made in March and April
for the follOWing fall. Application for WICHE
certification must be completed by October 15
of the year preceding, admission,
Most schools of physical therapy do not accept
students with grade point averages below 3,00.
Furthermore, reGent competition for admission
has caused the mean grade point average for
the accepted student to rise above this level.
Currently, the only physical therapy program in
'Oregon is amaster's degree program at Pacific
University in Forest Grove, In addition to the
subjects named above, the program requires
one computer and information science course,
8 credits in organic chemistry, and Community
Health Problems (HEP 353).
For more information on physical th~rapy:
students may write to the American Physical
Therapy Association, 1111 N, Fairfax Street,'
Alexandria VA 22314,
Podiatry, Preparatory
Marllss G. Strange, Head Adviser
The University offers courses that satisfy
admission 'requirements for the six accredited
colleges of podiatric medicine in the United
States,
Information on the specific requirements, on the
, Medical College Admission Test, and on
careers in podiatry is available in the Office of
Academic Advising and Student Services, 164
Oregon Hall. For further information, students
152 Law, Preparatory
may write to the American Podiatry Association,
20 Chevy Chase Circle NW., Washington DC
20015. '
California College of Podiatric Medicine, in San
Francisco, participates in the WICHE program.
Law, Preparatory
164 Oregon Hall
Telephone (503) 686-3211
Jack W. Bennett, Academic Counselor
, 201 Law Center
Telephone (503) 686-3846
Marilyn M. Bradetlch, Admissions Director
In general, all major law schools require that
applicants for admission have a bachelor's
deg ree. They do not, however, .require specific
undergraduate majors or prescribe a specific
prelegal curriculum. Law schools suggest that
prospective students choose 'majors that
pr?vide education in broad cultural fiEMs, which
onent students to the general societal
framework within'which our legal system has
developed.
Whatever the undergraduate major, prelaw
students should place considerable emphasis
on the deveJopment of skillsin English compo-
sitionand communication and on acquiring the
ability to read with understanding, to think
logically, and to perform.research and analysis
competently. Many law schools advise against
a large concentration of courses in vocational
training areas.
The University of Oregon School of Law recom-
mends the follOWing courses for student
consideration. They are not required for admis-
sion, nor do they substitute for a broad, well-
developed educational background.
English Composition (WR 121, 122, 123),
Expository Writing (WR 216) •
Introduction to Economic Analysis: Micro-
economics (EC 201), Introduction to Economic
Analysis: Macroeconomics(EC 202), and
300-level Economics courses
History ofthe United States (HST201, 202, 203)
Introduction to Financial Accounting I (ACTG
221) andlntroducti\ln to Management Account-
ing (ACTG 260) ,
Elementary Logic (PHL 221) and Social and
Political Philosophy (PHL 307; 308, 309)
English History (HST 304, 305, 306)
Political Theory (PS 430, 431, 432)
Literature and additional English composition
courses
Some courses in psychology arid sociology are
recommended
All accredited law schools inthe United States
require their applicants to submit scores from
the Law School Admission Test (LSAT). The
examination is given in October, December,
February, and June; registration forms are
available in the Office of Admissions in the Law
Center and in the Testing Office, 238 Student
Health Center (1590 East 13th Avenue), and
must be mailed a month in advance of the
testing date. For those planning toattand law
school immediately upon graduation, it is
recommended that the examination be taken in
the spring of the junior year or atthe earliest
possible date in the senior year. The test may
be repeated, but most law schools average
scores. The Center for Academic Learning
Services (1 08 Library) offers moderately priced
review courses each term. .
Each law school has its own admission criteria.
The primary predictors of admission are the
LSATscores and grade point averages. Various
subjective factors are also considered. Students
should use the pass/no pass option with'
restraint. They should expect to provide letters
of recommendation and statements of purpose.
Further information about prelegal study and
law school admission is contained in the Prelaw
Handbook, available at the Office of Academic
Advising and Student Services, the School of
Law admissions office, and campus bookstores,
Students who want additional information or
assistance should inquire at Prelaw Advising
Information, 164 Oregon Hall, and consult the
admissions director of the School of Law,
University of Oregon. Each fall and spring the
Office of Academic Advising and Student
Services arranges workshops for students,
interested in preparing for law school.
Library Science,
Preparatory
The best preparation for graduate training in '
library science is a liberal arts undergraduate
education with a strong concentration in one or
more majors. No specific major is required for
admission, but many programs recommend
competence in foreign languages and a
grounding in computer science.
The state of Or~g6n participates in a WICHE
contract with six western graduate programs:
the Universities of Arizona, Hawaii, Washington,
California at Berkeley, and California at Los
Angeles, and San Jose State University. See
the WICHE Programs in the Health Sciences,
Preparatory section of this bulletin for the
procedure on WICHE certification.
The Office of Academic Advising and Student
Services, 164 Oregon Hall, maintains catalog
information on the WICHE schools.
Master of Business
Administration,
Preparatory
164 Oregon Hall
Telephone (503) 686-3211
Jack W. Bennett, Head Adviser
The master of business administration program
trains graduates for high-level management
positions. Two models of preparation currently
exist. The first model is to complete an under-
graduate major in the College of Business
Administration and then enter a master's
degree program. Some schools permit transfer
credit earned in undergraduate course work to
count toward the graduate degree; many of the
more competitive programs, however, require
two years of residency and allow no transfer
credit.
The second 'model is to complete an under-
graduatemajor and degree outside the College
of Business Administration before enteringan
M,BA program. Many schools look for diversity'
of background in their applicants, and a broad
liberal arts education is considered an excellent
foundation. Students should develop analytic
skills through course work in calculus, computer
programming, and economics, and communi-
cation skills through course work in business
English, scientific and technical writing, ad-
vanced expository writing, and speech. The
~ehavioralsciences are particularly appropriate
fields of study for future managers.
For most graduate schools of business, signifi-
cant work experience and achievement are
important considerations in evaluating an
application for admission. Certain types of
experience may reflect motivation, exposure to
, practical problems, and the ability to apply'
these to a, business school education. In
evaluating work experience, one of the qualities
business schools look for is leadership potential.
An 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 extracurricular ac-
tivities, internships, and part-time, summer, or
volunteer work.
The Office of Academic Advising and Student
Services maintains a pre-M.BA information
area with catalogs, recent literature on the
profession, and information and assistance on
admission tests and procedures. Informational
workshops for students interested in the M.B.A.
are scheduled each fall and spring term in 164
Oregon Hall.
See the Graduate School of Management
section of this bulletin for information on the
University of Oregon M.BA degree programs.
Social Wor~
Preparatory
Graduate programs in social work usually
requi.rea bachelor's degree but do not specify
a major or particular course work for admission.
The best preparation begins with a broad
exposure to the social and behavioral sciences
and an understanding of the behavior of
individuals, groups, and social institutions.
~ecen.t University students admitted to training
In SOCial work have found majors in anthropol-
ogy, human services, political science, psychol-
ogy, and sociology especially appropriate in
providing the foundation for graduate study in
social work. '
Courses in foreign languages, ora! and written
communication, management, ethnic studies,
and computer science are also valuable;
professional social workers not only provide
direct services to clients but also become
administrators, supervisors, and consultants.
Practical experience in service-related activities
or employment can be important in helping the
prospective social worker understand the
opportunities, dimensions, and responsibilities
of the profession.
The Office of Academic Advisin'g and Student
Services,164 Oregon Hall, maintains a catalog
library of programs in the western United States.
It can provide students with assistance during
the application process, which generally begins
very early in the senior year or even before.
Continuing Education Off Campus 153
Special Studies
Most of the University curriculum is described
under departments and programs within
sponsoring colleges or schools. Additional
courses are available in the areas listed below.
Academic Learning
Services
Courses in Academic
Learning Services (ALS)
101 Introduction to University Study (3) Academic
orientation to the University with emphasis on critical
questioning and analytical skills. The historical
background, organizational and functional structure,
and goals and rationale for the University curriculum.
102 College Reading Skills (3) Fundamentals in
recalling, interpreting, predicting, and restructuring
nonfiction academic prose from journal articles,
monographs, and textbooks. Integration of written
materials and preparation of abstracts, critiques, and
reviews. Prereq: instructor's consent
199 Special Studlas (1-3R) R twice for maximum of
4 credits.
409 Supervised Tutoring (1-4R) Rformaximum of 6
credits.
509 Supervised Tutoring (1-4R) Rfor maximum of 6
credits.
A maximum of 12 credits in ALS courses may
be counted toward the 186, 220, or231 required
for a bachelor's degree.
For more information, write or call:
David Hubin, Director
Center for Academic Learning Services
108 Library
Telephone (503) 686-3226
Air Force ROTC
Students interested in obtaining an officer's
commission in the U.S. Air Force upon gradua-
tion may join the Air Force Reserve Officers
Training Corps (ROTC) unit at Oregon State
University (OSU). Undergraduate credits may
be earned at OSU without payment of additional
tuition and transferred to the University of
Oregon as electives. See the statement on
Concurrent Enrollment in the Registration and
Academic Policies section of this bulletin. For
more information, write or call:
Air Force ROTC
308 McAlexander Fieldhouse
Oregon State University
Corvallis OR 97331
Telephone (503) 754-3291
ArmyROTC
See Military Science.
Continuing Education
Off Campus
1553 Moss Street
Telephone (503) 686-3537
In Oregon 1 (800) 824·2714
Curt Lind, Director
Janet Burch, Off-Campus Program Coordinator
Tom Maurer, Program Coordinator, Lintner
Center
Mary Neiter, Academic Coordinator.
Off-Campus Programs, a component of Con-
tinuing Education, offers a wide range of
educational activities to students throughout
Oregon. Off-Campus Programs include the
Paul D. Lintner Center for Advanced Education,
the Off-Campus Teacher Education Program,
and the interdisciplinary degree program in
applied information management.
Paul D. Lintner Center for
Advanced Education
The Paul D. Lintner Center for Advanced
Education is a cooperative educational partner-
ship of public and private education and
Oregon's technical industries. Throughclasses
held at the Rock Creek Campus of Portland
Community College, the Center provides
advanced educational offerings to Portland-
area residents. The University of 0 regon offers'
upper-division, graduate, and professional
instruction at the Lintner Center in business
computing, computer graphics, and education.
Nondegree certificates of completion are .
availal;>le.in computers in business manage-
ment, computer graphics, business manage-
ment, computing applications, and computer-
human interface studies. The Lintner Center
also facilitates the interdisciplinary degree
program in applied information management
described later in this section.
UO resources at the Center include anon-site
coordinator, support staff, classrooms, com-
puter laboratories, and telecommunication
resources. For information on specific University
of Oregon offerings at the Lintner Center
contact:
University of Oregon Program Coordinator
Paul D.Lintner Center for Advanced
Education .
Portland Community College, Rock Creek
Campus
17705 NW Springville Road
Portland OR 97229
Telephone (503) 690-7322
Off-Campus Teacher and
Administrator Education
A special segment of Continuing Education is
its off-campus service to teachers and adminis-
trators throughout the state. Courses are offered
in local areas for both professional self-improve-
ment and credential requirements. Students are
not required to complete formal admission .
procedures or to travel to the University of
. Oregon campus in Eugene to attend classes.
Courses in teaching skills, supervision skills,
and public school administration are offered in
a variety of areas including art education,
curriculum and instruction, educational policy
and management, counseling and educational
psychology, physical education, and special
education. All courses and instructors are
approved by the UO College of Education, and
the courses apply to a number of graduate and
certification programs.
Registration for these offerings takes place at
the first class meeting. Courses can be ar-
ranged in most communities with a strong
student need; a minimum enrollment of12 is
necessary to offer a course. Communities such
as Bend, Coos Bay, Klamath Falls, Lebanon,
Medford, Myrtle Creek, Portland, Redmond;
Roseburg, and Salem have actively participated
in the Off-Campus Teacher Education Program.
University of. Oregon credit may also be
arranged for community-based educational
ev~nts. For details on courses and additional
information, or to place your name on a mailing
list, Contact:
Off-Campus Teacher Education Program
Coordinator
University of Oregon Continuation Center
1553 Moss Street
Eugene OR 97403
Telephone (503) 686-3537
In Oregon 1 (800) 824-2714
Applied Information
Management Program
University of Oregon Continuation Center
1553 Moss Street
Eugene OR 97403
Telephone (503) 686-3537
In Oregon 1 (800) 824-2714
Curt Line:' Program Director
Academic Committee
Linda F. Ettinger, Art Education
Paul S. Holbo, Vice-Provost, Academic Affairs
Curt Lind. ContinuationCenter
Kenneth D. Ramsing, Decision Sciences
Edward Weeks, Planning. Public Policy and
Management
.The interdisciplinary graduate program in
applied information management serves
Portland-area residents seeking to continue
their education in management, computing
applications, and a variety of specialized areas
in computing or management. Developed in
association with other institutions and area
industries and managed through the Continua-
tion Center, the coUrse of study leads to a
master of scien~e (M.S.) degree with a focus
on applied information management. The
interdisciplinary program has four content
areas and is built on the strengths of three
University departments: (1) business manage-
ment studies, offered by the College of Business
Administration, (2) computing applications,
supported by the Department of Planning,
Public Policy and Management and the Micro-
computer Laboratories Program, (3) computer
graphics, offered by the Department of Art
Education, and (4) computer-human interface
studies, also offered by the Department of Art
Education. Nondegree certificates of comple-
tion are offered in each of the content areas.
Candidates for the M.S. degree complete the
business management component, the comput-
ing applications component, and one of the
three professional specialty options.
University faculty members selected to teach in
the Program provide the same high-quality
graduate education as is offered at the Eugene
campus. The instructors are primarily research
professors interested in establish'lng new
contacts with industry and with those who have
practical field experience. In some cases,
adjunct professors provide information about
their experiences with practical applications to
balance the theoretical content of the courses.
Students are issued a personal computer at the
beginning of the program. Computer use fees
are assessed each term based on credit load.
The computer and software remain in the
possession of the student throughout the
154 Continuing Education Off Campus·
program, and they must be returned to the
University of Oregon if the student withdraws
from the program or upon completion of the
master's degree or certificate program.
The program consists of a research methods
course in addition to the following courses,
which are offered under either Seminar (507) or
Experimental Course (510) and subject to
change.
Business Management Component
International Business Marketing: International
Financial Analysis; Management ofTechnolog-
ical Organizations; Marketing Management;
selected short courses, readif!gs, and work-
shops
Computing ApplicatlonElComponent
Data Management and Analysis; Expert Sys-
temsin Business; Personal Computing in
Management; Project Management; selected
short courses, readings, and workshops
Professional Specialty
Option 1-Computer Graphics. Computer
Graphics and Design; Pacific Northwest
Computer Graphics Conference; Presentation
Graphics; Survey of Computer Graphics;
selected short courses, readings, and work-
shops
Option 2-Computer-Human Interface. Contem-
porary Issues Seminar; Educational Modeling
with Computers; Information Aesthetics; The
Thinking Machine; selected short courses,
readings, and workshops
Option 3 -Approvedprofessionalspecialty from
another institution. The admission process is
aimed at selecting students with demonstrated
potential to become responsible, effective
managers. No specific undergraduate major is
required for admission, but previous course
work in accounting, microeconomics, and
macroeconomics is recommended. Factors
considered for admission include under-
graduate grade point average (GPA), Graduate
Miller Analogies Test (GMAT), or Graduate
Record Examination (GRE) scores, professional
experience, letters of recommendation, man-
ager's endorsement, and a letter of purpose.
Admission to certificate programs does not
require a bachelor's degree, and more em-
phasis is placed on the endorsement by the
applicant's immediate supervisor and group or
division manager.
For further details and to request application
materials contact:
Applied Information Management Program
University of Oregon Continuation Center
1553 Moss Street
Eugene OR 97403
Telephone (503) 686-3537
In Oregon 1 (800) 824-2714
Foreign Study
Courses in Overseas
Centers (OCTR)
411 Oregon Studies Center In Germany (Baden·
Wiirttemberg) (12-21 R)
412 Oregon Studies Center In France (Poitlers)
(12-21R)
413 Oregon Studies Center in Japan (Waseda)
(12-21 R)
414 Oregon Studies Center In Italy (Perug/a)
(12-21R)
415 Oregon Studies Center In Japan (Aoyama
Gakuln) (12·21 R)
416 (G) International Music Education Program
(England) (12-21 R)
450 Oregon Studies Center In NOrWily (Bergen)
(12·21 R)
451 Oregon Studies Center In The Netherlands
(Nllenrode) (12-21R). . .'
452O~onStudies Center In Sweden (Linkiiping)
(12-21R)
453 Oregon Studies Center In Denmark (Copenha-
gen)(12-21 R) .'.
454 Oregon Studies Center In Spain (Seville)
(12-21R) .
455 (G) Oregon Studies Center in England (Liver- .
pool) (12-21 R) .
456 Oregon StudIes Center In China (Beijing)
(12·21R)
457 (G) Oregon Studies Center In China (Xlan)
(12-21R)
458 (G) Oregon Studies Center In Australia
(Victoria) (12·21 R)
459 Oregon Studies Center In Korea (SiJo'ul)
(12.21R)
460 Oregon Studies Center In Hungary (Szeged)
(12-21R)
461 (G) Oregon Studies In Israel (Jerusalem)
(12-21 R)
For more information, write or call:
Paul Primak, Assistant Director,
Overseas Study
Office of International Services
330 Oregon Hall
Telephone (503) 686-3206
Labor Education
and Research Center
154 Prince Lucien Campbell Hall
Telephone (503) 686-5054
Emory F. Via, Director
Faculty
James J. Gallagher, Associate Professor.BA, 1961,
California, Berkeley. (1978) .
Steve Hecker, Assistant Professor; Coordinator,
Occupational Safety and Health Project. BA, 1972,
Yale; M.S.P.H., 1981, Washington (Seattle). (1980)
. EmoryF. Via, Professor. B.A., 1946, Emory: MA, 1956,
Ph.D., 1964, Chicago. (1978) .
Marcus Wldenor, Assistant Professor. B.A., 1974,
Antioch; MA, 1976, Massachusetts. (1983)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Labor Education and Research Center
(LERC) was established at the University of
Oregon in 1977 by the Oregon Legislative
Assembly on the recommendation of the
Oregon State Board of Higher Education. It is
the only such center west of Colorado and north
of California.
The Center was founded to serve the educa-
tional and research needs of Oregon workers
and their organizations. Educational services
are provided throughout the state on an
extension basis as well as on campus.
The educational programs offered by the
Center range from short coursesto workshops,
seminars, and conferences. These are held
anYINhere in the state where there is sufficient
labor organization interest. The subject areas
offered by the Center include basic unionism,
arbitration, labor history, griev\3.nce handling,
the American political system, collective
bargaining, economic understanding, local
union administration, affirmative action, impact
of technological change, job safety and health,
labor law, work place worker participation,
communication skills, and protective labor
legislation.
The Center also cooperates with national,
regional, and state labor organizations to
provide intensive training and educational
opportunities for union members, officers, and
staffs through one-week residential programs
held on campus.
Research to learn about the problems of
working people is an essential part of the role
of LERC. Research programs are shaped in
discussions with unions and workers. Areas of
research include the prOblems of the economy
as they affect working people, such as employ-
ment, job security, and job creation; aspects of
working life, such as occupational safety and
health, affirmative action and equal opportunity,
and technological change; and special sectors
of the labor force, such as women and
minorities, public employees, and members of
particular occupations.
LERC maintains close contact with worker and
labor organization needs through its program
activities and through an advisory committee of
representatives from state and national labor
organizations. The committee meets regUlarly
to advise the faculty regarding program
activities.
The Center is a member of the University and
College Labor Education Association and the
Pacific Northwest Labor History Association.
Most of the Center's courses are offered on a
noncredit basis. However, workers participating
in LERC programs can arrange for academic
credit when appropriate conditions are met.
Full-tirnestudents at the University may be
eligible for one or more of the six courses
available directly through the Center. These
courses are limited to students who have made
acceptable arrangements for study with indi-
vidual Center faculty members; they are SUbject
to the approval of the director. The Center will
work with a student to determine how a LERC
course fits into his or her academic program.
LERC faculty members are available to students
for consultation related to the Center's interest
areas.
Inquiries should be addressed to the Labor
Education and Research Center, 154 Prince
Lucien Campbell Hall, University of Oregon,
Eugene OR 97403.
Courses Offered through
Labor Education and
Research Center (LERC)
401 (M) Research (Arr,R)
405 (M) Reading snd Conference (Arr,R)
406 (M) Supervised Field Study (Arr,R) Supervised
activity related to areas such as labor education, local
union administration, and job safety and health.
407 (M) Seminar (Arr,R) Only a few seminars can be
offered each year; recent topics are Arbitration,
Contemporary Labor Problems, Occupational Safety
and Health Issues, Protective Labor Legislation, Role
Military Science 155
of Unions in the U.S., Selected Issues in Public
Employment Relations, Unions and Politics, and
Workers' Compensation.
408 (M) Workshop (Arr,R)
410 (M) Experimental Course (Arr,R) Topics include
Bargaining Simulations, Techniques of Labor Educa,
tion, and Unions and Technology.
Library
113 Library
Telephone (503) 686·3056
George W. Shipman, University Librarian
For information on Library faculty members and
services, see tbe University Library section of
this bulletin.
Courses in
Library (1.18)
Lower-Division Courses
127 Use of the Library (3) Initial training in effective
use of library,materials such as catalogs and subject
headings, indexes, abstracts, encyclopedias,dic-
tionaries, and bibliographies.
199 Special Studies '(1-3R) Introduction to general
library resources and to subject-related library
resources. Topics may inciude Business and
Economics Library Resources and Use of the Scien,ce
Library. R when topic changes. .
Upper-Division Courses.
405 (M) Reading and Conference (Arr,R)
407 (M) Seminar (Arr,R) Library resources and
bib.liographY.Topicsmay include Library Research for
Honors College Students and Library Resources in
Education. .
410 (M) Experimental Course (Arr,R)
441 (M) History of the Book (3) Development of the
book from earliest times to the present: alphabet and
scripts, manuscript books, printing, production and
distribution, relation to social conditions.
481,482,483 (M) Introductory Practice in Archives
(3,3,3)Archival practices and problems: current trends
in federal, state, local, business, church, and university
archives; archival processing and research. Prereq:
senior or graduate standing; open to juniors with
instructor's consent. K. Richard. Offered alternate
years; not offered 1987-88..
Graduate Studies
The state of Oregon does not have a program
in library science but does cooperate with the
Western Interstate Commission for Higher
Education (WICHE) to provide educational
opportunities in nearby states for OreQon"
residents. For additional information, see the
Library Science, Preparatory section of this
bulletin and inquire at the Office of Academic
Advising and Student Services, 164 Oregon
Hall.
Microcomputer
Laboratories
333 Oregon Hall
Telephone (503) 686·4231
In Oregon 1 (800) 524-2404
Curt Lind, Director
The Microcomputer Laboratories Program, a
division of the Continuation Center, serves the
entire Eugene computing community. The
intensive, interdisciplinary program offers
practical experience on Apple lie, Macintosh,
IBM, and Compaq personal computers as well
as printers, plotters, digitizers, graphics work
stations, VCRs, and projectors. Offered at
several campus sites, courses show specific
applications of computers to various areas of
study.
In addition to credit courses, the Microcomputer
Laboratories Program offers numerous non-
credit educational activities. These include the
University of Oregon Computer Camp for
students aged nin'e to 15 years, workshops in
basic computer skills for senior citizens,
courses for Universityf.aculty and staffmembers
on the use of the Macintosh and various
applications·software, and, for the Eugene
business community, such courses as Early
Bird IntroduCtion to Microcomputers in Busi-
ness, Electronic Layout and Design, Macintosh
Pascal, Computer-enhanced Photography, and
courses in Microsoft DOS, Microsoft Excel,
Lotus 1-2-3, dBase III Plus, Symphony, and
AutoCAD software.
The following credit courses are offered through
the Continuation Center Microcomputer
Laboratories Program.
Courses Offered
Lower-Division Courses
AAA 199 Special Studies (1-3R) Introduction to
Graphics Software Tools is a recent topic: R when topic
changes.
ARE 199 Special Studies (1-3R) Introduction to
Computer Graphics Applications is a recent topic.
R when topic changes.
ARE 199 Special Studies (1-3R) Basic Design
Computing is a recent topic. R when topic changes.
ARTV 199. Special Studies (1-3R) Recent. topics are
Design with Computers and Introduction to Computers
in Art and Design. R when topic changes.
BE 199 Special Studies (1-3R) Recent topics are
Introduction to Microcomputers in Business and
Microcomputers and Business Management. R when
topic changes.
CI199 Special Studies (1-3R) Recent topics are
Orientation to Microcomputers inEducation and
Personal Computers for Students. R when topic
changes.
PH 199 Special Studies (1-3R) General Physics
Cornputerlzed Tutorial is a recent topic. Rwhen topic
changes.
PPPM 199 Special Studies (1-3R) Recent topics are
Microcomputer Word Processing and Word-
Processing Applications. R whentopic changes.
Upper-Division Courses':
EDPM 407 (G)SemlniJr(Arr,R) Management
. Information Sytems is a recent topic. Rwhen topic"
changes.
PPPM 407 (G) seminar (Arr,R) Recent topics are
Journalism Applications on Microcomputers and Law
Applications on Microcomputers. R when topic
changes.
SPED 407 (G) Seminar (Arr,R) Computers for .
Handicapped Learners is a re.qent topic. Rwhen topic
changes.
ARCH 410 (G) Experimental Course (Arr,R) Ad-
vanced ComputerGraphics isa currenllopic. Rwhen
topic changes. .
ARE 410 (G) Experimental Course (Arr,R) Recent
topics are Computers in Art Education and Hi~tory of
Computer Graphics. R when topic changes.
ARTV410 (G) Experimental Course (Arr,R) Recent
topics are Advanced.Macintosh Graphics ProgrCim-
ming for Artists,Communication Graphics, Computers
in Art, and Cornputers in Art and DeSign. Rwhen topic
changes.
CI410 (G) Experimental Course (Arr,R) Recent
topics include Applications of Computers inthe
Ciassroom, Computl3r Applications in Reading and
Writing, Cornputer,Assisted Instruction, Computers in
Composition,. Computers in Elementary and Middle
School Mathematics, Fundamentals of Cornputers in
Education, Introduction to Appleworks, and Micro-
softWorks for the Macintosh. R when topic changes.
H.EP 41 0 (G) Experimental Course (Arr, R) Comput-
ers in Health Education is a recenttopic. Rwhen topic
changes.
PEP 410 (G) Experimental Course (Arr,R) Basic
Computer Programming is a current topic. R when
topic changes.
PPPM 410 (G) Experimental Course (Arr, R)
Independent StUdy on Microcomputers is a recent
topic. Rwhen topic changes.
TCF 410 (G) Experimental Course (Arr,R) Video
Computer Graphics is a recent topic. R when topic
changes.
Graduate Courses
EDPM 507 seminar (Arr,R) Recent topics are
Analytical Problem Solving in Education and Micro-
computers and Educational Management. R when
topic changes.
ACTG 510 Experimental Course (Arr,R) Data
Management and Analysis is a current topic. R when
topic changes.
DSC 510 Experimental Course (Arr,R) Business
Applications of Microcomputers is a recent topic.
R when topic changes. .
LA 510 Experimental Course (Arr,R) Recent topics
are Advanced Computing, Computer Project, and
Land Planning Computer Applications. R when topic
changes.
PPPM 510 Experimental Course (Arr,R) Recent
topics are Computing for Public Administrators and
Macintosh Computer Applications for Planning, Public
Policy and Management. R when topic. changes.
For more information on the Continuation
Center, see that section of this bulletin.
Military Science·
1679 Agate Street
Telephone (503) 686-3103 or ·3104
Robert L. Gragg, Department Head
Faculty
Michael H. Abel, Assistant Professor; Major, U.S. Army.
B.A., 1973, Brigharn Youn~;M.A., 1981, Southern
California. (1986)
Richard C. Edwards, Assistant Professor; Captain,
U.S. Army. BA,1978, Calijornia State, Long Beach.
(1985) .
Wayne D. Finnell, Assistant Professor; Captain, U.S.
Army. B.S., 1977, Washington (Seattle); M.B.A., 1981,
Puget Sound. (1985)
Robert L. Gragg, Professor; Lieutenant Colonel, U.S.
Arrny. B.S., 1964, Oregon; M.A., 1975.Kansas. (1986)
Howard D. Lynn, Assistant Professor; Captain, U.S.
Army. BA, 1981, Columbia College, Missouri. (1985)
Russei W. Peacock, Assistant Professor; Major, U.S.
Army. B.8., 1973, Nevada, Reno. (1984)
Special Staff
David Cavender, Principal Drill Instructor; Master
Sergeant, U.S. Army. (1984)
William A. 'Evans, Commandant of Cadets; Sergeant
Major, U.S. Arrny. (1.987)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of Military Science is organized
as a reg'ularinstructional division of the Univer-
sity. The Department offers four years of Military
Science courses divided between lower and
upper division. These courses are elective and
are open to all regular students at the University.
Curriculum
The curriculum is an interdisciplinary course of
study designed to meet the following objectives:
1. To provide a general knowledge of the
historical development of the United States
Army and its role in support of national
objectives
2. To provide a working knowledge of the
general structure of the Army and how the
156 Military Science
various components operate as a team
3. To develop an understanding of professional
ethics
4. To improve communications skills
5. To develop practical leadership skills
Lower Division. The lower-division courSeS are
normally 1 credit each. They provide a basic
framework for future courses and emphasize
basic military terms, leadership, organization,
and equipment. .
Upper Division. The upper-division courses
are normally 3 credits each. They provide
advanced leadership, tactics, and ethics
education. A minimum of one written project is
completed each term.
Extracurricular Activities
The Department supports the activities of a
number of cadet organizations such as drlll
team, rifle team, and, for those interested in
outdoor activities and individual skills, marauder
(ranger) training. Participation in such activities
does not Carry University credit.
Courses in
Military Science (MIL)
Lower-Division Courses
121,122,123 Military ~clel)Ce I (1,1,1) Introduction
to the military; land navigation; fundamentals of
leadership; first aid.
199 Special Studies (1-3R)
221, 222, 223 Military Science 11(1,1,1) Role of the
Army; introduction to military structure and organiza-
tion; small-unit leadership and tactics.
Upper-Division Courses
321,322,323 Military Sciimca III (3,3,3) Applied
leadership experience; applied small-unit tactics and
military communications; advanced land navigation.
405 Reading and Conference (Arr,R) Supervised
individualized study covering portions of MIL121, 122,
123;221,222,223;321,322,323; or411, 412, 413.
Totalcredit earned in these sequences and in MIL 405
may not exceed 24 credits.prereq:instructor's
consent. .
410 Experimental Course (Arr;R)
411,412.413 Military Science IV (3,3,3) Staff and
command functions in the military; leadership,
professional ethics; military justice.
The U.S. Armysupporls Reserve Officers
Training Corps (ROTC) programs at colleges
and universities throughout the country. Stu-
dents who take Military Science courses may
also participate, by contractual arrangement
with the Department of the Army, in the process
that leads to a commission as a second
lieutenant in the U.S. Army. During the period
of enrollment in the advanced phase of training
leading to a commission, each cadet must take
War and the Modern World (HST 216)". Courses
in human behavior management and written
communication are also required. These
courses satisfy group requirements for a
bachelor's degree.
The Army sponsors two-,three-, and four-year
scholarships. These are awarded by the Army
on a competitive basis to studentswho seek a
commission. Those interested in pursuing a
commission or scholarship or both should write
or call:
U. Col. Robert L. Gragg
1679 Agate Street
Eugene OR 97403
Telephone (503) 686-3103 or -3104

158
School of Architecture
and Allied Arts
109 Lawrence Hall
Telephone (503) 686-3631
Wilmot G. Gilland, Dean
George M. Hodge, Jr., Associate Dean
The School of Architecture and Allied Artsoffers opportunities for study in the history,
theory, teaching, and practice of the arts as well
as professionai education in architecture,
interior architecture, landscape architecture,
andurban planning and public policy. Approx-
imately 9 percent of the students on the Eugene
campus are enrolled in the School's Architec-
ture,Art Education,Art History, Fine and
Applied Arts, Landscape Architecture, and
Planning, Public Policy and Management
Departments, and in the graduate Historic
Preservation Program. A special aspect of the
School is the extensive involvement of students
in studio settings in the arts and in environmentai
design. This opportunity promotes the direct
exploration of ideas and development of
speculative thinking through visual means. The
School also has a long tradition of expecting
high-level student initiative and responsibility in
seeking a significant university education.
Admission, major requirements, and course
offerings are described in detail in the de-
partmental sections that follow. Freshmen and
transfer stUdents must meet University require-
ments for admissiol1 to the School of Architec-
ture and Allied Arts. All previous work being
submitted for transfer credit must be approved
by the major department. Students are assisted
in developing their programs of study by
advisers from the department to which they
have been admitted.
Many courSes are open to nonmajors, especially
in Fine and Applied Arts and in Art History. Arts
and Sciences premajors interested in exploring
programs in the School should seek advice from
the dean's office on integrated general studies
programs. Availability of some courses varies
with student demand. Nonmajors should
consult the Time Schedule of Classes issued
each term and inquire at the offices of depart-
ments offering the courses in which they want
to enroll. .
All departments offer studies leading to
graduate degrees. Specific information about
these programs is found under departmental
headings and in the Graduate School section
of this bulletin.
Facilities
The School of Architecture and Allied Arts is
housed principally in Lawrence Hall. Facilities
include a branch of the University Library,
administrative and departmental offices, and
most of the faculty offices and studio spaces.
Some offices and studios are located in other
buildings as well as in the area immediately
north of the Millrace.
For studio courses, the School provides desks,
easels, and other major equipment not normally
available to the individual. Students supply their
own instruments and course materiais. StUdent
work may become the property of the School
unless other arrangements are approved by the
instructor.
Research and
Creative Work
The diversity of programs in the School leads
to a similarly wide range of scholarly actiVity
and creative endeavor on the part of its faculty :
Those teaching in the environmentaldesign and
planning fields are encouraged to be active in
professional practices, to engage in design
competitions, and to develop theoretical
studies. Faculty members in the arts participate
in invited gallery shows and exhibitions at the
regional and national levels, and four have
received the Governor's Arts Award. Scholarly
work in art history, art education, planning, and
public affairs has produced significant publica-
tions and enhanced human understanding in
those fields. Research and creative work bring
together people in different disciplines of the
School. Theyalso provide linkages with scholars
elsewhere at the University and in the local
community.
The following topics illustrate the breadth of
research currently engaged in by faculty
members:
The application of ethnographic methods in art
education rese.arch
Climate-responsive and energy-conscious
designprinciples, passive heating and cooling,
daylighting, solar and wind energy research
Community economic development and diver-
sification studies
Design and production of housing including
energy-conscious design and industrial man-
agement
Microcomputer programs for teaching design
in public schools
The development and significance of commu-
nity-based arts programs
The development of company towns in America
in the lais 19th and early 20th centuries
Ecological implications of urban and regional
development
The eVolution of Mayan architecture and
urbanization
The future of the Columbia River Gorge: the
Washington-Oregon border
Housing design and construction methods for
high-quality, affordable housing
Italian velvet weaving traditions and applica-
tions for computer-driven contemporary looms
Japanese folk architecture and its lessons for
contemporary design
Nomadic art traditions of the Scytho-Siberians
Planning and policy formation for rural com-
munities faced with declining resources and
community change
.Rural and cultural landscape preservation
Settlement patterns of Oregon's Willamette
Valley .
Studies in Chinese art history
Studies in·garden theory
StUdies in visual continuity, motiongraphics,
and sequential imagery in film
Studies of the development of Constructivist
painting and SCUlpture in Europe in the 1920s
Theoretical principles of spatial composition
and ordering in architecture
User-assisted design methodologies and
processes including pattern languages
Visual inqUiry as a basic'mode of human
understanding .
Office of Research
and Development
Karen J. Johnson, Coordinator
The Office of Research and Development'
provides coordination for research and creative
work in the School of Architecture and Allied
Arts. It also serves as a center for external
relations, publicity, and fund raising for School
programs and activities, and it provides cen-
tralized word processing for faculty publications
and research. TheResearch and Development
Office assists in identifying funding sources and
writing grant proposals, and it provides adminis-
trativesupportfor grants received. Abullet;n of
grant and art competition opportunities is
published three times a year. In addition, the
Office maintains correspondence with alumni,
publishes the School of Architecture and Allied
Arts ReView newsletter twice a year, and
conducts such events as the annual Architec-
ture and Allied Arts Telefund.
Center for Environmental Design,
Planning, and Visual Arts Research.
Karen J. Johnson, Coordinator
The Center represents the concerns of all six
departments housed in the School and helps
coordinate the exploration of important issues
in enyironrl1ental design, the arts, and planning
and public policy. In collaboration with the
Office of Research and Development, the
Center supports the formation of faculty and
student groups wanting to work in particular
topic areas including interdisciplinary and
interinstitutional projects, and it sometimes
helps find grants for such work.
The Center is a member of the Architectural
Research Centers Consortium (ARCC) , which
was organized by United States architectural
and planning schools to arrange contracts for
Architecture 159
research by member schools and,tofurnish
research and advisory services to governmental
agencies and others, ARCC is, in turn, a
member of the National Institute of Building
Sciences (NIBS) and the International Council
for Building Research Studies and Documenta-
tion, The Center is thus able to participate
regionally in research and related activities
while obtaining up-to-date research and
technological information from a broader
community,
Regional Daylighting Center. The Daylighting
Network of North America has designated the
University of Oregon one of 15 centers for
daylighting research because of significant
research by its faculty in the areas of energy-
conscious design and analysis,
Computer Graphics Studies
Various departments in the School offer course
work in the emerging area of computer
graphics, focusing on the capability of the
computer to enhance our understanding of
communication through the formation and
manipulation of graphic symbols as well as on
studies of the simultaneous display and rep-
resentation of complex information, The Archi-
tecture, Art Education, Fine and Applied Arts,
and Landscape Architecture Departments have
been especially active in developing a School-
wide computer graphics program, A computer
graphics laboratory is located in Condon
School.
Courses in Architecture'
and Allied Arts (AAA)
Schoolwide AM courses are common to all the
disciplines of the School and are taught by
qualified faculty members from any of the
School's departments, They are listed only in
this section of the bulletin,
Lower-Division Courses
180 Introduction to Visual Inquiry (3) A studio
seminar course offering an opportunity to become
more aware of the meaning and value of visual
experienoe, Basic visualization,processes; giving form
to ideas and perceptions;reflecting on their meaning,
199 Special Studies (1-3R)
200 SEARCH (1-3R)
Upper-Division Courses
405 (G) Reading and Conference (Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) Seminar (Arr,R)
408 (G) Workshop (Arr,R)
410 (G) Experimental Course (Arr,R)
Architecture
202 Lawrence Hall
Telephone (503) 686-3656
Donald B. Corner, Department Head
Arthur W. Hawn, Assistant Department Head
Faculty
G, Z, Brown,Associate Professor (design, environmen-
tal control systems, effect of energy and material
conservation on architectural form), BA, 1964, MA,
1966, Michigan State; M,BA, 1971, Akron; M,Arch"
1974, Yale; Reg, Architect, Oregon, (1977)
Virginia Caftwright, Assistant Professor (design.
environmental control systems, architectural daylight-
ing), B,Arch" 1975, California, Berkeley; M,Arch"
1981, Oregon, (1986) ,
Ulker A. Copur, Assistant Professor (design, design
theory and methodology, historic preservation),
B,Arch., 1966, Middle East Technical University;
MArch" 1968, Oregon; PhD" 1976, Cornell; Reg,
Architect, Turkey and Europe, (1984)
Donald B, Corner, Associate Professor (design,
construction systems, housing production), BA,
1970, Dartmouth; MArch., 1974, California, Berkeley;
Reg, Architect, Massachusetts. (1979)
Howard Davis, Assistant Professor (design, housing,
vernacular architecture and urban districts). B.S.,
1968, Cooper Union; M.S., 1970, Northwestern;
M.Aroh., 1974, California, Berkeley. (1986)
Gunilla K. Finrow, Associate Professor (design,
material~ and detailing for the'proximateenvironment,
Scandinavian architecture). Dipl. Arch., 1963, Swiss
Federal institute of Technology; M.Arch., 1967, '
California, Berkeley; Reg, Architect, Oregon; I.DEC.
membership. (19?0)
Jerry y. Finrow, Professor (design, pattern language,
design process). B.Arch., 1964, Washington (Seattle);
MArch., 1968, California, Berkeley; Reg. Architect,
Oregon; Member, American Institute' of Architects,
(1968)
Donald Genasci, Associate Professor (history and
theory, urban design), B.Aroh., 1963, Oregon; Dipl. in
Urban Design, 1965, Architeoture Association; M.A.,
1974, Essex; Reg. Architect, NCARB and England
(ARCUK). (1977) .
Wilmot G. Gilland, Professor (design procedure,
creative process, form-context systems); Dean,
Architecture and Allied Arts. A.B., 1955, M.F.A" 1960,
Princeton; Reg. Architect, California, Oregon; Member,
American Institute of ArcMects. (1969)
Terrance A. Goode, Assistant Professor (design,'
spatial ordering and architectural media, design
theory). B,S., 1978, Southern California; MArch., 1980,
Princeton; Reg. Architect, New York, (1985)
Arthur W. Hawn, Professor (design, preservation,
history of t.urniture). B.A., 1961, M.A., 1964, Washington
State; IDEC. membership; FIDER Trustee. (1967)
Rosaria Flores Hodgdon, Associate Professor (urban
design, urban architecture, cultural context in architec-
ture), Dott Arch" 1946, University of Naples; Reg.
Architect, Massachusetts, (1972)
George M. Hodge, Jr., Professor (reinforced concrete
construction, prestressed concrete and earthquake
design); Associate Dean. B.S., 1949, M.S., 1950, Arch.
Eng., Illinois; Reg. Structural Engineer, Texas. (1964)
Wayne J. Jewett, Senior Instructor (furniture design
and construction, SCUlpture). B.S, 1970, M.F.A., 1972,
Wisconsin, Madison. (1974)
Lyman T. ,Johnson, Professor (design, behavioral,
technological influences in the proximate environ-
ment); Director, Interior Architecture Program, BA,
1957, M.A., 1959, California, Los Angeles; F,ID,E.C.
membership, (1966)
Ronald W. Kellett, Assistant Professor (design, media,
design process and methods), B.E.S., 1975, Manitoba;
MArch., 1979, Oregon; Reg. Architect, British
Columbia. (1985)
William Kleinsasser, Professor (design methods,
media, theory). A.B., 1951, M.F.A., 1956, Princeton;
Reg. Architect, Pennsylvania, New York, Oregon.
(1965)
Earl E. Moursund, Professor (design, spatial compo-
sition and theory, typology). B.S., 1949, Texas;
M,Arch., 1951, Cranbrook Academy of Art; Reg.
Architect, Texas. (1955)
Gary W. Moye, Associate Professor (design, theory,
historical analysis), B.Arch" 1967, Oregon; MArch.,
1968, Pennsylvania; Reg. Architect, Pennsylvania,
New York, Oregon, (1976)
Michael R. Pease, Associate Professor (design,
graphics, theory). BArch" 1969, California, Berkeley;
Reg. Architect, Colorado. (1973)
Donald L. Petlng, Associate Professor (design,
structures, historic preservation and technology).
B.Arch., 1962, Illinois; MArch., 1963, California,
Berkeley; Reg.Architect, Oregon, Washington. (1963)
James A. Pettinari, Associate Professor (design,
historical analysis, renovation and preservation).
BArch., 1966, Minnesota; M.Arch., 1970, Pennsyl-
vania; Reg. Architect, Minnesota; NCARB Certificate,
(1975)
Pasquale M. Piccioni, Associate Professor (design,
light-space-structure, cultural ecology). B.Arch" 1960,
Pennsylvania; Reg. Architect, Pennsylvania. (1968)
Guntis Plesums, Professor (design, structure systems,
Japanese architecture). B.Arch" 1961, Minnesota;
MArch" 1964, MassachusettsJnstitute of Technology;
Reg'. Architect, Oregon, New York. (1969) .
John S. Reynolds, Professor (design, relating architec-
ture, energy consumption). B.Arch., 1962, Illinois;
M.Arch., 1997, MassaChusetts Institute of Technology;
Reg. Architect, Oregon, Massachusetts, (1967)
Charles W. Rusch, Professor (microcomputer applica-
tions, visual thinking, behavioral factors), A.B., 1956,
Harvard; BArch" 1964, MArch., 1966, California,
Berkeley. (1.978)
Michael E.Shellenbarger, Associate Professor
(qesign, building technology, historic preservation).
BArch" 1960, Iowa State; M.S., 1966, Columbia; Reg.
Architect, New York; NCARB Certificate. (1971)
Glenda Fravel Utsey, Assistant Professor (design, site
specific process and skiil development, settiement
patterns). B.Arch., 1971, MLA., 1977, Oregon. (1981)
Michael D. Utsey, Associate Professor (design, visual
language, graphic projection). B.Arch" 1969, Texas;
M.EvD., 1971, Yale; Reg. Architect, Oregon, (1967)
R. Peter Wilcox, Assistant Professor (design, computer
graphics, vernacular'architecture). B.A., 1970,
Dartmouth; BArch" 1979, Cooper Union; M.Arch.,
1984, California, Berkeley. (1985) .
Adjunct
Cynthia Girling, Adjunct Assistant Professor (design,
landscape architecture, urban planning). B.E.S., 1975,
University of Manitoba; BLA., 1978, M.LA, 1980,
Oregon. (1986)
Daniel M. Herbert, Adjunct Associate Profes$or.
B.F.A., 1951. Colorado; B.S., 1954, Arch. Eng., Illinois;
Reg. Architect, Oregon. (1981)
Barbara-Jo Novitski, Research Associate, Adjunct
Assistant Professor (climate and energy considerations
in desig.n, computer graphics). B.A., 1970, California,
Santa Cruz; MArch., 1978, Oregon. (1980)
Otto Poticha, Adjunct Associate Professor (design,
architectural practice, community involvement in
physical change). B,S" 1958, Cincinnati; Reg.
Architect, Indiana, Oregon; NCARB Certificate;
Member, American Institute of Architects. (1981)
Robert L Thallon, Adjunct Assistant Professor (design,
media). BA, 1966, California, Berkeley; M.Arch.,
1973, Oregon; Reg. Architect, Oregon. (1974)
Jenny Young, Adjunct Assistant Professor (design,
programming). BA, 1970, Vassar; M,Arch., 1974,
California, Berkeley; Reg. Architect, Oregon. (1982)
Emeriti
George F. Andrews, Professor Emeritus. B.S., 1941,
Michigan; Reg. Architect, Oregon. (1948)
John L. Briscoe, Professor Emeritus (design, struc-
tures, construction). B.Arch.Eng" 1950, Oklahoma
State; NCARB Certificate; Reg. Architect, Oregon;
Member, American Institute of Architects. (1953)
Stanley W. Bryan, Professor Emeritus (design, office
practice, working drawings and specifications),
B.Arch., 1947, Washington (Seattle); MArch" 1948,
Massachusetts Institute of Technology; Reg. Architect,
Oregon, Washington, California; Member, Construction
Specifications Institute. (1955)
Philip H. Dole, ProfessorEmeritus(design, settlement
patterns, vernaCUlar); Director, Historic Preservation
160 Architecture
Program. B.Arch., 1949, Harvard; M.S., 1954. Colum-
bia; 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. Architect,
Nigeria; Member, Nigerian Institute of Architects.
(1948)
Brownell Frasier, Associate Professor Emerita. B.A.,
1921, Oregon. (1931)
Philip C. Gilmore, Associate Professor Emeritus.
B.Arch., 1948, M.F.A., 1956, Oregon; Reg. Architect,
Oregon. (1960) .
Wallace Hayden, Professor Emeritus. B.Arch., 1928,
Oregon; Reg. Architect, Oregon. (1930)
Stephen J. Y. Tang, Professor Emeritus (structural
planning, methodology, decision making). B.S., 1942,
M.S., 1944, Illinois; Ph.D., 1974, China Academy,
Taiwan; Reg. Structural Engineer, Illinois. (1969)
Note, The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Guest Lecturers and Critics. The Department
of Architecture has an extensive program of
visiting lecturers and critics who are brought to
the school from throughoutthe country and the
world each year.
Summer Architecture Academy. The Univer-
sity's Summer Architecture Academy offers
prospective students a chance to learn about
the field in an intensive six-week experience.
Workshops, lectures, demonstrations, and field
trips complement daily studio work.
Professional training in architecture, interior
architecture, and landscape architecture
requires a large commitment of time, energy,
and money, so the decision to enter a degree
prograrn should be made carefUlly. The
Academy is an excellent means of acquiring
both information and experience to make a
sound decision.
Information about the Sumrner Architecture
Academy rnay be obtained by calling (503)
686-3656 or by writing to the Summer Architec-
ture Academy, School of Architecture and Allied
Arts, University of Oregon, Eugene OR 97403.
The Study of Architecture
Preparation. Architecture is an inclusive art
and students should prepare themselves in the
following fields:
1. Social sciences
2. Natural sciences
3. Humanities
4. Fine arts
Because architecture students must be able to
read, write, and formulate abstract concepts,
preparation should also iriclude literature and
writing courses, courses and readings in
philosophy, history, poetry, and the Classics.
Students are encouraged to travel in order to
enlarge their collection of architectural images.
Architectural Education. The purpose of
studying architecture is to make alterations in
our surroundings that will enhance our experi-
ence of life. Within this broad purpose, architec-
tural study and practice begins with the task of
providing shelter and environmental protection
for activities. Because the objects wemake are
always symbols of ourculture, architecture, as
an art, atternpts to go beyond the basic provi-
sion of shelter to the creation of forms that are
inspiring, uplifting, and life enhancing.
The Department of Architecture includes the
Interior Architecture Program (see that section
of this bulletin). We believe this interdisciplinary
context of environmentally concerned fields is
important to the study of architecture, and we
are constantly looking for ways our students and
faculty members can learn from one another.
Students are expected to be committed to
learning and to work independently and
responsibly toward program and course
objectives. High standards have been set for
student performance in the Department. In the
design studio, continuous evaluation and
response are the basic learning modes.
Advanced students often work together in
courses and as collaborators with faculty
members in research investigations through
independent study courses.
Careers. Although most students prepare for
professional registration and apprenticeship
with practicing architects, others go into such
areas as community and neighborhood plan-
ning work; governmental agencies concerned
with environmental policy information, urban
planning, programming, design and irnplemen-
tation; and construction and sales in the
building industry.
Internship and Licensure. In the United States,
the titl.e Architect is legally restricted to the use
of individuals licensed by eachstate; individual
state governments license architects using'
guidelines established by the National Council
of Architectural Registration Boards (NCAR8).
NCARB guidelines for license examination
eligibility and the NCARB examination are used
uniformly by most states. Before taking the
examination, an applicant must have three
years of professional experience under a
registered architect. Some states, such as
Oregon, require participation in an Intern
Development Program in preparing for licen-
sure. Employment in the field is subject to
fluctuations caused by eCOr1omic conditions in
the bUilding and financial sectors.
Curriculum for the;
Study of Architecture
In 1982 a new curriculum in Architecture was
instituted. Students must meet thecurriculurn .
requirements published in the General Bulletin
and the Department's Advising Handbook the
year of their admission to the program. Students
needing more specific information should see
an adviser.
The professional curriculum inArchitecture has
two principal objectives: (a) the promotion of
broad inquiry into the integrative nature of
environmental issues and the development of
design skills, and (b) a detailed professional
education in architectural design. Graduates of
the program in Architecture must have com-
prehensive skills for the understanding and
design of environments on various scales-from
urban infrastructure to intimate personal space.
Accreditation. Both the bachelor of architec-
ture (B.Arch.) and the master of architecture
(M.Arch. first professional degree: Options II
and III) programs are accredited by the Natronal
Architectural Accrediting Board (NAAB).
Undergraduate Admission
Interest in the program exceeds the capacity of
the Department. Approximately equal numbers
of freshman and transfer (including change-
of-rnajor) applicants are admitted to the first
year of the B.Arch.program each year. A
smaller number of applicants from other
NAAB-accredited or -recognized feeder
programs are admitted as advanced transfers.
Prospective students should request applica-
tion packets during the fall priortothe fall term
in which they want to enter the program. Later
requests may jeopardize the applicant's ability
to fulfill application requirements by the dead-
line. The B.Arch. degree requires a five-year
program of study; transfer students should be
aware that an accelerated program normally is
not possible.
The admission review focuses on (a) creative
capability, (b) academic capability, and (c)
potential program contributionthrough diversity
of background, experience, maturity, or breadth
of general knowledge. Students are expected
to submit specific materials supporting each of
these attributes (academic records, an essay,
recommendations, and a portfolio of creative
work). Potential applicants should write to
Architecture Admissions, School of Architecture
and Allied Arts, University of Oregon, Eugene
OR 97403.
All accepted applicants must be academically
secure. To be considered, freshman applicants
must have grades and scores that meet at least
four of the following indices:
1. High school grade point average (GPA)-
3.00
2. Test of Standard Written English (TSWE) -38
3. Verbal Scholastic Aptitude Test (SAT) - 400
4. Mathematical SAT-450
5. Total SAT-950
In addition, students whose first language is not
English must score at least 550 on the Test of
English as a Foreign Language (TOEFL).
The University deadline for undergraduate
application to the Architecture program is
January 15 (see Application Deadlines in the
Admissions and Records section of this bulletin).
The deadline for completion of the departmental
application is February 1. All applicants must
meet both deadlines. Students receive notices
concerning their applications by April 15.
Residence Requirements. For transfers to
receive the B.Arch. or M.Arch. degree from the
University, the following minimum course work
must be taken in residence:
1. Design Area: four terms of architectural
design including ARCH 481, 482
2. Architecture Subject Area: 30 credits
3. General Electives: 18 upper-division credits
selected from courses offered outside the
School of Architecture and Allied Arts
(B.Arch. only)
Leave of Absence. Both undergraduate and
graduate students may interrupt their courses
of study for various reasons. In order for the
Department to plan for maximum use of re-
sources and to ·avoid the stress of overenrollc
ment, students should notify the Department of
any leave of absence and the expected date of
return. A leave-of-absence form is available in
the Department office. Returning students must
notify the Department of their expected date of
return at least two terms before returning in
order to be guaranteed access to design studio
during the academic year of their return.
Students. may renew their leave-of-absence
status, accumulating up to three years of leave.
After three years, or upon failing to complete
the leave-of-absence terms of agreement, a
student's major status may be revoked. Stu-
dents wanting to return after a three-year period
must reapply for admission to the program.
Foreign Study
Exchange Programs. Each year, a small
number of Oregon students exchange places
with students in the architecture programs at
the universities of Liverpool, England, and
Stuttgart, Germany. Eligible students are
undergraduate majors in their third year and
professional-degree graduate students who will
have a full year of study remaining after the
exchange year. Selections are made each
winter term for the following academic year.
Danish International Studies Program.
Approximately 10 Architecture and several
Interior Architecture stUdents participate in this
program each year. The program has summer,
fall, and academic-year options in Copenhagen.
Credits are automatically transferred to the
University, and financial aid is available.
Studio Abroad Program. According to interest
and opportunity, University Architecture faculty
members lead programs in various foreign
locations. Studios have been offered in Greece,
Japan, London, Rome, and Vancouver, British
Columbia.
Urban Summer. Most years a studio is located
in a West Coast urban area; previous studios
have been in Seattle, Portland, Oakland, and
San Francisco.
Undergraduate Studies
Potential applicants who have a prior four-year
undergraduate degree in any field must apply
to the graduate program (see Graduate Admis-
sion). The bachelor of architecture (B.Arch,)
program and a minor in Architecture comprise
the undergraduate programs in Architecture,
Bachelor of Architecture:
231 credits
A five-year program leads to the B.Arch.
degree, It is highly structured in the first two
years, then allows flexibility for establishing
study sequences according to individual
student interests and needs and for recognizing
diverse opportunities in the profession,
In addition to the principal objectives of the
professional curriculum listed below, the
bachelor's degree program includes require-
ments for a liberal general education, Beyond
the general University requirements for profes-
sional majors, students must complete upper-
division nonmajor course work as part of the
general elective requirement.
General University Requirements: 45 credits.
Group requirements (36 credits), English
composition (6credits), health (3 credits). Note:
Architecture majorsare required to take, as part
of the group requirements, General Physics
(PH 201, 202) and Survey of the Visual Arts
(ARH 201) or equivalents,
Malor Program Requirements: 186 credits.
See Professional Curriculum section.
Minor Requirements
The Department of Architecture offers a minor
in Architecture, subject to the following restric-
tions:
1, Students must complete the Department's
minor prog ram application and submit it with
the required academic records to the
Department of Architecture office, 202
Lawrence Hall. Applicants are notified when
their applications have been approved, The
application form includes a curriculum
worksheet with the requirements in effect at
the date of acceptance,
2, Because the Department's first obligation is
to its majors, it cannot guarantee availability
of courses for minors. Minors may register
in required courses ona first-come, first-
served basis only after the needs of majors
have been met.
3. Enrollment in each minor program is limited,
If the Department is unable to accommodate
additional students, it may suspend admit-
tance to a minor program until space
becomes available,
4, Courses required for minors are open to
other University students by instructor's
consent.
5, A mid-C or better must be earned in graded
courses, a P in passIno pass courses,
Course Requirements 31 credits
Survey of the Visual Arts: Spatial Arts
(ARH 201) , , ., ,. . . , , , , , , .. , , , , ,. 3
Fundamentals of Architecture I, II, III, IV
(ARCH 301, 302, 303, 304) 8
A minimum of three courses from anyone
of the eight subject areas "",.,."., ..... 11
Three additional upper-division architectural
history courses from the Department
of Art History, , . , , , , , 9
Graduate Studies
There are three programs of graduate study in
Architecture: Option-I, II, and III. In all three
programs, students must take 45 graduate
credits, of which 30 must be in the major and
9 must be at the 500 level. Additional require-
ments for each option are listed below,
The Option I program leads to the master of
architecture (M.Arch,) as a postprofessional
degree, This program normally takes from four
to six terms and includes up to 10 new students
each year. Applicants must have a professional
degree in architecture,
Options II and III lead to the M.Arch, as a
professional degree. Students in these pro-
grams have access to the basic professional
curriculum and all graduate-level courses in the
Department. The Option II program, which
normally takes six or seven terms, isfor students
who have a four-year nonprofessional degree
in architecture or environmental design, The
Option III program is completed in 10 terms,
and applicants must have a BA or B.S, degree
upon entering, Each year the Option II program
admits approximately 15 new students, and the
Option III program admits 30,
Architecture 161
Graduate Admission
Prospective students may receive a description
of the graduate program and a graduate
application packet by writing directly to the
Graduate Secretary, Department of Architec-
ture, The packet describes all submission
requirements (academic records, statement of
intent, recommendations, and a portfolio of
creative work). Applications should be post-
marked by February 1, prior to the fall term of
admission, Notices of decisions on applications
are mailed by April 15, Those students with
some architectural education (Option I or II)
may wantto request graduate teaching fellow-
ship (GTF) application forms,
Option I applications may be submitted at any
time, but Option I graduate students ordinarily
begin their work in the fall term,
For departmental residence requirements and
policy regarding leave of absence, see the
earlier Undergraduate Admission section,
Professional Degree
Programs: M.Arch.
Options II and III. These programs enable
people with nonprofessional architectural
degrees and people with degrees in fields other
than architecture to obtain the M.Arch, as a first
professional degree,
Option II and III students must complete the
professional curriculum with 64 credits in
design and 80 credits in subject area courses,
The Architecture graduate programs do not
have a graded credit requirement.
Graduate students must also take 45 graduate
credits for the master's degree, 30 of which
must be in the major and 90fwhich mustbe at
the 500 level.
Normally, Option II can be completed in six
terms (two academic years) and Option III in 10
terms (three and one-third academic years),
All graduate students are required to begin their
work in the fall term; the Department does not
have a late admissions program, A number of
graduate teaching fellowships (GTFs) are
available to particularly well-qualified graduate
students, These are usually awarded to second-
year Option I and II students,
For Option II, the minimum residency require-
ment is six terms. Transfer credit may be given
. to students for prior academic experience in an
accredited architecture program, Additional
courses may be required when previous Work
has been evaluated by the Department as
not comparable,
Option II and III students may substitute (at their
adviser's discretion) other appropriate courses
(such as Basic Design or Environmental
. Design) for up to 6 of the required 64 credits
in design,
Further, Option II students must complete the
follOWing requirements:
1, 9 credits in seminars
2. 6 credits in ARCH 501 research, which may
include independent technical study or
instructor-directed research
3, A departmental terminal project (design or
research)
162 Architecture
4. Residence requirements in the Design and
Subject Areas (see the earlier Re~idence
Requirements section)
Postprofessional
Program: M.Arch.
Option I. The Option I program should be
understood as an opportunity beyond that
normally offered by five-year professional-
degree architectural programs. It offers the
study of significant architectural subjects
related to faculty expertise in the following:
1. Historic preservation
2. Architectural education
3. Energy-conscious design including solar
research
4. Urban design
5. Furniture and lighting design
An Option I student is expected to develop a
personal program within an area of interest and
within the areas of faculty expertise listed
above. This individual study program culmi-
nates in an M,Arch. thesis, which synthesizes
and clearly communicates the work. For more
information, see the description of the master's
degree with thesis in the Graduate School
section of this bulletin. .
A typical M.Arch. study program focuses on one
or several significant architectural topics and
usually relies heavily on the design probe as a
study method. It draws upon professional and
general University courses, seminars, and
personal consultation with a faculty adviser.
Students should review this bulletin forcourses
taught in other departments.
Professional Curriculum
The professional curriculum is composed of
three elements: architectural design, architec-
tural sUbjects, and general electives.
Architectural Design: 64 credits
(Course numbers ending in 80-87)
The architectural design studio and its activities
are the heart of architectural education. It is the
end toward which all other course work is
aimed. The student is expected to make studied
responses to a range of real and important
considerations. These responses are to be
hierarchically integrated into a well-resolved
architectural entity that expresses intent and
meaning.
In the first studios, emphasis is on developing
the architecture content and skills necessary to
use appropriately the design tools of the field.
In later studios, emphasis shifts to mastery of
project content. In the last two studios, the
complete integration of both skill and content
is emphasized.
The design studio is a social, interactive work
place. Students are expected to work coopera-
tively on the common elements of a project. All
are expected to take advantage of the intellec-
tual and critical context provided by their
colleagues.
Design creditis earned only through participa-
tion in design studio. Up to 6 credits of land-
scape architecture or interior architecture
design studio (LA 389, 489, 589; IARC 388,486,
487) may be used to satisfy the 64-credit design
requirement.
Introductory Architectural Design Studios
Architectural Design (ARCH181, 182), two-term
studio for undergraduate majors only
Graduate Architectural Design: Option III
(ARCH 581,582), two-term studio for Option III
graduate students only
Graduate Architectural Design: Option II (ARCH
585), for Option II graduate students only
Intermediate Architectural Design StUdios
Intermediate Architectural Design (ARCH 281,
282), two-term studio for B.Arch. students only
Architectural Design Studios
Architectural Design (ARCH 380), repeatable
for credit, for professional degree students
Advanced Architectural Design Studios
Advanced Architectural Design (ARCH 481 G,
482G), two-term studio for professional degree
students
Architectural Subjects: 80 credits
The architectural subject areas are closely
coordinated with the design area, both theoret-
ically and operationally. The sUbject areas
increase knowledge and skill development in
architectural design, while the design studio
focuses on design activities. The four architec-
tural subjects are (a) general architecture,
(b) architectural design skills, (c) architectural
design content, and (d) the context of the
architectural profession. A core curricuium,
required of all majors, includes 14 credits in
fundamental courses and 36 credits in inter-
mediate-level breadth-satisfying courses. The
breadth requirement is satisfied by one ap-
proved course in each subarea except architec-
tural history, in which three upper-division
courses are required.
Following is a list of courses organized by
subarea, including those offered by other
departments in the School of Architecture and
Allied Arts. It indicates which courses are
fundamental (f) and which are for breadth (b).
General Architecture (Course numbers
ending in 01-09)
Survey courses introducing the range of
considerations and issues in architecture
f Skills and Content if) Design (ARCH 101)
f Essential Considerations in Architecture
(ARCH 102)
Architectural Design Skills
Architectural design requires proficiency in a
range of skills for documenting, probing,
anaiyzing, organizing, testing, synthesizing,
and presenting. These skills and tools include
observation and projected draWing, model
making and programming, as well as
methodologies for comprehensive design
development, research, and postoccupancy
evaluation.
DESIGN PROCESS, METHODS, AND RESEARCH
(Course numbers ending in 10-15)
Techniques for gathering and organizing
information, defining problems and oppor-
tunities, and achieving inclusive design
development. This area includes the study of
established research methodologies.
f Fundamentals of Architecture IV .
(ARCH 304)
b Design Process and Method (ARCH 311)
b Seminar: Programming (ARCH 407G)
b Research Methods (ARCH 411 G)'
Structural Planning (ARCH 412G)
Special Problems: Advanced Structural
Planning (ARCH 506)
MEDIA FOR DESIGN DEVELOPMENT (Course
numbers ending in 16-25)
Study of architectural media used in design
development. Courses focus on theory and
application, ranging from introductory to
advanced.
f Fundamentals of Architecture II (ARCH 302)
Introduction to Design Development
Media (ARCH 224)
b Descriptive Geometry (ARCH 316)
b Media for Design Development (ARCH 324)
Analysis through Recording of Historic
Buildings (ARCH 421)
b Advanced Design Development Media
(ARCH 424)
Architectural Design Content
The field of architecture is diverse in content.
The integration of many categories of knowl-
edge is crucial to successful architecture.
Subject-area courses are organized in the
following categories as a means of helping
students understand the general structure of
the field.
HISTORY AND THEORY OF PLACE-RESPONSE
(Course numbers ending in 30-39)
The understanding of and response to a
specific place, the achievement of particularity,
orientation, appropriateness, and continuity.
The recording, study, and analysis of meaning-
ful places and how they are created.
f Fundamentals of Architecture III
(ARCH 303)
Understanding Landscapes (LA 260)
b Site Analysis (LA 361)
b Settlement Patterns (ARCH 431G,
432G,433G)
Ecological Implications in Design
(ARCH 434G)
Climate Analysis for Design (ARCH 438G)
b Architectural Form and Urban Quality
(ARCH 439G)
Contemporary American Landscape
(LA 491G)
Case Studies in Historic Places and Build-
ings (ARCH 531)
HISTORY AND THEORY OF HUMAN ACTIVITY
SUPPORT (Course numbers ending in 40-49)
Accommodating the activities that are made
explicit by building programs and the needs
and desires of first users. Creating additional
spatial opportunities to ensure continued
usefulness over time.
f Fundamentals of Architecture IV
(ARCH 304)
Color Theory and Application for the Built
Environment (IARC 347)
b Social and Behavioral Factors in Design
(ARCH 443G)
Furniture and Accessories (IARC 444G)
b Essential Considerations in Architecture
and Design Synthesis (ARCH 451G)
Architecture 163
The chart below diagrams the major content BreBS of our curriculum and their relationships from the
first to the fifth year of the program. Program emphasis shifts from content and skill acquisition in
the early years to emphasis on content tor design in the laler years.
support systems in buildings. Systems of
heating, cooling, lighting, water and air supply,
waste removal, and power are studied as
organizational elements of building design.
f Fundamentals of Architecture III
(ARCH 303)
b Environmental Control Systems (ARCH
391,392)
Environmental Control Systems (ARCH 393)
Solar Heating (ARCH 491 G)·
Passive Cooling (ARCH 493G)
Seminar: Environmental Control Systems
(ARCH 507)
Daylighting (ARCH 592)
HISTORY OF ARCHITECTURE
The study of architectural developments
through time. Majors are expected to acquire
an overview of architectural history from
prehistory to the present and in-depth knowl-
edge of one or more periods. Architectural
history courses are taught by the Department
of Art History.
Breadth courses: any three upper-division ARH
courses in architectural history.
CONTEXT OFTHE ARCHITECTURAL PROFESSION
(Course numbers ending in 26-29)
The practice of architecture exists within a
broad societal context. Architecture as a
profession is considered in relation to its history
and meaning; innovative frameworks for
practice are studied in relation to legal· and
business aspects of the profession as well as
an understanding of the evolving construction
industry.
Survey of Interior Design (IARC 204)
Introduction to Landscape Architecture
(LA 225)
Introduction to Planning and Public Policy
(PPPM 301)
Practicum (ARCH 409G)
b Architectural Practice (ARCH 429G)
Office Practice, Interiors (IARC 429G)
Courses in
Architecture (ARCH)
Lower-Division Courses
101 Skillsand Content in Design (3) Fundamentals:
basic environmental design, design processes, and
design-development media. Coreq: ARCH 181.
102 Essential Considerations In Architecture (3)
Fundamentals: establishing longevity, responding to
problems and opportunities of place, maintaining
historical continuity, integrating construction, integrat-
ing services and environmental control, establishing
vitality, and achieving clarity. Coreq: ARCH 182.
Structure
Spatial Ordering
Human Activity Support
Environmental Control
Construction
Media for Design Development
History and Theory of:
Place-Re!!ponse
Design Process. Methods.
and Research
The Profession,
The Construction
Industry, and
Architectural Educalion
5
Evaluation
Point
4
b Experimental Course: Context of the Ar-
chitectural Profession (ARCH 410G)
Housing and Urban Renewal (PPPM 555)
Special Courses. In addition to cou rses in the
three major curricular areas, the follOWing
open-ended courses may be approved by the
Department of Architecture faculty as satisfying
subject or elective areas of study: Research .
(ARCH 401, 501), Thesis (ARCH 403, 503),
Reading and Conference (ARCH 405, 505),
Special Problems (ARCH 406, 506), Seminar
(ARCH 407, 507), Workshop' (ARCH 408),
Practicum (ARCH 409), Experimental Course
(ARCH 410).
independent stuqy is limited to 9 credits in
Research (ARCH 401, 501), Reading and
Conference (ARCH 405, 505), and Special
Problems (ARCH 406, 506) in fulfillment of the
subject area requirement
General Electives: 42 credits
The general elective component of the profes-
sional curriculum enables the undergraduate
major to maintain interest in general subject
areas beyond the University group require-
ments. To ensure that students continue liberal
studies beyond the introductory level, B.Arch.
students must complete 18 credits in upper-
division general electives in academic subjects
(exclusive of service and performance courses)
outside the School of Architecture and
Allied Arts.
3
Evaluation
Point
2
SKILL
CONTEXT
OF THE
PROFESSION
CONTENT
HISTORY AND THEORY OF SPATIAL ORDERING
(Course numbers ending in 50-59)
Exploring space and enclosure by study of
historic principle and imagery to achieve new
place designs that are precise, clear, and vital.
f Fundamentals of Architecture II
(ARCH 302)
Architectural Precedents and Principles
(ARCH 453G)
b Architecture as Form (ARCH 455G)
b Spatial Composition and Dynamics
(ARCH 456G)
b Types and Typology (ARCH 458G)
The Urban Building (ARCH 552)
HISTORY AND THEORY OF STRUCTURE (Course
numbers ending in 60-69)
Understandings and methods of the selection
of structure that make safe, secure environ-
ments. Developmental understandings from
those of structural form to the specific numerical
calculations of elements and connections.
f Fundamentals of Architecture I (ARCH 301)
b Introduction to Structural Theory (ARCH
365)
b Basic Wood and Steel Systems (ARCH 366)
Basic Reinforced Concrete Systems
(ARCH 367)
Structure Systems (ARCH 368, 369)
Seismic Study (ARCH 462G)
Advanced Reinforced Concrete Systems
(ARCH 465G)
Advanced Structures (ARCH 466G)
High-Rise and Long-Span Systems
(ARCH 467G)
HISTORY AND THEORY OF CONSTRUCTION
(Course numbers ending in 71-79)
Study of the nature of materials in physical and
expressive terms. The selection of appropriate
materials, systems, and techniques for con-
struction to provide safe, durable, and life-
enhancing environments. Verbal and graphic
communication within the construction industry.
f Fundamentals of Architecture I (ARCH 301)
b Materials and Processes of Construction
(ARCH 371, 372)
Materials of Interior Design (IARC 370, 371)
Design Integration and Communication
(ARCH 378)
Design Integration and Communication
Lecture (ARCH 379)
Specification Documents in Interior Design
(IARC 471G)
Working Drawings in Interior Architecture
(IARC 472G, 473G)
Preservation and Restoration Technology
(ARCH 474G)
Preservation Technology: Masonry
(ARCH 475G)
Construction Communications (ARCH
477,479)
b Construction Communications (ARCH 478)
HISTORY AND THEORY OF ENVIRONMENTAL
CONTROL (Course numbers ending in 90-99)
Study of the effects of climate on people and
the need for tempered enclosure and life-
164 Architecture
181,182 Architectural Design (6,6S) PIN only.
Design projects and exercises intended to familiarize
the student with fundamental concepts of environmen-
tal design. Students develop techniques of problem
formulation and sound bases for design jUdgments;
understanding basic design theory is stressed. Majors
only.
199 Special StUdies (1-3R)
200 SEARCH (1-3R)
224 Introduction to Design Development Media (3)
Basic media types-drawings, models, pictures, and
words-appropriate in the stages of design develop-
ment: beginnings; contextual analysis; development of
project componer\ts; development of organizational
structure; testing design proposals.
281, 282 Intermediate Architectural Design (6,6S)
PIN only. Studio projects for second-year students,
integ ration of issues of context, activity support,
materials' construction, structure, controlled environ-
ment. Continued development of skills in media,
research, and design process. Schematic concept
formation and subsequent development beyond
diagrammatic understandings. Prereq: ARCH 181,
182. Majors only.
Upper-Division Courses
301 Fundamentals of Architecture I (2) Construction:
basic concepts of construction processes and
structure and their relationship to materials. Implica-
tions for architectural design. Focus on wood and
masonry. Prereq: ARCH 181, 182 or one year of
environmental studio courses or instructor's consent.
302 Fundamentals of Architecture II (2) Spatial
ordering: architectural media. Conception and
construction of architectural spaces, from organiza-
tional aspects to material and det.ail features. Media in
design process as strategy and expression. Prereq:
ARCH 181, 182 or one year of studio courses or
instructor's consent.
303 Fundamentals of Architecture III (2) Response
to place: environmental control systems. Physical
places, processes that made them, conditions of their
existence, and factors to conSider In responding to
them. architecturally. Prereq: ARCH 181, 182 or one
year of design studio courses or instructor's consent.
304 Fundamentals of Architecture IV (2) Design
process and methods: human activity sU1Jport ..
Strategies and tools; practice-theory relationships.
Design considerations to satisfy physical, psychologi-
cal, and special requirements in spatial settings.
Prereq: ARCH 181, 182 or one year of studio courses
or instructor's consent.
311 Design Process and Method (3) PIN only.
Introduction to concepts of environmental design
strategies and tactics. Relationships between theory
and practice in traditional and emerging methods of
design decision making. Prereq: ARCH 181, 182.
316 Descriptive Geometry (3) Proof and application
of the theorems of descriptive geometry, including
fundamental views of orthographic projection,
intersections, developments, shades and shadows,
flat and cylindrical picture-plane perspective projec-
tion. Prereq: ARCH 181, 182.
324 Media for Design Development (3R) Specific
media types useful in stages of design development:
beginnings, contextual analysis, project components,
appropriate organizational structure, testing design
proposals. SUbjects vary from term to term. Prereq:
ARCH 302, instructor's consent.
365 Introduction to Structural Theory (4) Develop-
ment of the basic understanding of the behavior of
structural elements and framed systems, study of force
systems using analytic and graphic methods, strength
of materials. Prereq: ARCH 301; PH 201, 202.
366 E1aslc Wood and Steel Systems (4) Application
of mathematics and mechanics to the design of steel
and wood building structures. Anaiysis of simple
elements, connections, and systems; the relation of
structural design to architectural design. Pre((lq:
ARCH 365.
367 E1asic Reinforced Concrete Systems (4)
Structural behavior, theory and design of structural
elements and framing systems. Emphasis on one-way
systems, basic column, and footing design. Prereq:
ARCH 366.
368, 369 Structure Systems (3,3) Behavior of
structure systems and their influence on architectural
space and form; nonmathematical; creative develop-
ment of structure concepts through model construction
and observation of natural and built structures;
evolution, the inherent order, transformation of physicai
structure. Prereq:ARCH 365.
371, 372 Materials and Processes of Construction
(3,3) Introduction to the nature of materials and
building processes. 371: framed structures, wood, and
metals; 372: masonry and concrete. Influence of
construction on design decisions; historic and
contemporary exarnples; properties of materials.
Prereq: ARCH 301, 365.
378 Design Integration and Communication (5) PIN
only. Study of an existing building of architectural
significance; the bUilding's architect and affiliated
school of building; production of a set of working
drawiRgs describing the building comprehensively.
Prereq: 24 credits in desigr]; coreq: ARCH 379.
379 Design Integration and Communication
Lecture (2) PIN only. Study of the works of a recog-
nized architect, relating them to his or her common
themes and growth of ideas as well as scope, depth,
and variety of issues.
380 Architectural Design (6) PIN only. Design
projects requiring comprehensive and integrative
study. A wide range of project options. Individual
criticism, group discussions, lectures, and seminars
by visiting specialists, review of projects. Prereq:
ARCH 281, 282. Majors only.
391,392 Environmentsl Control Systems (4,4S)
Studies of sound, light, heat, moisture, air motions,
fluids, electricity; their characteristics in both natural
and people-altered states, their effects on human
behavior, the mechanical equipment by which they are
manipulated, and their influence on the environmental
design process and product. Lectures and calculation
problems. S with ARCH 393. Prereq: working knowi-
edge of algebra, trigonometry, and basic physics.
Open to nonmajors.
393 Environmental Control Systems (4S) Further
investigation of ARCH 391,392 subject matter through
the design of the control systems. Prereq: ARCH
391,392.
Note: The sequence ARCH391, 392, 393 is offered every
other year. Advanced ECS courses such as climate
analysis and design, daylighting, solar heating, acoustics,
electric lighting, electricity distribution, and HVAC
systems are offered alternate years.
400 SEARCH (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R) PIN only. Student may propose
studies in design or subject areas. Facuity approval
required.
405 Reading and Conference (Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) Seminar (Arr,R) A variety of seminars is
offered each year. Recent topics include Architectural
Programming, Architectural Publication, Design with
Climate, Multiple and Family Housing, Preservation
Technology, Seismic Studies, Solar Energy, Studies in
Architectural Context, and Studies in Organizational
Structure.
408 (G) Workshop (Arr,R)
409 (G) Practicum (Arr,R) PIN only. In-office
experience with participating local architectural and
engineering firms for selected advanced stUdents
without. prior office experience. Includes discussions
on professional practice and field trips. Cannot 'be
taken the same term as ARCH 380 or 481. .
410 (G) Experimental Course (Arr,R) Topics include
Advanced Computer Graphics; Building Codes;
Computer Graphics; Context of the Profession;
Housing in Society; Light, Color; and Environment;
Preservation and Restoration Technology; and Theory
of Urban Design.
411 (G) Research Methods (3) PIN only. Introduction
to research methodology, with special emphasis on
probl('lms in environmental research.
412 (G) Structural Planning (3) Introduction to
structurai plannin9, desiqn, and comprehensive
evaluation of bUilding deSign through conSideration of
related disciplines. The stUdy of operations"research
techniques. Prereq: ARCH 365,366,367.
414 (G) Architectural Education (3) PIN only.
Methodologies in architectural education; examination
of existing curricula and new opportunities for
curricular development.
421 (G) Analysis through Recording of Historic
E1ulldlngs (4) Field surveys and laboratory techniques
inclUding field notes, measurements, photography,
photogrammetry, written descriptions, and develop-
ment of finished drawings. Anaiysis of historic
drawings, photography, and descriptions. Prereq:
courses in media, structure, design; advanced
graduate status. Open to Historic Preservation majors.
424 (G) Advanced Design Development Media (3)
Issues in media within the stages of design develop-
ment: beginnings, contextual analysis, development of
project components, development of project organiza-
tional structure, testing design proposals. Prereq:
9 credits in architectural media.
429 (G) Architectural Practice (3) PIN only. Profes-
sional practice explored through an investigation of
diverse modes of operation together with the relation-
ships between users, clients, designers, contractors,
and regulating agencies. Visits with practitioners.
431, 432, 433 (G) Settlement Patterns (3,3,3) The
three-dimensional structuring of settlements and cities
as human responses to physical context, cultural
forces, and changing opportunities. The implication of
ideal models and utopian concepts and the realization
of place in the vernacular.
434 (G) Ecological Implications In Design (3) Study
of interrelationships: nonhuman and human enViron-
ments; tangible and nontangible systems and
consequent social,orders. Speculation concerning
viable alternatives for the architectural designer.
438 (G) Climate Analysis for Design (3) Lectures and
problems in climate analysis for design, as related to
buildings and to comfort. Prereq: ARCH 391,392 and
instructor's consent.
439 (G) Architectural Form and Urban Quality (3)
Critical investigation of architecture as aesthetic
activity with public responsibility, crucial to civiiized
urban life. Living tradition, intentionality, manners and
civility, "following a rule," and sense of detail. Majors
only.
443 (G) Social and E1ehavioral Factors in Desi\ln (3)
Patterns of people's interactions with the physical
settings of everyday actiVities. Application of social
science paradigms and research to architectural
programs, design, and evaluation processes. Prereq:
ARCH 181, 182.
451 (G) Essential Considerations in Architecture
and Design Synthesis (3) Actions that underlie the
appropriate structuring and development of built
places for human use and habitation. Case studies at
different scales and implications for design process.
453 (G) Architectural Precedents and Principles (3)
Historical places analyzed to develop principles
applicableto contemporary design. Principles derived
from investigation of particular time, place, anq culture
in which the building was made. Prereq: instructor's
consent.
455 (G) Architecture as Form (3) Architectural
analysis as a tool for the architect using historical and
contemporary works as examples: site and context;
use, space, and the room; connection and circulation.
456 (G) Spatial Composition and Dynsmics (3)
Architectural space ·as a means by which people
measure their existence and expand their awareness.
Methods for analyzing and generating spatial organiza-
tions. Prereq: 12 credits of ARCH 380.
458 (G) Types and Typology (3) Defined as a
classification of experience, typology studies architec-
tonic types and inherent principles to which the
designer has direct access in the historical laboratory
of towns. Prereq: 30 credits in architectural design.
462 (G) Seismic StUdy (3) Interaction of earthquakes
and buildings, how loads are applied and distributed
through a structure, and influence of a building's
configuration on its response to earthquake loads.
Prereq: ARCH 367.
465 (G) Advanced Reinforced Concrete Systems (4)
Development of theory and design of reinforced and
prestressed concrete framing systems. Selection of
appropriate systems for bUildings and infrastructure.
Prereq: ARCH 367.
466 (G) Advanced Structures (4) Development of
advanced analysis, design, and planning of composite
horizontal and vertical structural systems for bUidings.
Prereq: ARCH 367.
467 (G) High-Rise and Long-Span Systems (4)
Development of advanced analysis, design, and
planning of high-rise and long-span systems. Prereq:
ARCH 367.
474 (G) Preservation and Restoration Technology
(3) The materials, structurai systems, buildings and
their elements produced by historical technologies
and tools studied in terms of their evolution; chronolog-
ical and styJistic context; deterioration and repair.
Prereq: courses in structure, construction, arcHitectural
history, and design; graduate or advanced standing.
Open to Historic Preservation majors and minors.
Art Education 165
475 (G) Preservation Technology: Masonry (3)
History and preservation of traditional masonry
construction: emphasis on the 19th and early 20th
centuries. Covers brick, terra cotta, and dimension
stone. Prereq:instructor's consent.
4n, 479 (G) Construction Communications (3,3)
Construction process communications. Methods and
techniques of construction, contract documents
including working drawings and specifications, cost
estimating, and administration of the project. Prereq:
six terms of design; ARCH 371, 372 recommended.
478 Construction Communications (4) Information
required for communication of the construction
processes in building. Methods and techniques of
working drawings. Prereq: six terms of design; ARCH
371, 372 recommended.
481, 482 (G) Advanced Archltectursl Design (8,8S)
PIN only. In-depth work on complex design projects
and design development beyond that nO[mally
possible in le.ss advanced studios. Prereq: 42 credits
of architectural design and recommendation by the
ARCH 481 Entrance Review Committee. Majors only.
491 (G) Solar Heating (3) A continuation of solar
energy topics from ARCH 391, 392 with advanced
calculation procedures. Design implications and
performance predictions for passive and active
appn:>aches to solar heating. Prereq: ARCH 391, 392
and instructor's consent.
493 (G) Passive Cooling (3) Passiveor natural cooling
of buildings emphasizing the design implications.
Theory, application, and special problems in ventilation
and storage mass, radiation, evaporation, earth
contact, and shading. Prereq: ARCH 391, 392 and
instructor's consent.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Special Problems (Arr,R)
507 Seminar (Arr,R) Recent seminar topics include
Architectural Theory, Daylighting in Architecture,
Graduate Structural Planning, Passive Cooling,
Studies in Preservation Technology, and The Urban
Building.
510 Experimental Course (Arr,R)
531 Case Studies in Historic Places and Buildings
(3R) Projects, aspects of buildings, and larger groups
of buiidings; adaptation, preservation, and restoration
of historic structures. Prereq: graduate or advanced
standing. Open to Historic Preservation majors.
552 The Urban Building (3)Architectural characteris-
tics of urban buildings as cumulative generators of city
form; provides a first philosophical and theoretical
base for designers. Investigation into the principles of
urban architecture. Prereq:ARCH 439.
581,582 Graduate Architectural Design: Option III
(6,6S) PIN only. Design projects and exercises
intended to familiarize the student with fundamentai
concepts of environmental design. Emphasis on
developing graphic and visual thinkirigcapabilities in
architectural design. Majors only.
585 Graduate Architectural Design: Option II (6R)
PIN only. Designed to expand the student's perception
of comprehensiveness in architectural design. Studio
projects require comprehensive and integrative study.
Design as exploration of fundamental theoretical idea.
Majors only.
592 Dayllghtlng (3) Dayiighting for buildings; numer-
ical, graphic, and model predictive techniques; field
measurements; case histories to illustrate contempo-
rary and historical uses of daylighting. Prereq: ARCH
391, 392 and instructor's consent.
Art Education
251 E Lawrence Hall
Telephone (503) 686-3639
Rogena M. Degge, Department Head
Faculty
Rogena M. Degge, Associate Professor (curriculum
and research, art in society, cultural policy). B.A., 1964,
Fresno State; M,S., 1972, Ph.D., 1975, Oregon. (1979)
Linda F. Ettinger, Assistant Professor (arts administra-
tion, computer applications, ethnographic research).
B.F.A., 1970, Southwest Missouri State; M.S., 1973,
Illinois State; Ph.D., 1983, Oregon. (1982)
Raymond E. Higgins, Assistant Professor (psycholog~
ical-social foundations, research technology). B.S.,
1970, St. Cloud State; M.A., 1978, Utah. (1981)
Beverly J.Jones, Associate Professor (curriculum and
research, technoiogy, aesthetics). B.S., 1967, Oregon
College of Education; M.S., 1976, PhD., 1977, Oregon.
On leave 1987-88. (1975)
Jane C. Maitland-Gholson, Assistant Professor
(elementary and secondary school art, perception,
aesthetics). B.S., 1973, Southern Illinois; M.A., 1980,
Ed.D., 1984, Illinois. (1984)
Emeriti
Thomas O. Ballinger, Professor Emeritus (cross-
cultural, Nepalese, and African art). B.A., 1949, M.A.,
1951, New Mexico. (1952)
Jane Gehring, Associate Professor Emerita (methods
and curriculum, textiles). B.S., 1940, Michigan State
Teachers; M.S., 1960, OregOn. (1958)
Gordon L. Kensler, Professor Emeritus (curriculum,
research, community art). B.F.A., 1949, M.F.A., 1951,
Art Institute of Chicago; EdD., 1964, Stanford. (1966)
June K. McFee, Professor Emerita (psychosocial
foundations, environmental design). B.A., 1939,
Washington (Seattle); M.Ed., 1954, (:entral
Washington; EdD., 1957, Stanford. (1965)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Art education is devoted to advancing people's
knowledge about the history, practice, and
meaning of art. It addresses the relationship
between art and culture as well as the informa-
tional and emotional impact of the visual arts on
the quality of life of both adults and children. It
considers the influence of the fine, popular, and
folk arts; the mass media; the built environment;
and industrially designed objects. It views these
arts as part of a fundamental symbol system,
like language, essential for individual and
societal understanding of reality.
The Department of Art Education program is
built on the premise that art education should
provide the knowledge, skills, and attitudes
necessary for people to become responsible
citizens informed about art and aWare of the
interactions of the visual, aesthetic, and social
aspects of cultures. It assumes that it is essential
for citizens to be able to interpret and evaluate
the effect of visual images on society and to
use visual symbolization in daily problem
solving. Art education considers the interactions
between artist-designer and viewer as well as
the form and sociohistorical context of the
message. Cognitive and affective development,
in addition to historical context, affect the way
the message is formulated, transmitted, and
received. Thus, information derived from
psychology and other social sciences is used
in examining and teaching the visual arts.
The Department prepares educators to work
effectively in diverse teaching and administra-
tive settings, to conduct research to further the
understanding of art, and to advance the
aesthetic welfare of society.
Preparation. High school students who want to
study art education should include anthropolo-
gy, sociology, and psychology in their University
prerequisites. In addition, they should take art
and art history courses. Entering students are
encouraged to come to the Department for
advice as soon as possible.
Careers. The Department prepares art
educators to work in school and community
programs. Advanced degrees also prepare
consultants, administrators, and university
faculty members and researchers in art
education.
Undergraduate Studies
The curriculum in Art Education leads to the
bachelor of arts (BA) or the bachelor of
science (B.S.) degree in two different programs.
The first program is part of the secondary
education program at the University and fulfills
Basic endorsement certification requirements
for the teaching of art in the state of Oregon.
This program is designed expressly for teaching
art in elementary, junior, and senior high
schools. A fifth year of graduate preparation is
required for the Standard teaching certificate;
see Graduate StUdies, later in this section.
The second program, in cultural services,
prepares students to teach art in community art
centers and to coordinate art programs for
museums, city recreation centers, or govern-
ment agencies.
Elementary School Teaching
For certification to teach in elementary schools
in Oregon, two courses are required in Art
Education. This requirement is fulfilled by either
Art in the Elementary School (ART 322) or
Experimental Course: Media and Process: Art
in Elementary Schools (ARE 410) and either
Methods and Curriculum in Elementary School
Art (ARE 323) or Methods and Research
Materials: Art in Elementary Schools (ARE 411).
Art Teacher Certification Program
The Department of Art Education offers work for
preparation to teach art in the 'public schools,
kindergarten through twelfth grade. Certification
as a secondary teacher with the Art endorse-
ment requires satisfactory completion of a
programof teacher preparation, which includes
subject matter preparation in the teaching
specialty and in professional education, and
recommendation of the institution in which the
preparation is completed. The Department
offers work toward Basic and Standard Oregoh
certification. Students should consult the Art
Education adviser regarding program entrance
requirements.
Freshman and sophomore work is primarily in
studio art, art history, and University-required
courses. Lower-division majors receive de-
partmental advising, although professional
courses in Art Education and education are not
taken until the junior and senior years. Transfer
students may enter at any level. The time
required to complete the program depends on
the extent of previous work completed. Commu-
nity college students in Oregon should refer to
the recommended transfer programs for
University of Oregon art education in the
transfer program booklet at their colleges.
166 Art Education
Requirements. The following courses are
required for the endorsement to teach art in
Oregon public schools:
Certification Requirements 104·105 credits
Studio art courses in the Department of Fine
and Applied Arts, including basic design,
drawing, painting, ceramics, sculpture,
printmaking (photography and computer
graphics recommended. . .. . 28
Art Education courses, inciuding Art in the
Schools (ART 320), Introduction toArt
Education (ARE 324), Methods and
Curriculum in Elementary and Secondary .
School Art (ARE 326), Seminar: Student
Teaching (ARE 407G), Practicum: Secondary
School Art (ARE 409G), Experimental Course:
Survey of Art and Design Software (ARE 410G),
Art for the Exceptional Student (ARE 430G),
and Teaching Art History (ARE 492G) 32
Art theory, including Art in Society (ARE 450G)
and The Role of Art Criticism in Art Education
(ARE 415G). '" 6
Art History-any combination of courses
numbered ARH 201-209 or ARH 300. . .. 3
Architecture course 2-3
College of Education courses, including 15
credits in student teaching 33
Undergraduate students must have a 2.75
grade point average (GPA) to be admitted or
to continue in the Art endorsement program for
teacher certification. Graduate students work-
ing toward an Art endorsement must maintain
a 3.00 GPA in accordance with Graduate
School requirements. Note: Most courses are
graded rather than passino pass (PIN).
Cultural Services Program
The Cultural Services Program prepares
students to assume roles in noncertified
positions in which they may work with different
age groups, primarily within the context of the
visual arts. The curriculum allows the student,
with an adviser, to create an individualized
program. At the same time it provides a
foundation and understanding that will be useful
in working in community agencies.
Requirements. The following courses are
required in th.e Program: .
Program Requirements 110 credits
Studio art courses in the Department of
Fine and Applied Arts, including basic
.design, ceramics or sculpture, and graphics
(2 credits each); printmaking (3 credits); and
drawing and painting (4 credits each) .. 20
Art Education courses, including Introduction
to Art Education (ARE 324), Art in Community
Services (ARE 331), 9 credits in Practicum
(ARE 409G), Women and Their Art (ARE
412G), the Role of Art Criticism in Art
Education (ARE 415G), Art for the Exceptional
Student (ARE 430G), Art in Society (ARE 450G),
Teaching Art History (ARE 492G) 36
Art History-any combination of suriley courses 12
Courses in the College of Business
Administration; the Department of
Planning, Public Policy and Management;
the Department of Political Science;
and the Department of Architecture 24
Performing arts, including at least one course
each in music, drama, and dance. . . . . . 9
Additional social science courses
beyond University requirements. .. . . . . . 9
Graduate Studies
Students planning graduate study shouldwrite
directly to the Department for information and
application forms for the master's or doctoral
degree programs. Departmental policies are
available upon request.
Master's Degree Programs
The Department offers three options for the
master of arts (MA) a'nd the master of science
(M.S.) degrees in Art Education;
1. Art education with specialization in public
school teaching, computer applications,
environmental design, or exceptional
children
2. Art education with Standard certification
3. Cultural services
A selection committee of departmental faculty
members determines admission to the appropri-
ate degree program. The committee considers
transcripts, experience, and evidence of
scholarship, and it may request a portfolio of
art work.
Options 1 and 2: Art Education or Art
Education with Standard Certification Uni-
versity Requirements. Of the 48 minimum
credits of required course work for the M.S. or
MA degree in Art Education, 30 credits must
be completed in residence, 33 in the major area
of Art Education, and 15 in University electives.
Of the 54 minimum credits of required course
work forthe M.S. or MA degree in Art Education
with Standard certification, 30 credits must be
completed in residence, 33 in the major area,
12 in University electives, and 9 in prescribed
courses from the College of Education.
The MA degree requires competence in one
foreign language. The student must complete
all work toward the M.S. or MAdegree within
seven years.
Option 3: Cultural Services. The cultural
services option is designed to prepare students
for a variety of career opportunities in arts
agencies or foundations, in museums and
galleries, and in programs and institutions
whose purpose is to advance art in the pUblic
domain at local, state, and federal levels.
Opportunities to develop skills in research,
grant writing, administration, analyzing and
developing arts policy, and fund raising are
included.
Of the 54 minimum credits of required course
work for the cultural services option, 33 credits
must be completed in residence, 33-39 in the
major areaof Art Education (including 9 credits
of practicum), and 18 in University electives.
These 18 credits, selected on the basis 'of
student career interests, may be in Accounting;
Art History; Marketing; Planning, PUblic Policy
and Management; Sociology; or other related
subjects.
The student must complete all work toward the
M.S. or MA degree within seven years;
Departmental.Requirements
Candidates working for Option 1, 2, or 3 can
meet residence requirements by attending the
University during the academic year. A sum-
mers-only program, taken over four consecutive
summers, is also available for Options 1and 2.
A curricular plan of study is developed With an
adviser du.ring the 'first term of residence.
The student may choose to write a master's
thesis or do a master's project that may include
a visual component and a scholarly paper. An
oral presentation of the master's project or
thesis is required as well as a final master's
degree essay.
Students electing to write a thesis must take 9
credits in Thesis (ARE 503), 3 of which may be
taken in Research(ARE 501). Students electing
to do a project must take 3 credits in Master's
Degree Project (ARE 509) and may take up to
6 additional credits in Rese.arch (ARE 501). All'
master's degree students must take 3 credits
in master's degree Seminar (ARE 407G). .
Nondegree Programs
Standard Certification
The Department offers students who already
have a bachelor's degree a nondegree program
leading to a Standard certificate for teaching
art. The 45-credit program includes renewal of
the Basic certificate and ends with Standard
certification. The program may be completed
during the academic year or during three
summer sessions. Requirements for meeting
Standard certification may be combined with
work for a master's degree in aprogram totaling
54 credits. '
Study Leave
Study leave programs are individually tailored
for elementary and art teachers at the graduate
level. Also, undergraduate and graduate
courses are offered through Continuing Educa-
tion. These courses serve teachers and commu-
nity arts specialists throughout the state.
interdisciplinary Program in Applied
Information Management
An interdisciplinary master's degree focusing
on applied information management is available
through the Interdisciplinary Studies: Indi-
vidualized Program in the Graduate Sc~ool. The
program, coordinated by the UOContinuation
Center, is designed to serve the needs of
Portland-area residents. The program is fUlly
described under Continuing Education Off
Campus in the Special Studies section of this
bulletin. Address inquiries to Curt Lind, Applied
Information Management Program, University
of Oregon Continuation Center, 1553 Moss
Street, Eugene OR 97403.
Computer Graphics Certificate Program
The Department also provides academic and
administrative leadership for a nondegree
Computer Graphics Certificate Program offered
in Portland. The Program is open to designers,
artists, engineers, educators, and those working
in areas of computing. The certificate is
awarded through Continuing Education. In-
quiries should be addressed to Linda F.
Ettinger, Coordinator,. Computer Graphics
Certificate Program, 1553 Moss Street, Eugene
OR 97403.
Doctoral Programs
The doctor of philosophy (PhD.) and doctor of
education (D.Ed.) degrees in Art Education are
three-year postbaccalaureate programs. They
are administered by the Art Education Depart-
ment, and the degrees are granted by the
DivisionofTeacherEducation in the College of
Education.
A cohesive program that relates to the student's
professional'goals is developed with an adviser
and a doctoral committee. Professional gOals
may include college and university teacher
education and research, arts administration,
and other relevant areas.
Students may develop supporting areasin fine
arts; environmental design; art history; art
policies; elementary, secondary, or higher
Art History 167
education; anthropology; sociology; psychol-
ogy; computer applications; electronic and film
media; and other disciplines.
All students must meet departmental, Graduate
School, and College of Education PhD. or OEd.
degree requirements for admission, advance-
ment to candidacy, and dissertation. Students
must complete at least two years of work
beyond the master's degree.
Summer Session
The Department of Art Education offers an
annual summer session program for regular
students completing their degrees and for,
returning teachers working for Standard certifi-
cation, master's degrees, and professional
growth. Required courses for the master's
degree (Options 1 and 2) are offered on a
rotating basis so that students may complete a
degree in four consecutive summers.
Courses in Art
Education (ARE)
Lower-Division Courses
198 Workshop (1-6R)
199 Special Studies (1-3R)
Upper-Division Courses
ART 320 Art In the Schools (3) Transition from
university art studio practices to public school teaching
of art. Organizing, designing, and analyzln9 art
experiences, activities, and classroom environments.
Prereq: 20 credits of studio art.
ART 322 Art In the Elementary School (2) 6asic skills
in the art of seeing, drawing, and designing. Art
materials in two and three dimensions appropriate to
the eiementary school. Theories of child development
in art. Prereq: junior standing.
323 Methods and Curriculum In Elementary School
Art (3) Teaching strategies and curriculum design for
elementary art instruction. Theory and planmng
focuses on the built environment, art and culture, and
art criticism. Prereq: ART 322.
324 Introduction to Art Education (3) Designed to
provide the student with a fundamental knowledge for
teaching art, including history ~f and curre~ttre~dsln
art education and psychological and soclolQglcal
foundations.
325 Children's Art Laboratory (3) Work with children
in a supervised art laboratory; designed for students
preparing to teach art at both the .elementary and
secondary levels. Open to nonmaJors.
326 Methods and Curriculum in Elementary and
Secondary School Art (4) Special methods and .
curricuium design in the teaching of art; ExamLna~lon
of teaching methodology and theory relative to publ!c
schooi philosophy. Prereq: grade of B- or better In
ARE 320, 324, 409 or instructor's consent.
399 Special Studies (1-4R)
400 SEARCH (1-3R)
401 Research (Arr,R)
405 Reading and Conference (Arr,R)
406 Special Problems (Arr,R)
407 (G) seminar (Arr,R) Recent topics are Advanced
Foundations Advanced Research Methodology, .
Master's Degree Proposal, Student Teaching, and
Teaching Environmental Design. .
408 (G) Workshop (Arr,R)
409 (G) Practlcum (Arr,R)
410 (G) ExperImental Course (Arr,R) Current topics
are Cultural Policy in Art, History of ComputerGraphlcs,
Literature of Art Education, Survey of Art and Design
Software, and Understanding Today's Artists.
411 (G) Methods and Research Materials: Art In
Elementary Schools (3) Signifi!?ant literature and .
research in the field; laboratory investigation of
materials, ideas, and methods currently used in
elementary schools. Prerecr ART 32~ or elem~ntary
classroom teaching experience and Instructor s
consent.
412 (G) Women and'Their Art (3) Contributions by
women in art from the Middie Ages through the 20th
century. Focus on social, political. and aesthetic
conditions existing for women.
415 (G) The Role of Art Criticism in Art Education
(3) Study of critical approaches and the aesthetic
theories on which they are based. Methods of uSing
this theoretical information in practical teaching .
settings.
SEED417 Student Teaching: Secondary (Art)
(5-15R) Student teaching of art in the. publiC schools.
See description under Teacher Education. Prereq: Art .
Education departmental permission.
430 (G) Art for the Exceptional Student (3) Prepares
Art Education majors to teach art to exceptional .
students. Mainstreaming, special programs. and
curricular strategies; development of curricuium
materials.
450 (G) Art In Society (3) Concepts derived from.
anthropology, philosophy, SOCiology, and art education
are used to examine fine, popular, folk, industrial, and
environmental art forms in contemporary society.
492 (G) Teaching Art History in Secondary School
(3) Critical examination of problems In teachln9 art
history in public schools. Investl.gatlon of tradlt!onal
and alternative teaching strategies uSing a variety of
visual media. Prereq: 9 credits of Art History.
495 (G) Newer Media in Art Education (3) Investiga-
tion of the implications of new technologies and
communication media for the teaching of art. Not
offered 1987-88. .
Graduate Courses
501 Research (Arr,R) PIN only. .
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Special Problems {Arr,R)
507 seminar (Arr,R) Recent topics are Advanced
Foundations, Advanced Methods and CUrriculum,
Advanced Research Methodology, and Issues in Art
Education.
509 Master's Degree Project (Arr,R)
510 Experimental Course (Arr,R)
512 Research Methodology in Art Education (3)
Scientific bases of research; classification of research;
methodologies used in descriptive, analytical, and
experimental research. Development of research
proposals and critique of research reports.
520 Foundations of Art Education 1.(3) History of
American art education. Philosophical concepts that
have influenced the theory and practice of teaching art.
521 Foundations of Art Education II (3) Social and
behavioral aspects of individual and group differences
in the production of art and learnmg about art as a
basis for education in the visual arts.
532 Supervision of Children's Art Laboratory (3)
Opportunity to work With children In a planned . .
laboratory situation; responsibility for program deSign
and supervision of children's art activities. Prereq:
teaching experience and instructor's consent.
566 Curriculum Development in Art Education .(3)
Curriculum development in the visual arts in terms of
individual and subcultural differences among students.
Prereq: ARE 520, 521 or equivalent and instructor's
consent.
Art History
240 Lawrence Hall
Telephone (503) 686·3675
Kathleen D. Nicholson, Acting Department
Head
Faculty
Jeffrey M. Hurwit, Associate Professor (ancient art,
Greek and Roman archaeology). A.B., MA, 1971,
Brown; MA, 1972, Ph.D., 1975, Yale. (1980)
Esther Jacobson, Professor (Asian art, Scytho-Siberian
art). BA, 1962, MA, 1964, Ph.D., 1970, Chicago.
(1966)
Ellen Johnston Laing, Maude I. Kerns Professor
(Chinese and Japanese art). BA, 1954, Missouri;
MA, 1956, Wisconsin, Madison; Ph.D, 1967,
Michigan. On leave 1987-88. (1979)
Richard G. Mann, Assistant Professor (Renaissance
and Baroque). B.A., 1972, Kalamazoo; MA, 1974,
Minnesota at Minneapolis-St. Paul; Ph.D., 1982, New
York. (1987)
A. Dean McKenzie, Professor (medieval, Byzantine,
and Russian art). BA, 1952, San Jose State; M.A.,
1955, California, Berkeley; Ph.D., 1965, New York.
(1966)
Kathleen D. Nicholson, Associate Professor (modern,
19th-centuryart).B.A., 1969, Connecticut; MA, 1971,
Ph.D., 1977, Pennsylvania. (1980)
Leland M. Roth, Associate Professor (history of
American and modern architecture). B.Arch., 1966,
Illinois; M.Phil., 1970, Ph.D., 1973, Yale. On leave
1987-88. (1978)
W. Sherwin Simmons, Associate Professor (modern,
20th-century art). BA, 1967, Yale; M.A., 1975, Ph.D.,
1979, Johns Hopkins. (1973)
Richard A. Sundt, Assistant Professor (history of
ancient and medieval architecture). BA, 1967,
Indiana; MA, 1973, Ph.D., 1981, Wisconsin, Madison.
(1985)
Emeriti
Marian Card Donnelly, Professor Emerita (history of
i;\rchitecture, Scandinavian art). B.A., 1946, MA,
1948, Oberlin; Ph.D., 1956, Yale. (1966)
Marion D. Ross, Professor Emeritus (history of
architecture Latin American art). B.S., 1935, Pennsyl-
vania State;'M.Arch., 1937, Harvard; Reg. Architect,
1946, Louisiana. (1947)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Participating
Arthur W. Hawn, Architecture
Kenneth.l. Helphand, Landscape Architecture
Richard Calkins Paulin, Museum of Art
The Department of Art History offers students
the opportunity to study the major art and
architectural traditions of Europe, the United
States, and Asia. The courses are particularly
appropriate for students interested in history,
art, and the larger cultural context of society.
They are also suitable for students intending to
concentrate on the practice of art or environ-
mental design. The curriculum provides courses
to introduce undergraduates to art traditions,
courses focused on specific topics that allow
small classes and discussion format, and
courses intended for upper-division under-
graduates and graduate students. In addition,
the Department offers both undergraduate
and graduate majors special seminars on
methodology.
Preparation. Students expecting to transfer to
the Art History program from two-year colleges
should include in their program the equivalent
of the History of Western Art (ARH 204, 205,
206) and two years of French or German. They
should also complete as many of the University
group requirements as possible.
168 Art History
Careers. The undergraduate program in Art
History leads to opportunities in the business
world, art museums, and galleries. Students
with graduate degrees in Art History are also
eligible for opportunities in teaching at all levels:
The Department provides its students career
advising; information on career, internship, and
fellowship opportunities; and regularly updated
information on graduate programs. .
Financial Assistance
For undergraduate and graduate majors, the
Department offers a number of scholarships
and teaching and research fellowships, includ-
ing the Mr. and Mrs. Eric G. Clarke Scholarship
in Oriental Art, and regular University graduate
teaching fellowships (GTFs). Students may also
seek scholarship aid through the School of
Architecture and Allied Arts and the Office of
Student Financial Aid.
Undergraduate Studies
The major in Art History combines historical
study with studio practice and leads to the
bachelor of arts (BA) degree. The program for
majors provides a broad perspective for the
understanding of the art of the past and present
and a basis for critical judgment of individual
works of art. Subject to the general University
requirements for graded courses, nonmajors
may take any departmental course either
graded or passino pass (PIN). .
Major Requirements
The following courses are required for a major
in Art History:
Course ReqUirements 87 credits
Studio art (drawing, painting, sculpture,
m~~~ 6
'History of Western Art (ARH 204, 205, 206) 9
'Histmy of Oriental Art (ARH 207 or 208 or 209) .. 3
Two years of French or German or another
approved language 24
Advanced language, a second language,
or literature 12
Critical Approaches to Art Historical
Study (ARH 300) 3
Two upper-division Art History sequences, one
of which must be in the area of ancient art
(ARH 411, 412,413 or ARH 414, 415, 416)
or medieval art (ARH 421, 422, 423 m
ARH 424, 425, 426) or Renaissance art
(ARH 431, 432, 433 m ARH 434, 435, 436).
The second must cover a different area
from the first and may be selected from
those listed above m from the areas of
modern art, Asian art, or the history of
architecture ..... :. . . . . . . . . . . . . . . . . . . . . . . 18
Upper-division Art History electives. These must
be planned with the adviser to ensure that
among the 36 required upper-division
credits in Art History, there are at least
3 credits in each of the following areas
of art or architecture: ancient, medieval,
Renaissance, modern, and Asian 15
All upper-division Art History courses must be taken
on a graded basis.
'Fuifills arts and letters requirements.
It is recommended that majors take at least 3
credits in History courses in order to fulfill
University social science requirements. Pre-
ferred elective areas for Art History majors
include anthropology, design, fine arts, history,
literature, music, and philosophy.
Minor ReqUirements
Students wanting to pursue a minor in Art
History must file an application form with the
Department, consult with the faculty adviserfor
their minor option, and maintains. current
academic record inthe Department of Art
History office.
The Art History minor is offered in three options,
each requiring 27 credits, as indicated below.
Up to 9credits in courses required for the minor
may be taken passino pass (PIN).
Western Art Option 27 credits
History of Western Art (ARH 204, 205, 206) 9
History of Oriental Art (ARH 207 or 208 or 209) 3
One upper-division Art History sequence
(ancient, medieval, Renaissance, or modern) ... 9
Two upper-division Art History courses, at
least one of which must be in a field other
than that rel=iresented by the sequence 6
Oriental Art Option '. 27 credits
History of Oriental Art (ARH 207, 208, 209) 9
History of Western Art (ARH 204 or ~05 or 206) .. 3
One upper-division Asian Art History .
sequence or cluster . . . . . . . . . 9
Two upper-division Art History courses,
at least one of which must be in a
field other than Asian Art History. . . . . . . . . . . . . 6
Architectural History Option 27 credits
Survey of the Visual Arts: Spatial Arts (ARH 201) .. 3
One course selected from ARH204, 205,
206,207,208,209 3
History of Western Architecture (ARH311. 312, 313) 9
Four upper-division courses in architectural
history selected in consultation with adviser ... 12
Graduate Studies
The Department of Art History offers programs
leading to the master of arts (MA) and the
doctor of philosophy (PhD.) degrees in the
fields of ancient, medieval, Renaissance,
modern, and Asian art and in the history of
architecture. Seminars in methodology, criti-
cism, and museology are open to graduate
students. The Department's MA degree
program is the only one of its kind in Oregon
and unusual in the western United States. It is
tailored to meet the needs and objectives of two
kinds of students: (1 ) those who seek careers
in the academic or art-related business worlds
immediately upon completion of the MA
degree, and (2) those who want to acquire a
solid foundation in the field before pursuing-
studies leading to a PhD. degree.
Master of Arts Requirements
Students who have successfully completed
undergraduate programs in art history, history,
or languages and literature are particularly
encouraged to consider graduate studies in Art
History.
All entering graduate students are required to
complete satisfactorily Bibliography and
Methods (ARH 514). All graduate students in
Western1,lrt must take at least 3 graduate credits
in each of the main areas: ancient, Rena.issance,
medieval, and modern.
Two MA program options are available: (1 ) a
program culminating in a written thesis, and
(2) a program culminating in a comprehensive
written examination. The student should elect
one of these prograrns within the first year of
graduate study. Students in both programs
must satisfy the general requirements of the
Graduate School regarding residence and the
number of graded credits.
The thesis.program is intended for students who
prefer some specialization or plan' to continue
in a doctoral program. Thesis-option students
must complete at least 9 credits in graduate
research seminars. They must also earn 9
credits in Thesis (ARH 503) through the presen-
tation ofa written thesis. Candidates take an
oral examination on the thesis.
The nonthesis option is intended for students
who want to undertake a more general and
broadly based course of study rather than
continuing in a doctoral program. These
students are expected to emphasize either
Western or Asian art. Their programs should be
based on one of the following suggested
patterns:
Western Art Option 45 credits
WeStern art 24
Asian art 9
Bibliography and Methods (ARH 514) .........3
Museology (ARH 511,512,513) m electives. . .. 9
Asian Art Option 45 credits
Asian art ;........ 24
Western art 9
Bibliography and Methods (ARH 514) 3'
Museology (ARH 511, 512, 513) or electives.. .. 9
Nonthesis-option students must take 9 credfts
in 500-level courses culminating in a com-
prehensive examination based on the student's
individual course of studies.
During the first term of residence. each student
in Western art history must take a written
examination in French or German, designed to
test the student's ability to read the language.
Students who do not pass the examination are
asked to undertake further language study and
to repeat the examination within three terms. In
addition, 'stUdents are encouraged to undertake
the study of other languages pertinent to their
specific fields of research. Students in Asian art
must demonstrate competence in Chinese or
Japanese language. The means for determining
competence depend on the background and
preparation of the individual student. Contact
the Department office for further information.
Ph.D. Requirements
Students entering the doctoral program who
have not completed a master's degree in Art
History may be required to pass a general
qualifying examination inArt History during the
first term in residence. Students in Western art
history must have passed written examinations
in both French and German by the end of the
first year; demonstration of competence in other
languages may be required depending on the
field of specialization. Students in Asian art must
demonstrate proficiency in either Chinese or
Japanese language, depending on their fieldof
study, and are expected to pass a reading
examination in an appropriate European
language and to commence study of a second
Far Eastern language if it is germaine to their
course of study.
The comprehensive examination includes three
areas in Art History: two adjacent areas, in one
of which the dissertation will be written, and a
third unrelated area, These areas are selected
from an established list. The comprehensive
examination should be taken before completion
of 45 credits beyond the M.A.
Applications for admission to the graduate
program for the academic year 1988-89 must
be received by February 23, 1988.
Art History 169
Courses in Art
History (ARH)
Lower-Division Courses
199 Special Studies (1-3R)
200 SEARCH (1-3R)
201, 202, 203 Survey of the Visual Arts (3,3,3) The
expressive value of the visual arts; consideration of
form, media, and motives. Both historical and contem-
porary works. 201: spatial arts (architecture, planning,
landscape). 202: two-dimensional arts (painting,
prints, drawing). 203: plastic arts (sculpture,
ceramics). Mann, Nicholson, Roth, Simmons, Sundt.
203 not offered 1987-88.
204,205,206 History of Western Art (3,3,3) Historical
survey of the visual arts in which selected works of
painting, sculpture, architecture, and other arts are
studied in relation to the cultures producing them. 204:
ancient. 205: medieval to early Renaissance. 206:
Renaissance to modern. HUry.'it, McKenzie, Nicholson
Pitts, Simmons. '
207,208,209 History of Oriental Art (3,3,3) Historical
survey of the visual arts of India, China, and Japan, in
which selected works of painting, sculpture, architec-
ture, and other arts are studied in relation to the culture
in which they were produced. 207: India. 208: China.
209: Japan. Jacobson, Laing.
Upper-Division Courses
300 Crltlcsl Approaches to Art Historical Study (3)
Introduction to methodologies used in the study of art
history (historic, iconographic, formal). Materials
drawn from Asian and Western artistic traditions;
bibliography, oral presentations, and papers. Prereq:
one or more 200-levei Art History courses. Jacobson.
304 Art and Politics In the Ancient World (3) The
use of art and architecture by leading figures and
states to shape and express the political environment
and ideologies of the ancient world. Propagandistic art
from Egypt to Rome. Hurwit.
311,312,313 History of Western Architecture (3,3,3)
Survey of architectural developments In the West from
prehistory to the present. 311: prehistory through
Roman. 312: early Christian to Renaissance. 313:
Renaissance to present. Roth, Sundt.
315 The Acropolis of Athens (3) The principal
architectural and sculptural monuments of the
Athenian Acropolis. Emphasis on works of the Age of
Pericles. Selected literary texts read in translation.
Hurwit. Not offered 1987-88.
324 Medieval Iconography and Literary SOu rces (3)
Significant themes in relation to literary sources,
traditional imagery, and the originality of artists in the
Middle Ages. Prereq: ARH 205. McKenzie. Not offered
1987-88.
325 Medieval Art and Architecture In Germany (3)
The history of medieval art and architecture in
Germany/rom Carolingian times through the Ottonian,
Romanesque, and Gothic periods. McKenzie.
332 The Golden Age of Florence (3) 15th-century
artists such as Masaccio, Donatello, and Botticelli;
artistic style and content; influence of humanism and
antiquity on the art ofa society dominated by traditional
religious values. ARH 206 recommended. Not offered
1987-88.
341 History of Modern Art (3) Introduction to the major
movements in painting, sculpture, and graphics from
the time of the Impressionists (1870s) to the present.
Nichoison, Simmons. Offered 1987-88 and alternate
years.
354 AmerlcsnPelnting and ScUlpture (3) Introduc-
tion to American painting and sculpture from the time
of the arrival of the first Europeans to 1920. Roth.
Offered alternate years; not offered 1987-88.
361 Nomadic Art and Culture of Eurasian Bronze
Age (3) Art olthe Scytho-Siberian nomads·and relation
to the art of Greece, ancient Near East, and China, 7th
to 2nd century B.C. Jacobson. Not offered 1987-88.
369 Art and Politics In 20th-Century China (3)
Introduction to changing politicai situations and the
effect of politics and ideology on art from 1900 to ca.
1982. Laing. Not offered 1987-88.
379 Architecture of Urban America (3) Changing
attitudes toward the city and the suburb. Influence of
related developments in intellectual, political, and
technological history on urban form. Roth. Not offered
1987-88.
381 History of Photography (3) Photography from the
early 19th century to the present; aesthetics of the
medium, its relationship to painting and the ·graphic
arts, and its sociai role. Nicholson,
Note: Art History upper-division courses carrying
graduate credit have different requirements for under-
graduate and graduate students.
400 SEARCH (1-3R)
401 Research (Arr,R)
405 Reading and Conference (Arr,R)
407 (G) Seminar (Arr,R) A frequently offered topic is
Chinese Art.
408 (G) Workshop (Arr,R)
409 Practlcum (Arr,R)
410 (G) Experimental Course (Arr,R) Departmental
offerings vary/rom yearto year and reflect the interests
of faculty members. The 1986-87 topic was Art of the
Pacific Islands.
411,412,413 (G) Ancient Mediterranean Art (3,3,3)
411: Palaeolithic, Neolithic, and NearEastern art. 412:
Egyptian art and architecture. 413: Minoan,
Mycenaean, and Theran art and architecture. Prereq:
ARH 204 or instructor's consent. Hurwit. Offered
alternate years with ARH 414, 415, 416; not offered
1987-88,
414,415,416 (G) Greek and Roman Art (3,3,3)414:
Geometric and Archaic Greek art. 415: Classical and
Hellenistic Greekart, 416: Etruscan and Roman art to
Constantine the Great. Prereq: ARH 204 or instructor's
consent. Hurwit. Offered 1987-88 and alternate years
with ARH 411, 412, 413.
417 (G) Prehistoric and Ancient Architecture (3)
Prehistoric building ,in Europe. History of architecture
in Egypt and the ancient Near East; materials, methods
of construction, soc.ial conditions, and historical
events. Prereq: ARH 201, 204, or 311 or instructor's
consent. Sundt. Not offered 1987-88.
418 (G) Greek Architecture (3) Architecture in the
Aegean during the second millenium B.C.Temples as
the dominant form of monumentai architecture in the
Greek world, ca. 900-450 B.C. Prereq: ARH 201,204,
or 311 or Instructor's consent. Sundt. Offered 1987-88
and alternate years,
419 (G) Roman Architecture (3) Architecture duri'ng
the Etruscan period. Engineering projects of the
RepUblican era and development of building
technologies under the Empire. Town planning and
domestic architecture. Prereq: .ARH 201, 204, or 311
or instructor's consent. Sundt. Offered 1987-88 and
alternate years.
421 (G) Early Byzantine Art (3) Early Christian and
Byzantine art from the second century to A.D. 726.
Prereq: ARH 205 OJ instructor's consent. McKenzie.
ARH421 ,422, 423 offered 1987-88 and alternate years
with ARH 424, 425, 426.
422 (G) Leter Byzantine Art (3) Byzantine art after
Iconoclasm, A.D. 843-1453. Prereq: ARH 205 or
instructor's consent. McKenzie.
423 (G) Russian Medieval Art (3) Russian art from
pre-Christian times up to Peter the Great at the
beginning of the 18th century. Prereq: ARH 205 or
instructor's consent. McKenzie.
424,425,426 (G) Western Medieval Art (3,3,3) 424:
early medieval art in.Western Europe through the 9th
century. 425: Romanesque art. 426: Gothic art. Prereq:
ARH 205 or instructor's consent. McKenzie. Offered
alternate years with ARH 421,422, 423; not offered
1987-88.
427 (G) Early Medieval Architecture (3) Architecture
olthe Early Christian and Byzantine periods in Europe
and the Near East. Prereq: ARH 201,204,205, or 312
or instructor's consent. Sundt. Not offered 1987-88.
428 (G) Romanesque Architecture (3) Architecture
in Western Europe ca. 1000-1200 A.D. Period of
monasteries, pilgrimages, and Crusades. Developed
basilical form in religious architecture. Prereq: ARH
201, 205, or 312 or instructor's consent. Sundt. Not
offered 1987-88.
429,430 (G) Gothic Architecture I, II (3,3) Architecture
in Western Europe from ca. 1130 to ca. 1500, 429:
emphasis on France. 430: emphasis on England,
Germany, Spain, and Italy. Prereq: ARH 201, 205, or
312 or instructor's consent. Sundt. Not offered 1987-88.
431,432,433 (G) Renaissance Art (3,3,3) Origin and
development of Renaissance art in Italy. Prereq: ARH
205, 206 or instructor's consent. Mann. Offered
1987-88 and alternate yearswith ARH 434, 435, 436.
434, 435, 436 (G) Northern European Art (3,3,3)
Painting, sculpture, and graphic arts in Northern and
Western Europe in the Renaissance and Baroque
periods, Prereq: ARH 205, 206 or instructor's consent.
Mann. Offered alternate years with ARH 431,432,433;
not offered 1987-88.
437 (G) Renalssence and Baroque Architecture (3)
Architecture in Italy and Western Europe from 1400 to
the 18th century. Prereq: ARH 2060r313 or instructor's
consent. Roth. Offered alternate years' not offered
1987-88. '
441, 442, 443 (G) Early Modern Art (3,3,3) 441:
European painting, painters, and patrons from 1700to
the French Revolution. Development of the rococo
style, Neoclassicism, and landscape painting. 442: the
Romantic era In European art (1789-1848), centering
on Goya, Blake, Turner, and others. 443: Realism
through Impressionism. Major artistic movements of
Europe, 1848-1880. Prereq: ARH206. Nicholson. 441
not offered 1987-88,
444, 445, 446 (G) 20th-Century Art (3,3,3) 444:
post-Impressionism through Cubism. Major artistic
movements and artists in Europe between 1880 and
1914. 445: art from 1914 to the Second World War; the
development of abstract art, dada, and surrealism; and
the Influence of photowaphy and the resurgence of
realism. 446: major artistiC movements and critical
theory in Europe and the United States from 1940 to
the present. Prereq: ARH 206 or 341 . Simmons.
448 (G) 19th-Century Architecture (3) Architecture
from the Industrial Revoiution to ca. 1890. Prereq: ARH
206,313, or 444 or instructor's consent. Roth. Offered
alternate years; not offered 1987-88.
449 (G) 20th-Century Architecture (3) Architecture
from the artnouveauto the present. Prereq: ARH 206,
313, or 448 or instructor's consent. Roth, Offered
alternate years; not offered 1987-88.
451, 452, 453 (G) History of Interior Architecture
(3,3,3~ Interior architectur~ as artistic expression,
including the stuqy of furnishings, textiles, and other
interior traditions. Hawn. 453 not offered 1987-88.
457, 458, 459 (G) Scandinavian Art (3,3,3) Art and
architecture in the Scandinavian countries from
prehistoric times to the present. Donnelly.
464, 465, 466. (G) Chinese Art (3,3,3) The major
Chinese arts, Including bronzes, sculpture, painting,
and architecture, from the Shang through the Ch'ing
dynasties. Prereq: ARH 208 or instructor's consent.
Jacobson, Laing. Not offered 1987-88.
470 (G) Historic Preservation (3)Theory and history
of historic preservation in the United States and
Europe; legislation and procedures. .
471 (G) 17th-Century American Architecture (3)
Architecture in America, 1650-1750. Donnelly. Not
offered 1987-88.
472 (G) 18th-Century American Architecture (3)
Architecture in America, 1750-1810. Donnelly. Not
offered 1987-88.
473 (G) 19th-Century American Architecture (3)
Architecture in the United States, 1800-1890, with
discussion of planning and building technology.
Prereq: ARH 201,206,313, or 472. Roth. Offered
1987-88 and alternate ye·ars.
474 (G) 20th-Century American Architecture (3)
Architecture in the United States, 1885 to the present
with discussion of planning, technology, and histori~
clsm. Prereq: ARH 201,206,313, or473. Roth. Offered
1987,88 and alternate years.
478, 479 History of Landscape Architecture (3,3)
History of gardens and public open spaces. 478:
development of the garden from its origins until the
17th century, .emphasizing the Western landscape
tradition. 479: fo~us on publiC open-space design and
the Anglo-Amencan tradition-18th to 20th centuries.
Helphand, Ross. Offered alternate years.; not offered
1987-88.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and 'Conference (Arr,R)
506 Special Problems: Internship (Arr,R)
507 Seminar (Arr,R) Departmental offerings vary from
year to year and reflect the specialized interests of
faculty members.o j986-87 topics included Art of the
Silk Routes, Han Art, Indian Architecture, Landscape
in Chinese Art, Medieval Church Treasuries, Ming and
Ching Painting, Monastic Plans, and Van Gogh and
Gauguin.
509 Practlcum (Arr,R)
510 Experimental Course (Arr,R)
511,512,513 Museology (3,3,3) Theories and
techniques in the operation of art museums. Paulin.
514 Bibliography and Methods (3) Bibliography and
methodology of art history. Nicholson.
170 Fine and Applied Arts
Fine and
Applied Arts
230 Lawrence Hall
Telephone (503) 686-3610
Kenneth R. O'Connell, Department Head
Faculty
Laura J. Alpert, Assistant Professor (sculpture). B.A.,
1968, Stanford; M.F.A., 1971, Oregon. (1979)
Paul E. Buckner, Professor (the human and organic
form, sculpture). B.A., 1959, Washington (Seattle);
M.F.A., 1961, Claremont. (1962)
Carol S. Gates, Assistant Professor (visual design).
B.S., 1977, M.A., 1980, Central Michigan. (1983)
Ronald J. Graff, Assistant Professor (painting). B.F.A.,
1973, Kansas City Art Institute; M.F.A., 1975, Yale.(1981)
Robert C. James, Professor (ceramics). B.A., 1952,
California, Los Angeles; M.F.A., 1955, Cranbrook ,
Academy of Art. (1955)
George Kokis, Professor (ceramics), BFA, 1955,
M.F.A., 1961, Aifred, On ieave 1987-88. (1973)
Kenneth R. O'Connell, Associate Professor (visual
design). 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)
Richard C. Pickering, Senior Instructor. B.A., 1964,
Arizona State; M.F.A., 1970, Oregon. (1970)
Barbara Pickett, Assistant Professor (weavi(lg). B.S.,
1971, Portland State. (1975)
Margaret Prentice, Assistant Professor (printmaking).
B.F.A., 1967, Arizona, Tucson; M.F.A., 1980, Colorado,
Boulder. (1986)
Richard Rose, Assistant Professor (visual desig,n).
B.F.A., 1979, M.A., 1980, California, Berkeley. (1985)
Terry Warpinski, Assistant Professor (photography).
B.A., 1979, Wisconsin, Green Bay; M.F.A., 1983, Iowa.(1984) ,
Barbara Wendel, Assistant Professor (photography).
B.A., 1976, Maryland; M.F.A., 1980, Delaware. (1982)
Emeriti
David G. Foster, Professor Emeritus (visual design).
B.A., 1951, Institute of Design, Illinois Institute of
Technology; M.F.A., 1957, Oregon. (1957)
C. Max Nixon, Professor Emeritus (metalcraft, jewelry,
weaving). B.F.A., 1939, Kansas. (1956)
C. B. Ryan, Professor Emeritus (painting, drawing).
B.S., 1939, M.F.A., 1940, Oregon. (1946)
Andrew M. Vincent, Professor Emeritus. 1929, Art
Institute of Chicago. (1929)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of Fine and Applied Arts has
courses in ceramics, drawing, fibers, metal-
smithing and jewelry, painting, photography,
printmaking, sculpture, and visual design.
Lower-division courses serve students doing
their major work in the Department and non·
majors seeking studio work as part of a liberal
education.
Undergraduate Studies
Three bachelor's degrees are offered by the
Department: a four-year program leads to the
bachelor of arts (B.A.) or bachelor of science
(B.S.) degree, and a five-year program leads to '
the bachelor of fine arts (B.F.A.) degree.
Major disciplines are not separated at the
undergraduate level except in the case of the
fifth-year program for a B.FA. degree.
Major Requirements
General departmental requirements forthe BA.
andB.S. degrees are 72 credits, including 9 in
Art History. Twenty-four of the 72 must be in
upper-division studio'work. Of the remaining
63 credits in the major, there must be at least
two courses in drawing, two courses in basic
design, and two courses in the foundation
offering (anatomy for artists, basic design,
drawing, drawing and modeling:marR and
image, and visual inquir')t).
Requirements for the B.F.A degree ,are as
follows:
1. Completion Of a five-year program totaling
220 credits, inciuding satisfaction of general
University requirements for the B.A. or
B.S. degree
2. Satisfaction of departmental requirements
for a program leading to the BA. or B.S.
degree arid, in the fifth year, 23 credits of
studio WOrk, 9 credits in Art History, and 4
credits of Terminal Creative Project (ARTC,
ARTJ,ARTP, ARTR, ARTS, ARTV, or
ARTW 498)
Students who have completed a'comparable
fOl:Jr.year curriculum inart at another institution
, may be admitted to the fifth-year B.FA. pro-
gram. Such B.FA. candidates. must, however,
satisfy the University's residence requirement
of 45 credits for all undergraduate degrees. For
transfer students completing an undergraduate
degree here, the Department requires at least
24 credits of studio work to be done in resi-
dence, of which at least 12 must be upper
division.
Admission to the B.FA. program is subject to
approval by a portfolio review of the student's
work, which is usually mpde during the student's
fourth year. The B.FA.candida.te selects a
faculty sponsor who agrees to initiate the
portfolio review and supervise the terminal
creative project.
Program Planning. The Department stresses
interdisciplinary programs as well asconcen-
trated study. Each student is encouraged to
select a faculty adviser during theJirst year.
That the selected adviser be familiar with and
sympathetic to the student's direction and
capabilities is critical to the development of a
worthwhile program of study. The importance
of program 'planning cannot be overempha-
sized.
The general lower-division courses, Drawing
(ART 291), Basic Design (ART 295), and '"
Drawing and Modeling (ART 297), are introduc-
tory courses preparatory to further work in the
Department. For descriptions, see course
listings.
Minor Requirements
The minor in Fine and Applied Arts requires 42
credits. Course work must be taken in at least
two departmental curricular areas, excluding
courses taken to fulfill the Drawing (ART 291)
and Basic Design (ART 295) requirements.
Students are encouraged to declare the minor
at least three terms before graduating. At the
time the minor is declared, a departmental
adviser may be assigned to help the student
develop an individualized program.
Core . 18' credits
Art History (ARH) courses 9
Drawing (ART 29'1) ,'; . 3
Basic Design (ART 295) , 3
3 credits selected from among the following:
Drawing (ART 291), ,Basic Design (ART
295), departmental courses, Architecture and
Allied Arts (AAA) courses ,.' ; 3
studio 24 credits
Studio courses of one's choice; 15 credits must be
upper division, and 12 credits must be taken in
residence. .
Graduate Studies
The Department offers the master of fine arts
(M.FA.) degree in each area of instruction:
ceramics, metalsmithing and jeweiry, painting,
printmaking, sculpture, and visual design..
Graduate studies in weaving and photography
are offered through the visual design area.
The M.FA. program is intended to promote
mature and independent creative work based
on a colleague/ike relationship among members
of the studio community. The faculty, with this
in mind, prefers to rely more heavily on advising
than on formal prescription.
The M.FA. is the terminal degree in the studio
arts. As such, it is designed to transcend the
credit and course requirements normally
associated with bachelor's and master's
degrees. The M.FA. is a two-year program that
ordinarily requires six consecutive regular
terms as a full-Ume StUdent. It is not >the intent
of the departmental faculty to be preoccupied
with credit requirements, but certain minimum
conditions may be reflected as credit require-
ments or considerations.
The six terms of full-time residence result in a
54-g[aduate-credit minimum. Other require-
ments are six formal courses in either art history
or art theory or both and a minimum of 9 credits
of Terminal Creative Project (ARTC, ARTJ,
ARTP, ARTR, ARTS, or ARTV 509). Graduate
students in this department may elect to take
all their work on a passIno pass (PIN) basis.
Because the principal requirements here are
those of residence, which may not be waived,
there is no policy for the acceptance of trans-
ferred graduate credit. All work done elsewhere,
both privately and in other schools and founda-
tions, will be honored, though not reviewed for
credit.
Most of the first year is spent establishing work
patterns and becoming familiar with' departmen-
tal courses of instruction, staff, and facilities.
Prospective students are expected to have the
equivalent of this department's B.FA degree;
those admitted without this experience are
expected to make up background deficiencies
before being admitted to the two-year program.
It is assumed that prospective graduate
students have some knowledge of the Depart-
ment's offerings andseek entrance for particular
reasons. The transition from the first year into
the more independent phase of the second-year
terminal project is generally most rewarding io
those who visit the school before applying.
Formal Procedures
Conditional Admission. Applicants must
make Specific inquiry based on discipline and
commitment, submitting application, tran-
scripts, vita, portfolio, and letters of recommen-
dation as requested. All applicants accepted
by the Graduate School are given conditional
admission to study for the M.FA. (graduate
classification G3). '
Until or unless an entering student has a
specific request for a graduate adviser, the
faculty member so designated customarily
serves as G3 adviser. During this time, the
student's enrollment consists of course work
and.special studies in his or her discipline and
in other instructional areas to ensure broader
Metalsmithing and Jewelry 171
acquaintance with the Department and the
University.
Sometime after the first term of residence, and
usually before the end of the third, a committee
for reviewing candidacy is constituted by the
G3 adviser. The committee is composed of no
fewer than four departmental faculty members,
two of whom, whenever possible, should be
from the candidate's major discipline. At least
one member of the committee must be from
another discipline of the Department. In those
instances in which faculty members outside the
Department are wanted on this committee, they
are appointed to serve in a nonvoting capacity.
The departmental committee reviews with the
student his or her record of accomplishment,
along with examples of past and current work,
in order to advise on and to recommend
advancement to candidacy with change of
graduate classification to G8 (unconditional
admission).
Terminal Project and Adviser. As soon as the
student has been classified G8, the student is
eligible to select a terminal project adviser from
the graduate faculty in his or her discipline. This
adviser, in counsel with the candidate, selects
the committee. The committee is composed of
the adviser as chair, three other departmental
faculty members, and usually a faculty member
from outside the Department. The entire
committee meets with the student for a prelimi-
nary statement of project intention (the prelimi-
nary review), at least two progress reports, and
the terminal review.
As soon as the project proposal is organized,
the chair arranges a meeting of the committee
for a preliminary review of the proposed project.
The purpose of the preliminary review is to
acquaint all parties with the conceptual and
technical particulars of the proposal and to
discuss the merit of the project and its appro-
priateness to the terminal degree. If serious and
irreconcilable differences of opinion arise, the
committee should be reconstituted to begin
again. Although the preliminary review is not a
public meeting, departmental faculty should
receive the courtesy of notification. However, it
should be understood that guests are not to
compromise the purpose of the meeting. The
preliminary review is usually timed to allowthree
subsequent terms to complete the terminal
project.
During the course of work on the terminal
project, the candidate arranges for individual
conferences with committee members and
should arrange, through the adviser, at least
two committee meetings for progress reports.
At least two weeks prior to the terminal review,
each committee member should receive a
rough draft of the report summarizing the
terminal project. At least one week before the
terminal review, the time, date, and place are
publicly announced by the chair. Department
staff members asslstthe candidate in arranging
the space and dates forthe public exhibition of
the terminal project. The final review is open to
all University faculty members and graduate
students. The exhibition is open to the public.
The degree is officially granted after the
candidate has fulfilled all requirements, includ-
ing submission to the Department of a project
report, in a form appropriate 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. An additional copy
of the report may be made available tothe major
discipline for its use. The student may also
request an additional bound copy.
Courses in Fine and
Applied Arts
Note: Unless specified otherwise, for listings 199, 401,
405,406,407,408,409,410,501,505,506, and 507, topics
and credits are arranged with the instructor. Subjectsvary
according to the interests of both faculty members and
students. Courses include, but are not limited to,
studio-related exploration. Instructor's consent is
required for all studies to be arranged, both for content
and scheduling. Students are encouraged to discuss these
possibilities with their advisers.
General Departmental
Courses in Art (ART)
Lower-Division Courses
111 The Artist Experience (2) PIN only. The artist
experience is a series of presentations by the resident
faculty members of the Department of Fine and
Applied Arts. Offered fall term only.
AAA 180 Introduction to Visual Inquiry (3) See
description under Architecture and Allied Arts.
199 Special Studies (1·3R)
200 SEARCH (1-3R)
208 Foundation: [Term Subject] (2-4R) A studio
foundation course focusing on basic skills and
concepts.
291 Drawing (2·4R) Beginning course in observation,
selection, and recording of significant elements in
various drawing media.
295 Basic Design (2-4R) PIN only. Programming of
information and processes invested in the act of
designing; exercises in understanding the syntax of
problem posing. Alpert, Gates, Pickering, Rose.
297 Drawing and Modeling (2-4Rl Study of forms in
space using the two dimensions 01 drawing and the
three,dimensions of modeling. Buckner.
Upper-Division Courses
320 Art Inthe Schools (3) See description under Art
Education.
322 Art in the Elementary School (2) See description
under Art Education.
400 SEARCH (1·3R)
407 (G) seminar (Arr,R)
408 (G) Workshop (Arr,R) Frequent topics are
Bookbinding, Calligraphy, Papermaking, Small Metal
Casting, and Typography; others include Color Theory,
Computers in the Arts, Drawing and Dreams, Drawing
and Writing on Computers, and Workshop on Hands
'and Feet.
410 (G) Experimental Course (Arr,R) Topicsinclude
Art and Creativity, Color Theory, Drawing and Writing
on the Computer, and Theories in Art,
414 (G) Art and Creativity (2-4R) PIN only. Personal
projects and ensemble work involving imagination-
releasing exercises using clay, drawing, writing, and
storytelling, A studio class with an emphasis on
creativity, R twice for maximum of 4 credits.
415 (G) The Origins of Mark and Image Making (2·4)
PIN only. Shares some characteristics of a studio
course, but research is undertaken in a nontraditional,
outdoor setting. Unprocessed natural and found
material used for individual and group projects that
are reviewed and discussed on site,
482 Anatomy for Artists (2-4) Principles and
formation of the skeletal and muscularstructure of the
human figure. Prereq: ARTP 290 or ART 291 or 297.
Buckner.
Graduate Courses
502 Supervised College Teaching (1-4R)
507 seminar (Arr,R) Topics inciude Archetypal
Ancestors of the Artist, Art and Spirituality, Drawing
and Dreaming, and Visuai Poetics,
Courses in
Ceramics (ARTC)
Lower-Division Courses
199 Special Studies (1;3R)
255 Ceramics (2-4R) Both directed and self-directed
opportunities, Instruction available in many aspects of
the study of ceramic processes, Open to nonmajors.
James, Kokis, Pickering.
Upper-Division Courses
401 Research (Arr,R)
405 Reading and Conference (Arr,R) Prereq:
instructor's consent.
406 (G)Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) semlnar(Arr,R) Prereq: instructor's consent.
408 (G) Workshop (Arr,R) Prereq: instructor's
consent.
410 (G) Experimental Course (Arr,R)
455 (G) Advanced Ceramics (2-4R) Intensive study
opportunities for those who seek the integration of
skills, theory, and practice with the development of
personal meanings, James, Kokis, Pickering.
498 Terminal Creative Project (Arr,R) B.F.A. degree
candidates only,
Graduate Courses
501 Research (Arr,R) PIN only. Prereq: instructor's
consent. '
505 Reading and Conference (Arr,R) Prereq:
instructor's consent.
506 Special Problel111l (Arr,R) Prereq: instructor's
consent.
507 Seminar (Arr,R) Prereq: instructor's consent.
508 Workshop (Arr,R) Prereq: ,instructor's consent.
509 Terminal Creative Project (Arr,R) Prereq:
instructor's consent.
Courses in Metalsmithing
and Jewelry (ARTJ)
Lower-Division Courses
199 Special Studies (1·3R) Prereq: instructor's
consent. '
257 Jewelry and Metalsmlthlng (2-4R) Introduction
to the handworking of ferrous and nonferrous metals;
practical information about making small tools and
jewelry and metal objects. Nixon.
Upper-Division Courses
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference (Arr,R) Prereq:
instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G)semlnar(Arr,R) Prereq: instructor's consent.
408 (G) Workshop (Arr,R)
410 (G) Experimental Course (Arr,R)
457 (G) Advanced Jewelry and Metalsmlthing (2-4R)
Emphasis on creative work, Advanced problems in
forging, raising, centrifuge casting,enameling,
etching, stonesetting. Not offered 1987-88.
498 Terminal Creative Project (Arr,R) B.FA degree
candidates only.
Graduate Courses
501 Research (Arr,R) PIN only. Prereq: instructor's
cons.ent.
505 Reading and Conference (Arr,R) Prereq:
instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project (Arr,R) Prereq:
instructor's consent.
172 Painting
Courses in
Painting (ARTP)
Lower-Division Courses
199 Special Studies (1-3R) Prereq:instructor's
consent.
290 Painting (2-4R) Basic visual elements and their
application to painting as a means of expression.
Traditional sUbject matter IS Incorporated: stili life,
landscape, figure. Prior drawing experience recom·
mended. Graff, Okada.
292 Water Color (2-4R) Basic instruction in the use of
water media, with particular attention to their limitations
and capabilities. Okada.
Upper-Division Courses
381 Water Color (2-4R) Visual and manual under-
standing of the media, with emphasis on transparency
and fluidity. Transitory conditions of light and atmo-
sphere. Prereq: ART 291 or ARTP 292. Okada.
390 PaInting (2-4R)Advanced painti.ng concepts and
technical processes. Independent initiative Is.e!"!cour-
aged. Prereq: 8 credits of lower-divIsion painting or
equivalent. Graff, Okada.
391 Drawing (2-4R) Continued study in observation
related to visual and spatial phenomena. Prereq: 4
credits of ART 291. Graff, Okada.
392 Composition and Visual Theo.ry (2-4R) Visual
theory and its relation to Visual, tactile, kinetic, and
mnemonic characterization. Prereq: 4 credits of ART
291 or 295 or instructor's consent. Not offered 1987-88.
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference (Arr,R) Prereq:
instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) seminar (Arr,R) Prereq: instructor's consent.
408 (G) Workshop (Arr,R) Prereq: instructor's
consent.
410 (G) Experimental Course (Arr,R) Topics i~clude
Drawing, Large-Scale Painting, and Theones In
Painting.
481 Water Color (2-4R) Advanced study in selected
water media. Prereq: ARTP 381 or instructor's consent.
Okada.
490 (G) Advanced Painting (2-4R) The use of various
media to characterize observation of a variety of
sUbjects, including stililifes, landscapes, and figures.
Prereq: 6 credits of ARTP 390 or eqUivalent. Graff,
Okada. .
491 (G) Advanced Drawing (2-4R) The use of drawing
as a conceptual and technical tool for revealing.
information from various sources, including stili life,
landscape, and figure. Prereq: 6 credits of ARTP 391.
Graff, Okada.
492 (G) Composition and Visual Theory (2-4R) A
study of light, color, surface, and vlsuallJrocesses as
related to painting and visual commUnication. Not
offered 1987-88.
498 Terminal Creative Project (Arr,R) B.FA degree
candidates only.
Graduate Courses
501 Research (Arr,R) PIN only. Prereq: instructor's
consent. .
505 Reading and Conference (Arr,R) Prereq:
instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 seminar (Arr,R) Prereq: instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project (Arr,R) Prereq:
instructor's consent.
590 Graduate Studies In Painting (Arr,R) Advanced
work with problems of color and form, technique"
processes, and visual theones. Prereq: Instructor s
consent.
591 Graciuate Studies In Drawing (Arr,R) Advanced
work with problems of form, technique, processes, and
visual theories. Prereq: instructor's consent.
Courses in
Printmaking (ARTR)
Lower-Division Courses
199 Special Studies (1-3R) Prereq: instructor's
consent.
Upper-Division.Courses
348 Silkscreen (3R) Techniques of screenprinting,
including film stencil, liquid blockout stencil, paper
stencil, and photosensitive approaches. The medium
as a unique conceptual and expressive tool. Prereq:
instructor's consent. Paul.
349 Fundamentals of Printmaking (3R) Techniques
of woodcut, collograph, lithography, and etching as
primary means of expression. Practice in hand printing
of editions. Rotating term-long offenngs In each
medium. Paul, Prentice.
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference (Arr,R) Prereq:
instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) seminar (Arr,R) Printmaking. Prereq:
instructor's consent.
408 (G) Workshop (Arr,R)
410 (G) Experimental Course (Arr,R) Topics are
Monoprint and Woodcut. .
480 (G) Lithography (2-4R) Methods of lithography,
including color printing and advanced techniques ..
Stone preparation and hand pnntlng of editions, With
speciai emphasis on the medium's potential as a
conceptualizing resource. Prereq: instructor's consent.
Paul.
483 (G) IntagliO Printing Methods (2-4R) Topics
include etching, dry point, engraVing, aquatint, soft
ground, sugar lift, inkless embossment, color and relief
printing. Imagery deveiolJment, philosophy of pnntlng,
self-expression and SOCial responSibility. Prereq:
ARTR 349 and 'instructor's consent. Prentice.
498 Terminal Creative Project (Arr,R) B.FA degree
candidates only.
Graduate Courses
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference (Arr,R) Prereq:
instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 Seminar (Arr,R) Prereq: instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 TermInal Creative Project (Arr,R) Prereq:
instructor's consent.
580 Graduate Studies In Printmaking (Arr,R)
Problems in various printmaking techniques: woodcut,
etching, silk screen, wood engraving, lithography,
collograph. Intensive independent work combined
with regUlar review and critique. Prereq: instructor's
consent.
Courses in
ScuIpture(ARTS)
Lower-Division Courses
199 Special Studies (1-3R) Prereq: instructor's .
consent.
293 Elementary SCUlpture (2-4R) Introduction to
materials. Consideration of form; technical and
compositional exercises in clay, plaster, wood, and
stone. Alpert, Buckner.
Upper-Division Courses
393 Intermediate SCUlpture (2-4R) Practice in the
basics of additive, reductive, and constructive
sculpture. Prereq: ARTS 293 or instructor's consent.
Alpert, Buckner..
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference (Arr,R) Prereq:
instructor's consent. .
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) Semlnar(Arr,R) Prereq: instructor's consent.
408 (G) Workshop (Arr,R)
410 (G) Experimental Course (Arr,R)
487 (G) Figure Studies (2-4R) The human structure
and its accurate Interpretation. Three-dimenSional
work from the living model, with supporting study
through drawing. Prereq: instructor's consent.
489 (G) Metal Casting (2-6) Basic principles of
nonferrous metal casting in lost wax. Design and
operation of furnaces and ovens. Alpert, Buckner.
494 (G) Advanced Sculpture (2-4R) Intensive creative
work in a wide variety of media. Traditional and
contemporary sculptural ideas and their relationship
to personal expression. Regular reviews. Prereq:
instructor's consent. Alpert, Buckner.
496 (G) Ceramic Sculpture (2-4R) Techniques in
buiJding, modeling, molding, and surfacing terra cotta.
The character of the materials and their effectiveness
as sculptural media. Kokis.
498 Terminal Creative Project (Arr,R) B.FA degree
candidates only:
Graduate Courses
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference (Arr,R) Prereq:
instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 seminar (Arr,R) Prereq: instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project (Arr,R) Prereq: .
instructor's consent.
594 Graduate Studies In SCUlpture (Arr,R) Problems
of forms and their relationship to space. Studio
research into traditional and contemporary concepts
to find personai expression. Prereq: instructor's
consent.
Courses in
Visual Design (ARTY)
Lower-Division Courses
199 Special Studies (1-3R)
251 Introduction to Photography (3) The camera and
how it functions. Lectures, field trips, and reviews.
Work with color slide film; no darkroom work.
258 BasIc Photography (2-4R) Basic black-and-white
photographic processes and techniques; develop-
ment of camera and darkroom skills; seeing photo-
graphically. Numerous reviews of student work.
Prereq: instructor's consent. Warpinski.
Upper-Division Courses
382 Letter Form (2-4R) Fundamentals of calligraphy;
typography; codification techniques as related to
photo- and electronically generated graphics.
383 The Graphic Symbol (2-4R) StUdies in symbolic
communication. Exploration In the graphiC evolution of
symbols. Prereq: ARTV 382 or instructor's consent.
Gates, Rose.
384 Intermediate Photography (2-4R) Previsuaiiza-
tion of images. ManipUlation of light and resulting tonal
scale in photography(zone system). Prereq: ARTV258
or instructor's consent. Warpinski.
401 Research (Arr,R) Prereq: instructor's con~ent.
405 Reading and Conference (Arr,R) Prereq:
instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) seminar (Arr,R) Prereq: instructor's consent.
408 (G) Workshop (Arr,R) Prereq: instructor's
consent.
410 (G) Experimental Course (Arr,R) Topics include
Advanced Mac Graphics, Advanced Visual Design,
Communication Graphics, Computers in Art, and
Design for Computers.
484 (G) Advanced Photography.(2-4R) Previsualiza-
tion of images; manipulation of light and the resulting
tonal scale in photography (zone system). Processes
and materials of color printing. Introduction to the
large-format camera..Prereq: ARTV 384 or instructor's
consent. Warpinski.
493 (G) Visual Continuity. (2-4R) The problems of
image sequence and continuity In all graphiC media
including photography, video, and computer-
generated graphics. Prereq: ART 295 or instructor's
consent. Foster. Open to nonmajors.
495 (G) Motion Graphics (2-4R) Moving imagery, both
diagrammatic and photographiC: use of Video and
computer graphics in visual design. Includes vanous
animation techniques. Prereq: ART 295, ARTV 493 or
instructor's consent. Foster. Open to nonmajors.
498 Terminal Creative Project (Arr,R) B.FA degree
candidates only.
Graduate Courses
501 Re.search (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference (Arr,R) Prereq:
instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 Seminar (Arr,R) Prereq: instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project (Arr,R) Prereq:
instructor's consent.
Courses in
Weaving (ARTW)
Lower-Division Courses
199 Special Studies (1-3R) Prereq: instructor's
consent.
253 Off-Loom Textiles (2-4R) introduction to fiber
study through methods other than traditional loom
work; exploration of forms possible In three dimenSion
and at various scales; dyeing and construction
techniques. Pickett..
256Weaving (2-4R) Dressing, care, and manipulation
of several types of looms. ExperimentationWith a Wide
variety of fibers. Production of textiles of onglnal deSign
on four- and eight-harness looms. Pickett.
Upper-Division Courses .
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference (Arr,R) Prereq:
instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent. '.
407 (G) Seminar (Arr,R) Prereq: instructor's consent.
408 (G) Workshop (Arr,R) Prereq: instructor's
consent.
410 (G) Experimental Course (Arr,R)
456 (G) Advanced W~aving (2-4R) Emphasis on
creative work. Production of a Wide variety of hand-
woven fabrics. Historical studies, fabnc analYSIS,
spinning, dyeing. Pickett.
458 (G) Textile Printing (2-4R) Advanced problems
in design and color applied to standard textiles. .
Technique in pattern design and yardage pnntlng. Silk
screen, block print. Prereq: instructor's consent.
498 Terminal Creative Project (Arr,R) B.F.A. degree
candidates only.
Graduate Courses
Note: Graduate work in Weaving is offered in conjunction
with the Visual Design area. Graduates receive an M.F.A.
j.n Visual Design.
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference (Arr,R) Prereq:
instructor's consent.
506 Special Problems (Arr,R) Prereq:instructor's
consent.
507 Seminar (Arr,R) Prereq: instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project (Arr,R) Prereq:
instructor's consent.
Historic
Preservation
109 Lawrence Hall
Telephone (503) 686-3631
Michael E. Shellenbarger, Program Director
Participating Faculty
Philip H. Dole, Architecture
Arthur W. Hawn, Interior Architecture
Kenneth I. Helphand, Landscape Architecture
Robert Z. Melnick, Landscape Architecture
Donald L. Peting, Architecture
Marsha Ritzdort, Planning, Public Policy and
Management
Leland M. Roth, Art History
Michael E. Shellenbarger, Architecture
Richard A. Sundt, Art History
Adjunct
Robertson E. Collins, Adjunct Professor. B.A., 1946,
Stanford. (1984)
Eric L. Eisemann, Adjunct Assistant Professor. B.A.,
1974, Knox; M.A., 1980, Western Kentucky. (1984)
George A. McMath, Adjunct Professor. B.Arch., 1959,
Oregon. (1984)
Gregg A. Olson, Adjunct Assistant Professor.. B.Arch.,
1975, Oregon; Diploma In Conservation Studies, 1977,
University of York. (1984)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate
Studies
Minor Program
The interdisciplinary minor in HistoricPreserva-
tion requires a minimum of 27 credits, 15 of
which must be upper division, distributed as
follows;
1. 9 credits in architectural history, selected
from the following 3-credit courses in the Art
History Department:
19th-Century Architecture (ARH 448G),
20th-Century Architecture (ARH 449G),
History of Interior Architecture (ARH 451 G,
452G, 453G), 17th-Century American
Architecture (ARH 471 G), 18th-Century
American Architecture (ARH 472G), 19th-
Century American Architecture (ARH 473G),
20th-Century American Architecture (ARH
474G), History of Landscape Architecture
(ARH 478,479)
2. 18 credits in Historic Preservation, selected
from the following 3-credit courses in various
departments, both within and outside the
School of Architecture and Allied Arts:
Cultural Resource Policies and Research
Methods (ANTH 480G, offered by Oregon
State University), Setllement Patterns
(ARCH 432G), Preservation and Restoration
Technology (ARCH 474G), Preservation
Technology; Masonry (ARCH 475G), Historic
Preservation (ARH 470G), Landscape
Preservation (LA 480G)
Other Historic Preservation courses
approved by the Historic Preservation
Committee.
Upto 6 credits in courses related to historic
preservation and taught in the following
departments: Anthropology, Architecture,
Art History, Geography, History, and Land-
scape Architecture. These courses are
subject to the approval of the Historic
Preservation Committee.
Historic Preservation 173
The Historic Preservation minor is available to
all University undergraduate students. The
minor program is administered by the director
of the Historic Preservation Program in the
School of Architecture and Allied Arts. Early
consultation with a faculty member on the
Historic Preservation Committee is recom-
mended. Students must give the Committee
written notice of the intent to seek the minor. A
form for this purpose is available in the office
of the dean of Architecture and Allied Arts and '.
must be submitled prior to formal application
for graduation. Course availability is subject to
the instructor's consent and the space available
after obligations to departmental majors have
been met. A mid-C or better must be earned in
graded courses, a P (pass) in passIno pass
courses. The minor is granted on completion of
the requirements in effect when the notice of
intent to seek the minor was filed.
Graduate Studies
A master of science (M.S.) degree in Historic
Preservation is offered by the School of Archi-
tecture and Allied Arts. The two-year course of
study is designed to meet the interests of
students whose backgrounds are primarily in
architecture, landscape architecture, and
architectural history. It includes training in
preservation theory and law, the characteristics
of historic buildings and landscapes, historic
building technology, and the procedures for
evaluating and recording historic sites and
buildings.
The program is administered by an inter-
departmental committee in the School of
Architecture and Allied Arts.
Program Requirements
First Year 42 credits
Courses in preservation theory, law,
technoiogy, and recording , 12
Courses in architectural history _.. 9
Research 6
Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9
Summer internship . . . . . . . . . . . . . . . . . . . . . . . .. 6
Second Year 27 credits
Courses in architecture and architectural
history. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9
Electives " 6
Terminal project or thesis 12
Admission.
In addition to the basic requirements for
admission to graduate study at the University,
students must have a background in architec-
ture or architectural history, normally including
a bachelor's degree in architecture, architec"
tural history, or art history with an emphasis on
architectural history. Students who want to
participate in the program throughthe Western
Interstate Commission for Higher Education
(WICHE) should inquire atthe Graduate School.
Requests for further information and application
materials should be addressed to the Commit-
tee on Historic Preservation, School of Architec-
ture and Allied Arts, University of Oregon,
Eugene OR 97403.
Graduate Courses
in Historic
Preservation (AMP)
501 Research (Arr,R) National Register Nomination
Application.
174 Historic PreseNotlon
503 Thesis (Arr,R)
505 Resding and Conference (Arr,R)
506 Special Problems (Arr,R) Recent topics include
Historic Interior Painted Finishes, Historic Inventory,
and Paint Analysis,
507 seminar (Arr,R) Recent topics include Critical
Issues in HistoriC Preservation, Legal Issues in Historic
Preservation, and 19th-Century Historic Preservation
in Europe,
508 Workshop (Arr,R) Wood Repair and Replacement
is a current topic,
509 Practlcum (Arr,R)
510 Experimental Course (Arr,R)
511 Terminal Project (Arr,R)
Courses in Other Departments
Note: See descriptions under appropriate
departments,
Architecture. Settlement Patterns (ARCH
432G), Preservation Technology: Masonry
(ARCH 475G)
Art History. History of Interior Architecture
(ARH 451 G, 452G, 453G), Historic Preservation
(ARH 470G), 17th-Century American Architec-
ture (ARH 471 G), 18th-Century American
Architecture (AR+-l 472G), 19th-Century Ameri-
can Architecture (ARH 473G), 20th-Century
American Architecture (ARH 474G), History of
Landscape Architecture (ARH 478G, 479G),
Museology (ARH 511, 512)
Landscape Architecture. Landscape Architec-
ture Research (LA 520)
In addition to the above, several seminar and
experimental courses are offered by the
participating departments, Recent subjects
have included community and neighborhood
revitalization, the National Park Service,
landscape preservation, recording historic
buildings, grant writing, and preservation
technology,
Participation in related course work throughout
the University is encouraged, Topics available
include urban geography, history of American
cities, history of the American West, and cultural
resource management.
Interior
Architecture
477E Lawrence Hall
Telephone (503) 686-3638 or -3656
Lyman T. Johnson, Program Director
Participating FaCUlty
Gunilla K, Finrow, Architecture
Arthur W, Hawn, Architecture
Wayne J. Jewett, Architecture
Lyman T. Johnson, Architecture
James A. Pettinari, Architecture
R. Peter Wilcox, Architecture
The Study of Interior
Architecture
Preparation. High school and college students
interested in interior architecture should prepare
themselves by taking courses in the following
subjects:
1. Fine arts such as drawing, sketching,
painting, sculpture, fiber arts, two- and
three-dimensional design, draftsmanship,
and the history of the arts, architecture,
furniture, and interior architecture-design
2. Social sciences such as sociology, psychol-
ogy, individuai and group behavior, cultural
anthropology, community studies, and
human environment
3. Sciences: environmental studies, algebra,
and geometry. Trigonometry and college-
level physics are required if an individual is
interested in taking structures
Because interior architecture students must be
able to read, write, and think clearly about
abstract concepts, preparation should also
include literature and writing courses as well
as readings in philosophy, poetry, and the
Classics.
To better understand the professional field,
prospective students should visit and discuss
opportunities with iocal interior designers and
firms practicing interior architecture.
Students are encouraged to travel in order
to broaden their experiences related to the
proximate environment.
Education in Interior Architecture. The
Interior Architecture Program engages the
student in all phases of interior planning.
Emphasis is on problem solving and creative
development as related to the proximate
environment. Individual criticism is supple-
mented by lectures and reviews by members
of the design staff. Students work closely with
each other and with instructors in architecture
and landscape design. The Program includes
field trips to acquaint students with outstanding
examples of current professional work in interior
architecture. Opportunities are provided for
collaboration on design problems with students
in other fields in the arts. An internship may be
arranged with a participating professional
office. Six credits are earned in Practicum (IARC
409G), usually during the summer. It should be
taken during the fourth or fifth year of study.
Students must meet the requirements as
published in the General Bulletin of the year of
their admission. Those needing more specific
information should see a program adviser.
Accreditation. The curriculum in Interior
Architecture is accredited by the fOoundation for
Interior Design Education and Research
(FIDER). The five-year Program leads to the
bachelor of interior architecture (B,I.Arch.)
degree.
Careers. Most students prepare for entering
professional practice with interior architecture
and design ,firms. Other opportunities exist in
related areas such as product representation,
color consultation, space planning, furniture
design, and other activities related to the
proximate environment.
Students graduating from the Interior Architec-
ture Programmay elect to applyforthe national
examination administered by the National
Council for Interior Design Qualification
(NCIDQ). Successful completion of this exami-
nation is required for membership in the
American Society of Interior Designers (AS/D)
and the Institute of Business Designers (IBD).
Summer Architecture Academy. See descrip-
tion in the Architecture section of this bulletin.
Undergraduate Admission
The admissions review focuses on creative
capability, academic capability, and potential
program contribution through diversity of
background, experience, or maturity. Students
are expected to submit specific materials
supporting each of these attributes. Freshman
applicants must have grades and scores that
meet at least four of the following indices:
1. High school grade point average (GPA)-
3.00
2. Test of Standard Written English (TSWE)-38
3. Verbal Scholastic Aptitude Test (SAT)-400
4. Mathematical SAT-400
5. Total SAT-900
The University deadline for undergraduate
applications to the Interior Architecture Program
is January 15 (see Application Deadlines inthe
Admissions and Records section of this bulletin).
The deadline for completion of the departmental
,application is February 1. All applicants must
meet both deadlines. Students receive notices
concerning their applications by April 15. Early
application is appreciated.
New students are admitted into, the Program
only in the fall term, and an accelerated
program is not normally possible. Further
information about enrollment policies and
application deadlines is available in the
Architecture Department office.
Undergraduate Studies
Potential applicants who have a priorfour-year
undergraduate degree in any field must apply
to the graduate prog ram (see Graduate Studies
later in this section).
The undergraduate programs in Interior Archi-
tecture consist of the bachelor of interior
architecture (B.I.Arch.) degree program and a
minor in Interior Architecture.
Bachelor of Interior
Architecture: 220 credits
A five-year program leads to the B.I.Arch.
degree; the first two years are highly structured.
Because of the diversity of opportunities in the
profession, the program is designed to allow
students and their advisers considerable
flexibility in establishing study sequences that
satisfy individual interests and needs. The
flexibility of the program allows students to
extend their study to the allied disciplines of
architecture, landscape architecture, public
policy and management, art history, and fine
and applied arts.
The B.I.Arch. may be earned as a seoond
bachelor's degree by those who already have
a bachelor's degree. AdditiQnal program and
application information is available from the
Interior Architecture Program director.
Candidates for the B.I.Arch. degree must satisfy
the following requirements, totaling 220 credits:
General University Requirements. 45 credits,
distributed as follows:
1. Group requirements-36 credits in arts and
letters, social science, and science
2. English composition-6 credits
3. Health-3 credits
Major Program Requirements. 175 credits
(see Professional Curriculum later in this
section).
Residence Requirements. For transfer stu-
dents to receive the B.I.Arch. degree from the
University, the following mi.nimum credits must
be taken in residence:
1. Design Area: 24 credits, including Interior
Design Terminal Projeot (IARC 48'8, 489)
2'. Subject Area: Group 1-24 credits; Group
111-9 credits
Leave of Absence. See pol icy statement in the
Architecture section of this bulletin.
Minor Requirements
The Department of Architecture offers a minor
in Interior Architecture, subjectto the following
restrictions:
1. Before taking any course work, a student
must notify the Department head of intent to
seek a minor: The minor will be granted 'on
completion of the requirements in effect on
the date of the notice of intent.
2. Becausethe Department's first obligation is
to its majors, it cannot guarantee.~vailability
of courses for minors. Minors may register
in required courses on a first-come, first-
served basis only after the needs of majors
have been met.
3. Enrollment ineach minor program is limited.
If the Department is unable to accommodate
additional students, it may suspend admit-
tance to a minor prog ram untiL space
becomes available.
4. Courses rElquired for minors are open to
other University students with instructor's
consent. .
5. A mid-C or better must be earned in graded
courses, or P in pass/no. pass courses.
Interior Architecture MInor 29 credits
Fundamenials of Architecture
I, II, III, IV (ARCH 301, 302, . .
303, 304) , . . . . . . . .. 8
Survey of Interior Design (IARC 204) ;... 3
Materials of Interior Design(IARC 370" 371), 3 credits each 6
Survey of the Visual Arts:
Spatiai Arts (ARH 201) . . . . . . . . . . . . .. . . . . .. 3
. Three of·the following four courses:
Color theory and Application. for the
BlJilt Environment (IARC 347) 3
History of Interior Architecture(ARH 451, 452, 453) 9
Graduate Studies
The three programs of graduate study in Interior
Architecture are Options I, II, and III. In all three
programs, students must take 45 graduate
credits, of which 30 must be in the major and
9 must be at the 500 level. Requirements for
each of the three programs are listed below.
The Option I program leads to the master of
interior architecture (M.I.Arch.) as a post-
professional degree. This program normally
takes from four to six terms. Applicants
must have a professional degree in interior
architecture.
Options II and III lead to the M.I.Arch. as a
professional degree. Students in these pro-
grams have access to the basic professional
curriculum and all graduate-level course work
in the Department. The Option II program, which
normally takes six or seven terms, is for students
who have a four-year degree in interior design,
architecture, or environmental design. The
Option III program· may be completed in 10
terms, and applicants must have a BA orB.S.
degree upon entering.
Graduate Admission
Prospective students may receive a detailed
description of the graduate program and a
. graduate application packet by writing directly
to the Graduate Secretary, Department of
Architecture, University of Oregon, Eugene OR
97403. The packet describes all admission
materials (academic records, statement of
intent, recommendations, and a portfolio of
creative work). Applications must be post-
marked by February 1 prior to the fall term of
admission. Notices of decisions on applications
are mailed after April 1. Students with some
interior architectural education (Option I or II)
may wantto request graduate teaching fellow-
ship (GTF) application forms.
Option I applications may be submitted at any
time, but Option I graduate students ordinarily
begin their work in the fall term.
Professional Degree
Programs: MJ.Arch.
Option II and III students must complete the
professional curriculum with 60 credits in
design and 82 credits in subject-areacourses.
The Interior ArChitecture graduate programs do
not have a graded-credit requirement.
All graduate students are required to begin their
work in the fall term; the Department does not
have a late admissions program. Graduate
teaching fellowships (GTFs) are available to
particularly well-qualified graduate .students;
especially second-year Option Iand II students.
For Option II, the minimum residency require-
ment is six terms. Transfer credit may be given
to students who have had academic experience
in a Foundation for Interior Design Education
and Research (FIDER)-accredited interior
architecture program.
Option II and III students may substitute, at their
adviser's discretion, other appropriate courses
(such as Basic Design or Environmental
Design) for up to 6 olthe required 60 credits in
design.
In addition, Option II students must complete
the following requirements:
Interior Architecture 175
1. 6credits in Research (IARC 501), which may
include independent technical study or
instructor-directed research
2. Two terms (12 credits) of the terminal project
in Interior Architecture
3. Residence requirements in the design and
subject areas as listed above
Postprofessional Degree
Program: M.I.Arch.
The Option Iprogram .should be understood as
an opportunity to extend the knowledge gained
in a five-year professional degree in interior
architecture and design program. It offers the
study of significant interior architectural sub-
jects related to faculty expertise in the following
areas:
1. Interior design and the proximate environ-
ment
2. Historical precedents, interior environments,
and furniture (inclUding course work in
Historic Preservation)
3. History and theory of interior architecture
4. Furniture design and technology
5. Daylighting, electric lighting, and color
An Option I stUdent is expected to develop a
personal program within an area of interest and
within the listed areas of faculty expertise. This
individual study program culminates in an
M.I.Arch. thesis, which synthesizes and clearly
communicates the work. For more information,
see the description of the master's degree with
thesis in the Graduate School section of this
bulletin.
A typical M.I.Arch.degree program focuses on
one of several significant topics and usually
relies heavily on the design probe as a study
method. It draws on professional and general
University courses, seminars, and personal
consultation with a faculty adviser. Students
should review this bulletin for courses taught in
other departments.
Students in the Option I program are required
to complete 9 credits in Thesis (IARC 503).
Foreign Study
See the Danish International Studies and Studio
Abroad Programs listed in the Architecture
section of this bulletin.
Professional Curriculum
Interior Design: 66 credits
ArChitectural Design (ARCH 181, 182),
12 credits
Interior Design (IARC 388), six terms, 36 credits
Custom Cabinet and Furniture Design (IARC
486), 6 credits
Interior Design Terminal Project (IARC 488,
489), 12 credits
Subject Area: 82 credits
Group 1-41 credits, including the following:
Skills and Content in Design (ARCH 101)
Essential Considerations in Architecture
(ARCH 102)
Survey of Interior Design (IARC 204)
Materials of Interior Design (IARC 370, 371)
Furniture and Accessories (IARC 444)
History of Interior Architecture (ARH 451,
452,453)
176 Interior Architecture
Working Drawings in Interior Architecture
(IARC 472)
8 credits from the group of architecture funda-
mental courses designated to be taken in the
second year of the major
Group 11-9 credits, selected from the art
history program by the individual student
Group 111-32 credits, seleeled from the
following list of courses; , indicates courses
recommended by FIDER.
Design Process and Method (ARCH 311)
Descriptive Geometry (ARCH 316)
Media for Design Development (ARCH 324)
'Color Theory and Application for the Built
Environment (IARC 347)
'Introduction to Structural Theory (ARCH 365)
Structure Systems (ARCH 368, 369)
'Environmental Control Systems (ARCH 391,
392,393)
Research Methods (ARCH 411)
Advanced Design Development Media
(ARCH 424)
Office Practice, Interiors (IARC 429)
Settlement Patterns (ARCH 431, 432, 433)
Ecological Implications in Design (ARCH 434)
Social and Behavioral Factors in Design
(ARCH 443)
Essential Considerations in Architecture and
Design Synthesis (ARCH 451)
Architecture as Form (ARCH 455)
Spatial Composition and Dynamics (ARCH 456)
Types and Typology (ARCH 458)
Specification Documents in Interior Design
(IARC 471) .
Working Drawings in Interior Architecture
(IARC 473)
ARTHISTORY. 9 credits in courses different from
those used to satisfy Group II
FINE AND APPLIED ARTS. 15 credits from the
various areas
LANDSCAPE ARCHITECTURE. 6 credits from the
landscape subject area
PLANNING, PUBLIC POLICY AND MANAGEMENT.
Introduction to Planning and Public Policy
(PPPM 301)
GENERAL ELECTIVES. 27 credits. Students are
encouraged to select general subject courses
beyond the University group requirements. To
ensure the continuation of liberal studies
beyond the introductory level, B.I.Arch.candi-
dates must complete 12 credits in upper-
division general electives in academic subjects
outside the School of Architecture and Allied
Arts.
Note: The Program director may approve
additional courses for Group III.
Special Courses. Open-ended courses
numbered 401-410 and 501-510 may be
developed and approved for credit in subject
or elective areas. Majors may take any graded
course in the Architecture Department on either
a graded or a passIno pass (PIN) basis. The
maximum allowable number of PIN courseS .is
set by University regulations.
Courses in Interior
Architecture (IARC)
Lower-Division Courses
ARCH 101 Skills and Content in Design (3) See
description under Architecture.
ARCH 102 Essential Considerations In Architecture
(3) See description under Architecture.
ARCH 181, 182 Architectural Design (6,6) See
description under Architecture.
199 Special Studies (1-3R) Orientation course for
students in the first year of the major.
200 SEARCH (1-3R)
204 Survey of Interior Design (3) Introduction tothe
theory of interior architecture. Design criteria explored
through illustrated lectures and a project invoiving
analysis and redesign of a public space. Open to
nonmajors.
ARCH 224 Introduction to Design Development
Media (3) See description under Architecture.
288 Creative Problems in Interior Architecture (6)
PIN only. The planning processes by which interior
spaces and forms are studied and executed. Prereq:
ARCH 181, 182; IARC 204.
Upper-Division Courses
ARCH 301,302,303,304 Fundamentals of Architec-
ture I, II, III, IV (2,2,2,2) See descriptions under
Architecture.
ARCH 311 Design Process and Method (3) See
description under Architecture.
ARCH 316 Descriptive Geometry (3) See description
under Architecture.
ARCH 324 Media for Design Development (3R) See
description under Architecture.
347 Color Theory and Application for the Built
Environment (3) Use of color in the built environment
including principal color systems, methods of color
harmony, effects of visual phenomena, and various
psychological, cultural, and historic implications.
Prereq: ARCH 181, 182 or instructor's consent.
ARCH 365 Introduction to Structural Theory (4) See
description under Architecture.
ARCH 366 Basic Wood and Steel Systems (4) See
description under Architecture.
ARCH 367 Basic Reinforced Concrete Systems (4)
See description under Architecture.
370, 371 Materials of Interior Design (3,3) The
properties, manufacture, and application of materials
used in construction and interior design; field trips to
supply ·sources. Open to nonmajors with instructor's
consent.
388 Interior Design (6R) PIN only. A series of creative
problems in interior design; intensive analysis of
design; methods of problem solution; individual
criticism, review of design projects; group discussion
and field trips. Prereq: ARCH 101, 181, 182. Majors
only.
ARCH 391, 392 Environmental Control Systems
(4,4S) See description under Architecture.
ARCH 393 Environmental Control Systems (4S) See
description under Architecture.
400 SEARCH (1-3R)
401 Research (Arr,R)
405 Reading and Conference (Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) Seminar (Arr,R) See description under
Architecture.
408 (G) Workshop (Arr,R)
409 (G) Practlcum (Arr,R)
410 (G) Experimental Course (Arr,R) Current topics
are Computers for Interior Architecture and Terminal
Project Preparation.
ARCH 411 (G) Research Methods (3) See description
under Architecture.
ARCH 424 (G) Advanced Design Development
Media (3) See description under Architecture.
429 (G) Office Practice, Interiors (2) Office procedure
for the interior designer in private practice; trade
contracts, discounts, interprofessional relations;
sources of materials. .
ARCH 431, 432, 433 (G) Settlement Patterns (3,3,3)
See description under Architecture.
ARCH 434 (G) Ecological Implications In Design (3)
See description under Architecture.
ARCH 439 (G) Architectural Form and Urban Quality
(3) See description under Architecture.
ARCH 443 (G) Social and Behavioral Factors In
Design (3) See description under Architecture.
444 (G) Furniture and Accessories (3) Analysis of
furniture and cabinetry; emphasis on design, develop-
ment, methods of manufacture and distribution;
furniture construction and techniques of shop drawing.
Introduction to basic wood construction procedures.
Open to nonmajors with instructor's consent.
ARCH 451 (G) Essential Considerations in Architec-
tureand Design Synthesis (3) See description under
Architecture.
ARCH 455 (G) Architecture as Form (3) See
description under Architecture.
ARCH 456 (G) Spatial Composition and Dynamics
(3) See description under Architecture.
ARCH 458 (G) Types and T.ypology (3) See descrip-
tion under Architecture.
471 (G) Specification Documents in Interior Design
(1) In-depth study of detailed information required in
preparing specification documents as related to the
process of construction and furnishing of interior
space. .
472,473 (G) Working Drawings in Interior Architec-
ture(4,4) Preparation of working drawings for projects
in interior architecture. Majors only.
486,487 (G) Custom Cabinet and Furniture Design
(6,6) PIN only. Projects involving the design and
construction of custom furniture, preparation of
detailed shop drawings, shop procedure. Prereq:
IARC 444, and 18 credits in 'ARC 388 or ARCH 380,
Open to nonmajors with instructor's consent.
488,489 Interior Design Terminal Project (6,6) PIN
only. Student-initiated studies in interior design for the
terminal project. Emphasis on comprehensive and
integrative study. Prereq: 30 credits in IARC 388.
Majors- only.
492 (G) Electric Lighting (3)principles of lighting with
focus on inte~ration of electric'illumination and space.
Design for lighting, calculations, and available systems
and sources tested through models and drawings.
Interior Architecture and Architecture majors only.
Prereq: ARCH 303.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thes/, (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Special Problems (Arr,R)
507 Seminar (Arr,R)
510 Experimental Course (Arr,R)
ARCH 581, 582 Graduate Architectural Design:
Option III (6,6) See description under Architecture.
588 Advanced Interior Design (1-12R) PIN only.
Studio-based investigation of special aspects of
interiordesign. Prereq: Iifth-yearor graduate standing
and instructor's consent. Majors oniy.
ARCH 592 Dayllghtlng (3) See description unde'r
Architecture:
Landscape
Architecture
216 Lawrence Hall
Telephone (503) 686-3634
Kenneth I. Helphand, Department Head
Faculty
Ann Bettman, Assistant Professor (plants). B.A., 1967,
Boston; B.L.A., 1978, M.L.A., 1979, Oregon. (1977)
Jerome Diethelm.Professor (land planning research,
site planning and design). B.Arch., 1962. Washington(Seattle); M.L.A., 1964, Harvard; Reg. Architect,
Oregon; Reg. Landscape Architect. Oregon. (1970)
Sue Ann Donaldson, Assistant Professor (Canadian
cultural landscape and urban design). B.A., 1969,
University of British Columbia; M.L.A., 1980, University
of Guelph. (1987)
Kenneth I. Helphand, Professor (landscape history,
literature, and theory). B.A., 1968, Brandeis; M.L.A.,
1972, Harvard. (1974)
David Hulse~ Assistant Professor (Iand"use planning,
computer applications). B.S.L.A., .1981, Colorado
State; M.L.A., 1984, Harvard. (1985)
Ronald J. Lovinger, Professor (planting design theory,
landscape transformation). B.F.A., 1961, Illinois;
M.L.A., 1963, Pennsylvania. (1965)
Robert Z. Melnick, Associate Professor (landscape
preservation, research). B.A., 1970, Bard; M.L.A.,
1975, State UniversityofNew York College of Environ-
mental Science and Forestry. (1982)
Joseph D. Meyers, Associate Professor (geo-
environmental analysis). B.S" 1949, M.S., 1952,
Oregon; Reg. Professional Geologist, Arizona, Idaho,
Oregon: Reg. Engineering Geologist, oregon~ (1974)
David Vala, Associate Professor (urban design,
graphic communication). B.Arch., 1971, M.L.A., 1972,
Oregon. (1982)
Adjunct
Ron Cameron. Adjunct Assistant Professor (site
development). B.A., 1963, Stanford: B.L.A.,1967,
Oregon; Reg. Landscape Architect, Oregon. (1973)
Jeff Kern, Adjunct Assistant Professor (surveying).
B.S., 1967, Farleigh Dickenson; Professional Land
Surveyor, Oregon. (1983)
Emeriti
George S. Jette, Professor Emeritus (recreational
planning and design). B.L.A..1940, Oregon. (1941)
Wallace M. Ruff, ProfessQr Emeritus (research,
experimentation, introduction 0'1 plants). B.S.. 1934,
Florida; M.S.. 1950, California, Berkeley. (1952)
Note: The date in parentheses at the end ofeach entry is
the first year althe University of Oregon.
Landscape architecture. is, an environmental
design profession and discipline of broad
scope concerned with the design"planning,
and management of landscapes. Landscape
architecture is founded on an awareness oJ our
deep connections to the natural world and the
recognition that humans are part of the web of
life. The design and planning of a healthy
society rests on a commitment to the creation
of a landscape that respects the land, its
processes, and its integrity; aids inthe fulfillment
of human potential; and aspires to art.
Landscapearchitecture is both a science and
an art. It is based on a scientific knowledge of
natural processes coupled with an awareness
of historical, cultural, and social dynamics.
Landscape architects are concerned with the
transformation of these understandings into the
physical form,into landscape design on all
scales.
The Department. of Landscape Architecture is
built upon .the 19th-century legacy that land-
scape architecture is both a design and a soCial
profession. with responsibilities to ourselves,
society, the past, and the future, The program,
in both spirit and content, combines profes-
sional understanding and skills with a liberal
education.
As a profession, landscape architecture
includes ecologically based planning activities
and the analysisof environmental impact as well
as the detailed development of land and sites
of all sizes anduses, As an academic discipline,
it provides a unique opportunity for personal
development through environmental problem-
an? project-oriented study.
The programs in Landscape Architecture
emphasize the making of richly supportive
physical places, beautiful in their response tei
human need and its ecological context.
Undergraduate 'Studies
Curriculum
The curriculum in Landscape Architecture
leads to the degree of bachelor of landscape
architecture (B.LA). The five-year program
combines a general preparation in the arts and
sciences with afocus on environmental studies.
The goal is to produce a visually literate and
environmentally responsible citizen capable of
playing a central, professional role inthe
evolving .Iandscape..
Opportunities are provided for collaboration on
planning and design problemswith students in
architecture, urban planning, and other disci-
plines. in recognition olthe integrated, com-
prehensive nature of environmental planning
and design.
Curriculum Options. The curriculum repre·
sents a recommended path toward the degree.
It is expected to vary according to the interests,
goals, and previous experience of individual
students andis planned with the help of faculty
advisers.
The options and departmental electives offered
reflect the need both to provide a wide range
of environmental subject material and to
introduce the rapidly ,expanding spectrum of
career areas within the profession. Program
objectives are to provide a solid base of
essential skills. tools, and knowledge as well a,s
the flexibility to let each student proceed
through the program folloV\(ing his or her own
pattern of interests' and ,readiness. Emphases
include ecologicaland resource analysis, land
conservation and development, urban neigh~
borhood developmentof waterways and
agricultural lands, private agency professional
practice, public agency professional practice.
environmental impact assessment, landscape
preservation, and environmental research.
The undergraduate program provides a bal-
anced exposure to the many Jacets of land-
scape architecture, with the expectation that
specialization will, occur at the graduate level
and in professional internship programs.
Curriculum Structure.·The undergraduate
curricylum consists olthefollowing interrelated
areas:
PLANNING AND DESIGN. This is Ci.s~ries of studio
courses on the development and communica-
tion of solutions io site and other environmental
problems, especially through specific physical
Landscape Architecture 177
design proposals, It is also concerned with the
physical-spatial implications of planning and
management policies and programs. Tutorial
studio work is the integrative heart of the
curriculum. '
SUBJECTS, Seven subject areas are essential
foundations to integrative work in the planning
and design program: landscape architectural
technology; plant materials; landscape analysis
and planning; history, literature, and theory of
landscape architecture; media and communi-
cation; planning; and fine arts. Course work in
these areas, offered throUgh various depart-
ments, is provided in a required and elective
format that encourages the student to partici-
pate with an adviser in structuring an indi-
vidualized educational program.
ELECTIVES. This area. which includes general
University requirements, provides for wide
personal choice in structuring course work in
arts and letters, social science, and science.
Preparation
Students planning to major in Landscape
Architecture should prepare by taking begin-
ning studies in the following areas:
Environmental Awareness. Courses in ecol-
ogy, biology, botany, geology, and geography
help begin the long process of understanding
the complex interrelationships and interdepen-
denciesof humankind and the environment.
Human Behavior. Courses in psychology,
sociology, history, government, and related
subjects help explain human needs, values.
attitudes, and activities and are useful in
preparing for the design of physical places.
Problem Solving. Courses in philosophy,
mathematics, and the sciences aid In the
development of analytical skills.
Visual Language Skills. Courses in drawing,
painting, photography, film. design, art history,
and related subjects help develop perceptual
skills and the ability to explore and communicate
ideas graphically.
Students planning to transfer into the Depart-
ment should follow the above guides during
their first year of study. They may expect to
transfer without loss of time or credit into the
sec;ond year of the B.LA program.
Students interested in the undergraduate
program Should make application to the
University by February 1and tothe Department
by March 1. Freshman candidates who fulfill
University entrance requirements are automati-
cally admitted to the Department. All other
students must apply directly to the Department.
Applications should contain:
1. A letter of intent describing pertinent back-
ground information,interests, goals, and
aspirations
2. A portfolio of creative work
3. Three letters of recommendation from
people able to provide an assessment
of the applicant's strengths and potential
contributions
Please contact either the Department of Land-
scape Architecture or the Office of Admissions
and Records for further information,
ReqUirements
Requirements for the B.LA degree total 220
credits, distributed as follows:
178 Landscape Architecture
Planning and Design. 85 credits, 13 studios
FIRST YEAR, two studios
Architectural Design (ARCH 181, 182)
SECOND YEAR, two studios
Landscape Architectural Design (LA 289)
THIRD YEAR, three studios
Landscape Architectural Design (LA 389)
FOURTH YEAR, three studios
Site Planning and Design (LA 489)
One elective studio
FIFTH YEAR, three studios
Comprehensive Project Preparation (LA 580)
Land Planning and Design (LA 589)
Comprehensive Project (LA 590)
One elective studio
Transfer students typically enter the program in
the second year.
Intermediate Architectural Design (ARCH 282)
or Architectural Design (ARCH 380), Workshop:
Design (Summer) (LA408), and Practicum (LA
409) are possible electives, as ~re the LA
studios
Subjects. 67 credits are required, distributed
as follows:
LANDSCAPE ARCHITECTURAL TECHNOLOGY
Site Development I (LA 362)
Site Construction I (LA 366)
WorKshop: Surveying (LA 408)
Optional courses: Introduction to Structural
Theory (ARCH 365 and architecture structures
sequence), Workshop: Irrigation (LA 408), Site
Development II (LA 459), Site Construction II
(LA 460)
PLANT MATERIALS
Plants: Fall, Winter, Spring (LA 326, 327, 328)
Planting Design Theory (LA 431)
Optional courses: Explaining Life's Diversity:
Ecology (BI 121), Urban Farm (LA 390), The
Garden (LA 432), Systematic Botany (BI 438) ,
LANDSCAPE ANALYSIS AND PLANNING
Introduction to Landscape Field Studies (LA
230)
Site Analysis (LA 361)
Introduction to Landscape Planning Analysis
(LA 440)
Optional courses: Landscape Planning Analysis
(LA 511,512,513), Landscape Planning and
Computer Applications (LA 515)
HISTORY, THEORY, AND LITERATURE OF LAND-
SCAPE ARCHITECTURE
Introduction to Landscape Architecture (LA
225)
Understanding Landscap.es (LA 260)
Two of the following courses: History of Land-
scape Architecture(ARH 478,479), Landscape
Perception (LA 490), Contemporary American
Landscape (LA 491)
Optional courses: Experimental Course: Land-
scape Films (LA 41 0), Landscape Preservation
(LA 480), Lalldscape Architecture Research:
Issues and Methods (LA 520), Land and
Landscape (LA 543)
MEDIA COURSES, 6 credits
Introduction to Design Development Media
(ARCH 224) or Landscape Media (LA 350)
Optional courses: Media for Design Develop-
ment (ARCH 324), Workshop: Drawing (LA
408), Advanced Design Development Media
(ARCH 424), Advanced Landscape Media
(LA 450G)
PLANNING COURSES, 9 credits
Introduction to P~nning and Public Policy
(PPPM 301) recommended
Upper-division courses in Economics; Geog-
raphy; Political Science: Sociology; urban and
regional planning (PPPM)
FINE ARTS, 6 credits
ElectIves. Must include a minimum of 45 credits
of general University requirements
Graduate Studies
The two-year graduate program in Landscape
Architecture leading to the masterof landscape
architecture (M.LA) degree is intellded for
those students who are especially preparedto
do original work in the field. Thismay include
research in any of the numerous subareas of
the profession, community service projects that
contribute to the development of harmonious
human-land relationships in the region, or
preparation for teaching at the university level.
Student programs are individually designed
and structured within the framework of
departmental, University, and community
resourceS. Programs combining work in two or
more departments of the school are encour-
aged. The Department recognizes the impor-
tance of bUilding a community for graduate:
education characterized by serious andrigor~
ous inquiry, self-direction, and opportunity to
work closely with colleagues and peers in an
active planning and design community.
The graduate program has a number of em-
phases that allow students to focus on one or
more areas of Landscape Architecture, as
follows:
LANDSCAPE ARCHITECTURAL DESIGN. Design,
viewed in the broadest sense, isthe core of the
program. Essentially, design means being a
participant in processes of environmental
transformation on all scales.
LANDSCAPE PLANNING ANALYSIS. Advanced
methods of landscape analysis and planning,
including work in computer-applications and
geoenvironmentat·analysis.
HISTORY, LITERATURE. AND THEORY OF LAND-
SCAPE ARCHITECTURE. Undersianding a
theoretical base in landscape architecture:
concepts of land, landscape, and landscape
architectur~; the role of perception in environ-
mental understanding; and examining cultural
dimensions of landscape design.
COMMUNICATIONS. Basic and advanced
courses in media are offered with emphasis on
the development of effective graphic, narrative,
and verbal communication skills and on the role
of media inprdcesses of inquiry.
TEACHING IN LANDSCAPE ARCHITEC;TURE.
Education is viewed as a continuing activity in
both professional and University settings. Many
gradua,testudents have the opportunity to learn
and practice teaching skills as teaching
assistants or graduate teaching fellows (GTFs).
M.L.A. R~uirements
The M.L.A. degree requires a minimum 0145
credits.Thirty credits are normally taken within
the Department and 15 in related departments.
Ten ofthe 30 credits are assigned to an original
graduate project in a landscape architecture
topic or area. This is a primary component of
the M.L.A. degree program.
ReqUired Courses
Planting Design Theory (LA 431)
Landscape Perception (LA 490)
Contemporary American Landscape (LA 491)
Seminar (LA 507)
Workshop (LA 508)
Graduate Terminal Project (LA 509)
One term of Landscape Planning Analysis
(LA 511,512,513)
Landscape Planning and Computer Applica-
tions (LA 515)
Landscape Architecture Research: Issues and
Methods (LA 520)
Land and Landscape (LA 543)
Land Planning and Design (LA 589)
One additional design studio
Most of these requirements can be fulfilled
simultaneously with B.L.A. requirements by
students receiving a first professional degree.
Additional graduate courses include:
The Garden (LA 432)
Advanced Landscape Media (LA 450)
Site Development" (LA 459)
Site Construction II (LA 460)
Landscape Preservation (LA 480)
Reading and Conference (LA 505)
Special Problems (LA 506)
Students entering the program from related
professions or other academic areas are
required to hold a B.LA or the equivalent.
Specific program requirements are based on
each individual's previous academic experi:
ence. M.L.A. candidates are typically in resi-
dence for two years.
Graduate Program B.L.A. A B.L.A. degree
usually requires three years of additional study
beyond a first bachelor's degree. Students may
pursue both a second bachelor's degree and
an M.LA simultaneously. Students can typically
complete both the B.LA and M.L.A. degrees
in 11 terms. Candidates for a second bachelor's
degree are consi<;lered graduate students.
Requirements for graduate stUdents working on
the B.L.A. as a second bachelor's degree differ
from the undergraduate B.LA requirements as
follows: Graduate students begin the program
with 300-level courses and they are exempt
from the fine arts and planning requirements.
Eligibility for graduate study beyond the B.L.A. .
depends on a demonstrated capacity for
original endeavor.
Applications to the graduate program should
contain: ..
1. A completed application form and fee
2. Three letters of recommendation from
persons able to provide an assessment of
the applicant's stren.gths and potential
contributions
3. A personal statement describing pertinent
background information, interests, goals,
and aspirations
4. A portfolio of creative work
The deadline is February 1.Applicants from all .
disciplines are welcome.
General University regulations governing
graduate admission are in the Graduate School
section of this bulletin.
Landscape Architecture 179
Courses in Landscape
Architecture. (LA)
Lower-Division Courses
199 Special Studies (1-3R)
200 SEARCH (1-3R)
225 Introduction to Landscape Architecture (2)
Lectures and multimedia presentations by the faculty
offer introduction and background for the profession.
Members of related professions demonstrate the wide
scope of the field and its interdisciplinary relationships.
Open to nonmajors. Donaldson.
226 Plant Communities and Environments (3)
Understanding of ecological processes of natural plant
communities as a basis for learning the role of plants
in the landscape and the implications of human
intervention. Bellman. Not offered 1987-88.
230 Introduction to Landscape Field Studies (3)
Analyze, classify, and appraise landforms, land
traditions, and land use of an area ina particuiar
cultural context. Processes currently shaping the
various landscapes of the southern Willamette Valley.
Meyers.
260 Understanding Landscapes (3) Perception,
description, and explanation of landscapes as
environmental sets, as biophysical processes, andas
culturai values. Open to nonmajors. Lovinger.
289 Landscape Architectural Design (3-6R) Study of
places, their use, and how they evolve. Fundamentals
of environmental awareness, small-scale site planning
and principles of ecology; abstract design and
elementary graphic techniques. Normally offered for
6 credits.
Upper-Division Courses
326 Plants: Fall (4S) Characteristics, identification,
and design uses of deciduous trees, shrubs, vines,
and ground covers. Emphasis on identification and
appropriate use in landscape design.S with LA 327,
328.
327 Plants: Winter (45) Characteristics, identification,
and design uses of ornamentai conifers and broad-
leaved evergreen trees. shrubs, and ground cOllers.
S with LA 326, 328. .
328 Plants: Spring (4S) Characteristics, identification,
and design uses of flowering trees, shrubs, vines, and
ground covers; emphasis on synthesis of fall, winter,
and spring, S with LA 326,327.
350 Landscape Media (3) Development of freehand
drawing and visualization skills; exercises on line. tone,
texture, and color for plan, section, and perspective
drawings. Vala.
360 Site Planning (3) Ideas, crafts. methods, and
technologies of site planning: site analysis, design
methods, site development and construction, and
impact assessment. Not offered 1987-88.
361 Site 'Analysls (4) Develops knowiedge and
understanding of,place; use of analytical tools and
strategies for extending perception and understanding
of land and proposals for its modification. Hulse.
362 Site Development I (3) Techniques for measuring,
recording sites; methods for mo~ification. of sites;
grading for earth movement, drainage; site systems.
Cameron.
366 Site Construction I (3) Consideration of materials
and processes of landscape construction; communi-
cation of design intent through documents, including
sources and costs. Vala.
389 Landscape Architectural Design (3-8R) Elemen-
tary problems in landscape architecture; design as
process, analysis of site and behavioral pallerns, and
the development and communication of design
proposals. Normally offered for 6 credits.
390 Urban Farm (2-4) Experimentation with food
production in the city; rebuilding urban soils; farm
animal-plant relationShips; nutrient cycles. Cooperative
food production ana distribution; use of appropriate
technologies. Bettman.
400 SEARCH (1-3R)
401 Research (Arr,R)
405 Reading and Conference (Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) seminar (Arr,R)
408 (G) Workshop (Arr,R) Concentrated programs of
study combining instruction on special topics. Regular
offerings include Drawing, Irrigation, and Surveying.
409(G) Practlcum (Arr,R) Supervised field laboratory
work; clinical or in-service educational experience.
Planned programs of aCtivities and study with assured
provisions for adequate supervision. Dietheim.
410 (G) Experimental Course (Arr,R) Recent topics
include Landscape Films and Landscape Media.
431 (G) Planting Design Theory (3-6)Approaches to
planting design; experiential and'symbolic relation-
ships of landscape space; order of landscape as a
cultural expression of time; order of the garden as an
explicit art form. Coreq: LA 489. Lovinger.
432 (G) The Garden (3-6) Case studies of existing
private and public gardens of the West. Field trips,
measured drawings, landscape restoration of historic
gardens and townscapes. Lovinger.
440 Introduction to Landscape Planning Analysis
(3) Principies ofdesigning land- and waterscapes lor
human use and settlement. Ecological, social, and
economic analyses of landscapes, r,esourCes, and
patterns of occupancy in the Eugene-Springfieid area.
Meyers.
450 (G) Advanced Landscape Media (3R)The roie
of media In design inquiry; develpment of hard-line
drawing skills. diagramming, and principles of graphic
design. Vaia.
459 (G) Site Development II (3-6) Complex probiems
insite modification and development; road siting and
layout; irrigation and lighting systems. In'tegrated with
LA 489. Cameron.
460 (G) Site Construction II (3-6) Special problems
and strategies in the construction of structural
additions to sites; construction documents; neighbor-
hood construction. Integrated with LA 489. Cameron.
ARH 478, 479 History of Landscape Architecture
(3,3) History of gardens andpublic open spaces. 478:
development of the garden from origin through the 17th
century, emphasizing the Western landscape tradition.
479: focus on public open-space design and the
Anglo-American tradition from the 18th through the
20th centuries. Helphand. Offeredalternate years; not
offered 1987-88.
480 (G) Landscape Preservation (3) Tools and
techniques currently employed in the preservation of
historic, cultural, and vernacular landscapes. Includes
history of landscape preservation, significant legisla-
tion, and case studies. Melnick.
489 Site Planning and Design (3-10R) Advanced
problems in landscape architecture; cultural determi-
nants of site planning and design; design development
and natural systems and processes as indicators of
carrying capacity. Integrated with LA 459. Normally
offered for 6 credits.
490 (G) Landscape Perception (3) Development of
the human-environment relationship as it relates to
landscape perception, landscape archetypes, and the
development of a theoretical base for contemporary
landscape design. Helphand. Offered alternate years;
not offered 1987-88.
491 (G) Contemporary American Landscape (3)
Evolution of the contemporary American landscape as
an expression of American culture. Helphand. Offered
alternate years; not offered 1987-88.
Graduate Courses
501 Research (Arr,R) PIN only.
505 Reading and Conference (Arr,F!)
506 Special Problems (Arr,R)
507 Seminar(Arr,R) Recent topics include Criticism,
Design Process, Landscape and the Contemporary
Visual Arts. and Readings in Modern Landscape
History.
508 Workshop (Arr,R) Recenttopics include Colum-
bia River Gorge Survey, Cultural Landscape Surveys,
Emerald Waterways System, Landscape Arts, and
Portiand Downtown East and Portland METRO.
509 Graduate Terminal, Project (Arr,R) An indepen-
dent original project. Coreq: graduate project course
for minimum of two terms.
510 Experimental Course (Arr,R) A recent topiC is
Advanced Landscape Media.
511 Landscape Planning Analysis (3-8) Rural
landscape analysis. Nalural landscapes, resources,
and pallerns of occupancy; preparation of environmen-
tal and development sieve maps to determine various
uses and modifications of natural landscapes. Meyers.
512 Landscape Planning Analysis (3-8) Urban
landscape analysis. Preparation of environmental and
development sieve maps to determine the compatibil-
ity, feasibility, and suitability of various uses and
modifications of cultural landscapes in selected
Oregon cities. Meyers.
513 Landacape Planning Analysis (3-8) Regional
landscape analysis. Environmental analysis of the
natural and cultural elements determining human
occupancy ofa region; currentlrends in resource use
and linkage systems. Meyers.
515 Landscape Planning and Computer Applica-
tions (3) The development, application, and.evaluation
of computer processing systems for land-use and
site-planning issues; use of the GRID data, cell
storage, and analysis systems. Hulse.
520 (G) Landscape Architecture Research: Issues
and Methods (3) Contemporary research issues and
strategies. Theories, approaches, and techniques
applicable to topics and problems in landscape
architecture. Melnick.
543 Land and Landscape (3) Fundamental concepts
in landscape planning and design: land, landscape,
place, environment, experience, carrying capacity,
property, form, scenery, and time. Diethelm.
580 Comprehensive Project Preparation (3) Finding,
describing, programming, and probing environmentai
opportunities and problems. Diethelm.
589 Land Planning andDesign (3-12R) Problems in
landscape architecture of increased cultural complex-
ity. Land use planning, computer-aided ecological
analysis of land, environmental impact, urban and new
community design. Normally offered for 8 credits.
590 Comprehensive Project (3-16R) Advanced
planning and design projects in landscape architec-
ture. Studio development of individually selected
projects prepared in LA 580. Normally offered for
8 credits. Prereq: LA 580. Diethelm.
180 Planning, Public Policy and Management
Planning, Public
Policy and
Management
119 Hendricks Hall
Telephone (503) 686-3635
John H. Baldwin, Department Head
Faculty
John H. Baldwin, Associate Professor of Urban
Planning (environmental sciences, resource manage-
ment). B.A., 1972, State University of New York
College, Buffalo; PhD., 1977, Wisconsin, Madison.
(1980)
Bryan T. Downes, Professor of Public Affairs (commu-
nity politics, management, policy analysis); Director,
Public Policy and Management Graduate Program.
B.S., 1962, M.S., 1963, Oregon; PhD.• 1966,
Washington (St. Louis). (1976)
Maradel K. Gale, Associate Professor of Urban
Planning (legal issues in planning, environmental and
resource planning). B.A., 1961, Washington State;
M.A., 1967, Michigan State; JD., 1974, Oregon. (1974)
Michael Hibbard, Associate Professor of Urban
Planning (public service, planning theory, policy). B.S.,
1968, California Polytechnic; M.S.w., 1971, San Diego
State; PhD., 1980, California, Los Angeles. (1980)
Carl J. Hosticka, Associate Professor of Public Affairs
(policy analysis, natural resource policy development).
B.A., 1965, Brown; PhD., 1976, Massachusetts
Institute of Technology. (1977)
Carol Johansen, Senior Instructor of Public Affairs
(career planning, public personnel, human behavior);
Coordinator, Field Internship Program. 8.S., 1975,
M.S., 1979, PhD., 1985, Oregon. (1976)
David C. Povey, Associate Professor of Urban Planning
(regional planning, poiitics and planning, community
research). B.S., 1963, LewIs and Clark; M.U.P., 1969,
PhD., 1972, Cornell. (1973)
Marsha Ritzdorf, Assistant Professor of Urban Planning
(housing, neighborhood planning, and planning for
American families). B.A., 1968, Denver; M.U.P., 1971,
Oregon; PhD., 1983, Washington (Seattle). (1987)
Edward Weeks, Associate Professor of Public Affairs
(evaluation research, research methods). B.A., 1973,
PhD., 1978, California, Irvine. (1978)
Emeriti
Orval Etter, Associate Professor Emeritus (public law,
metropolitan government). B.S., 1937, JD., 1939,
Oregon. (1967)
Adjunct
Note: The DepartmentregularIy employs practitioners to
teach specialized courses. The following people have
adjunct teaching responsibilities in the Department.
Helen Liggett, Adjunct Assistant Professor(community
economic development, political' participation). B.A.,
1968, Catholic University of America; M.A., 1972,
PhD., 1979, Hawaii. (1984)
Terrance R. Moore, Adjunct Assistant Professor
(cost-benefit analysis, political economy). B.S., 1971.,
Stanford; M.U.P., M.S., 1977, Oregon. (1979)
Ernest Niemi, Adjunct Instructor (economic diversifica-
tion). B.S., 1970, Oregon; M.U.P., 1978, Harvard.
(1981)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Participating
Sandra L. Arp, Bureau of Governmental Research and·.
Serv,ice
Alan Contreras, Bureau of Governmental Research
and Service
Carol A. Heinkel, Bureau of Governmental Research
and Service
RobertE. Keith, Bureau of Governmental Research
and Service
Jeffrey S. Luke, Bureau of Governmental Research
and Service
Jonathan D. Raab. Bureau of Governmental Research
and Service
Karen Seidel, Bureau of Governmental Research and
Service
Kenneth C. Tollenaar. Bureau of Governmental
Research and Service
A. Mark Westling, Bureau of Governmental Research
and Service
Undergraduate Studies
Planning, public policy and management is the
study of the processes and organizations':-'both
formal and informal-through which the pUblic's
interest is managed. The economic, social, .
political, financial, legal, and environmental
characteristics of communities and systems of
governance are examined in order to under-
stand how the latter can be influenced to attain
effectively the public's collective goals. The
curriculum in the Department of Planning,
Public Policy and Management (PPPM) focuses
on how government and other public institutions
adapt to and manage change to rneet societal
needs.
Preparation. High school students planning for
a program in PPPM should work to develop
communication skills, conceptual skills, and
community experience. Communication skills
can best be developed through courses in
speech, English, and foreign languages.
Debate and related public speaking experience
are fineways to develop and improve communi-
cation skills.
Conceptual skills can best be developed
through courses that require the student to think
independently and analytically. For example,
high school students should complete at least
three years Of mathematics.
Community and school leadership experiences
are excellent preparation for students consider-
ing enrolling in PPPM. Volunteer work, paid
after-school jobs, and travel are all ways of
acquiring community-based experience.
Careers. The Bachelor of Arts (BA) or Bachelor
of Science (B.S.) in Planning, Public Policy and
Management provides students with a broad
liberal arts background as well as a sound basis
for graduate study in fieldS such as urban
planning, public policy and management,
business, law, journalism, and social welfare. In
addition, graduates are prepared for entry-level
positions in public, nonprofit and private firms
that address community planning and.manage-
ment.
Admission Requirements
The major in PPPM is limited to upper-division
students who have applied to and been
accepted by the Department. Students may
apply in the term they achieve upper-division
standing. Preferencein admission will be given
to those who (a) have a grade point average
(GPA) of 3.00 or better, (b) have some experi-
ence-paid or volunteer-in public service"and
(c) have completed the University's basic
course and group requirements.
In completing the University group require-
ments, the follOWing courses (or their equiva-
lents, in the case of transfer students) are
recommended:
Social ScIence
American Government (PS 201)
Introduction to Economic Analysis: Micro-
economics (EC 201)
Introduction to Economic Analysis: Macro-
economics (EC 202)
State and Local Government (PS 203)
The Community (SOC 304)
SCience
The Natural Environment (GEOG 101)
Concepts of Computing (CIS 121)
Sample Program
The two-year sample program shown below is typical
for pre-PPPM majors as preparation for admission to
the PPPM program in the junior year.
Freshman Yesr, fsll term 15-16 credits
English Composition (WR 121) 3
Fundamentals of Speech Communication
(RHCM 121) 3
American Government (PS 201) 3
Introduction to Sociology (SOC 201) . . . . . . . . . .. 3
Science group requi rement ..... \ . . . . . . . . . .. 3-4
Winter term 15-16 credits
Fundamentals of Small-Group
Communication (RHCM 123) . . . . . . . . . . . . . .. 3
State and Local Government (PS 203) , 3
Communities, Population, and Resources
(SOC 210) 3
Science group requirement . . . . . . . . . . . . . . . .. 3-4
Personal Health (HES 250) 3
Spring term 16-19 credits
English CompoSition (WR 122 or 123) 3
Fundamentals of Interpersonal
Communication (RHCM 124) -. . . . . . .. 3
Concepts of Computing (CIS 121) 3
Intermediate Algebra (MTH 100) , . .. 4
Electives, especially introductory
anthropology, American history, or
other social sciences 3-6
Sophomore Yesr, fall term 16 credits
Psychology as a Science (PSY 202) " 4
Introduction to Economic Analysis:
Microeconomics (EC 201) 3
Electives, especially computer science;
scientific and technical writing, journalistic
writing; additionai sociology, political
science, community studies; and field
experience 9
Winter term 16 credits
Psychology as a Social Science (PSY 204) ..... 4
Introduction to Economic Analysis:
Macroeconomics (EC 202) 3
Electives, as above 9
Spring term 18 credits
The Natural Environment (GEOG 101) 3
Electives, as above 15
Admission Procedures
The Department admits students fall, winter,
and spring terms. Deadlines are available from
the Department office. To be considered for
admission, students must submit the following
materials:
1. A completed application form, available
from the Department office
2. Transcripts from all colleges and universities
attended (these need not be official tran-
scripts)
3. Personal statement describing career goals
and how the major in PPPM will help achieve
those goals. This statement should be
limited to two or three typed, double-spaced
pages
Major Requirements
A total of 186 credits are required for the
bachelor's degree. These include 57 to 60
credits taken to satisfy PPPM major require-
ments. The major in PPPM is organized into four
parts: a common core, a concentration area, a
field placement, and a senior research paper.
Note: The PPPM curriculum is currently being
reviewed. Following were 1986-87 major
requirements. Check in the Department office
for possible changes.
Core. The core curriculum reqUirement is 21
credits, distributed as follows:
Introduction to Planning and Public Policy
(PPPM301)
Community Development (PPPM 320)
Public Service Management (PPPM 322)
Planning, Public Policy and Management 181
Public Service Management (PPPM 322)
Public Service Policies and Programs
(PPPM 323)
Introduction to Social Research (SOC 325)
Quantitative Methods in Sociology (SOC 326)
Introduction to Public Law (PPPM 357)
Other courses may be substituted for SOC 325,
326 with faculty adviser's permission
Concentration Areas. The program requires a
minimum of 18 credits in one of three concentra-
tion areas, each consisting of three required
courses and at least three electives. A student
admitted to the program is assigned an adviser
to assist in designing a program within a
particular concentration area that meets the
student's specific needs and interests. The
three concentration areas are as follows:
PLANNING AND COMMUNITY DEVELOPMENT
This concentration area focuses on the pro-
cesses of community development: facilitation
of problem solving for social, economic, and
political change; building the capacity of
individuals and institutions to resolve problems
and plan for their collective future. Specific
concerns include (a) understanding the com-
munity as an integrated whole with physical,
economic, political, and social dimensions;
(b) understanding the processes of change at
the community level; and (c) understanding the
policies and procedures by which community
development and planning are undertaken.
Required courses. Managing Public Money
(PPPM 324)., Community and Regional Develop-
ment (PPPM 440), Community Organization
(PPPM 447) .
Elective courses. A minimum of 9 additional
credits chosen from PPPM and other University
offerings, in consultation with an adviser
PUBLIC POLICY AND MANAGEMENT
This concentration area prepares students to
assume important roles in the development and
implementation of public policy. These roles
require skills in the analysis of policies, the
design of organizational arrangements, sensitiv-
ity to the role and limits of governmental action,
and appreciation of the moral and ethical
dimensions of public service.
Required courses. Managing Public Money
(PPPM 324), Introduction to Public Economics
(EC 329), Cost-Benefit Analysis (PPPM 462)
Elective courses. A minimum of 9 additional
credits chosen from PPPM and other University
offerings, in consultation with adviser
RESOURCE DEVELOPMENT AND
ENVIRONMENTAL MANAGEMENT
This concentration area focuses on the analysis
and management of human activities as they
relate tothe natural world. It includes the study
of resource management and conservation,
residuals control, and the study of the overall
impact of our technical and socioeconomic
systems on the natural world. Particular con-
cerns include (a) proper resource develop-
ment-taking advantage of economic oppor-
tunities while staying within or avoiding natural
constraints; (b) developing human systems as
compatible as possible with the natural environ-
ment; and (c) resource conservation so that
economic opportunity and our rich natural
heritage can be enjoyed by future generations.
Required courses. Introduction to Environmental
Studies (PPPM 331), Explaining Life's Diversity:
Ecology (BI 121), Natural Resource Policy
(PPPM 470)
Elective courses. A minimum of 9 additional
credits chosen from PPPM and other University
offerings, in consultation with an adviser
Field Placement. Each student is required to
complete the equivalent of one full-time field
placement, which can be either full time for one
term (36 hoursa week for 10weeks)or halftime
for two consecutive terms (18 hours a week for
20 weeks). Placements are in local govern-
ments, nonprofit agencies, or private firms and
are supervised by the PPPM field coordinator.
The student earns 12 credits in SuperVised Field
Study (PPPM 409). Students are also required
to take the 3-credit Theory-Practice Integration
(PPPM 412) concurrently with the field place-
ment. In the case of a half-time placement over
two terms, the sel1')inar is taken only one of the
two terms.
Senior Research Paper. Each student con-
ducts an individual research project that
addresses a question of significance in the
student's concentration area. The paper is
supervised by a faculty member with expertise
in the concentration area. It receives 3 to 6
credits, depending on its scope and the amount
of effort required to address the question
meaningfully.
Minor Requirements
The Department offers a minor of special value
to students majoring in social sciences and
humanities. Through the minor, students can
enhance their undergraduate education by
including preparation for a variety of profes-
sional occupations and graduate study. The
minor can provide a professional applied
context for the knowledge, theories, and
methods of the student's major discipline.
Students may declare the minor in Planning,
Public Policy and Management at any time
during or after the term in which they achieve
upper-division standing. Materials for declaring
the minor are available in the Department office.
The minor requires 24 credits, distributed as
follows: .
Course Requirements . 24 credits
Introduction to Planning and Public Policy
(PPPM 301) . .. . • . . . . . .. . . .. .. .. . . . . . . . . . . 3
Community Development (PPPM 320) " 3
Public Service Management (PPPM 322) 3
Public Service Policies and Programs (PPPM 323) . 3
Introduction to Public Law (PPPM 357) 3
Electives: three additional PPPM courses 9
Graduate Studies
Programs for the master of urban planning
(M.U.P.) degree and the master's degree in
public affairs-either amaster of arts (MA) or
a master of science (M.S.)-require two years
for completion. The M.U.P. degree is recog-
nized and approved by the American Planning
Association and the American Institute of
Certified Planners. The public affairs master's
degree program in Public Policy and Manage-
ment is accredited by the National Association
of Schools of Public Affairs and Administration.
The fields of planning, public policy, and public
management are concerned with the rational
guidance of future change at the community,
regional, state, national, and international
levels. Professionals employed as planners and
managers in public agencies frequently
analyze, prepare recommendations, and
implement policies and programs for public
facilities and services, land use planning, and
development incentives and controls. They
assume responsibility for a range of activities
that includes administration, personnel man-
agement and planning for housing, community
development, and resource and pollution
management.
PPPM graduates should have a basic under-
standing of the economic, social, political,
fiscal, physical, and environmental characteris-
tics of a community, They should be able to
identify these and other variables as they
encourage and facilitate institutional and social
adaptation to challenges posed by a changing
environment. Planning, public policy, and
public management are interdisciplinary and
eclectic fields attractive to students with varying
career expectations. Thus, the programs
provide curricular flexibility to stimulate the
development of knowledge, skills, behavior,
and values needed for entry into a number of
professional occupations.
The Department of Planning, Public Policy and
Management also maintains strong professional
ties with the Bureau of Governmental Research
and Service (BGRS) and the Public Affairs
Library, both located in Hendricks Hall. PPPM
students and faculty members have partici-
pated in a number of BGRS projects, and
several BGRS staff members teach courses in
the Department regularly. This mutually benefi-
cial association improves Department research,
teaching, and public service.
Financial Aid
Graduate teaching fellowships (GTFs) are
offered to approximately 30 students each year.
Each fellowship includes a stipend and awaiver
of tuition and fees for one or more terms. GTFs
are required to register for a maximum of 12 .
cre,dits. Normally these assistantships are
awarded to first-year students in public affairs
and to second-year students in urban and
regional planning, although exceptions are
made for first-year students with extraordinary
experience or training.
Graduate students are also eligible for fellow-
ship awards, granted by federal agencies and
privately endowed foundations, and loans from
University and federal student loan programs.
Information regarding such grants and loans
may be obtained from the Office of Student
Financial Aid.
All program applicants are strongly urged to
apply for University financial assistance before
February of the year of application in order to
be eligible for work-study and other assistance
offered by the Student Financial Aid Office.
Minority students are eligible for additional
financial assistance and for tutoring and
counseling services through the Council for
Minority Education.
Urban and Regional Planning
The field of planning is concerned with rational
and sensitive guidance of urban and regional
change. Planners are responsible for identifying
and clarifying the nature and effect of planning
problems, for formulating potential solutions to
182 Planning, Public Policy and Management
these problems, and for assisting in the im-
plementation of alternative policies that avoid
additional complications. .
To realize these objectives, the planner must
drawon the skills and insights of many profes-
sions and disciplines. The planner must have a
basic understanding of the cultural, economic,
social, political,and physical characteristics of
a community. While applying analytical skills at
both the community and the regional levels, the'
planner must also make subjective judgments
in the consideration of problems.
Entering students should be prepared to
become involved in and committed to the
resolution of important social, economic,
environmental, political, and cultural problems.
Through courses within and outside the Depart-
ment, students can obtain an integrated
understanding of planning, public policy, and
pUblic management as well as the more specific
skills necessary for entry into a chosen profes-
sional area.
Preparation. Those interested in entering the
planning program are strongly encouraged to
complete a thorough social science under-
graduate program, including courses in
economics, sociology, geography, history, and
other related fields. A required introductory
course in statistics can be taken after admission
on a remedial basis. Work experience, particu-
larly if related to planning, is valuable, as are
writing and public speaking skills. In addition,
courses in the natural sciences, policy sciences,
environmental design, or analytic methods are
helpful as background for advanced graduate
work in a concentration area of interest to
the student.
Students must complete an advanced under-
graduate or graduate-level introductory course
in statistics, to be taken priorto or concurrently
with Planning Analysis I (PPPM 530). No credit
toward the M.U.P. degree is allowed for this
course; however, the requirement is waived for
students with equivalent prior courses or work
experience. Entering students are encouraged
to satisfy this requirement before enrolling in
the program.
Program participants may take no more than 15
credits a term. Students may file petitions to
transfer up to 15 graduate credits taken prior
to admission to the planning program. Such
petitions must be submitted during the first term
in the program.
Juniors and seniors who anticipate applying for
admission are encouraged to seek advice at
the Department office.
Careers. People with training in the field of
planning find employment in a numberof areas
in both the public and private sectors. Two kinds
of public agencies provide career opportunities:
those dealing with public housing and urban
renewal, parks and highways, and other
community facilities; and those dealing with
economic development, natural resources
management, and social services. In the private
sector, graduates are employed by consultant
planners, large-scale private developers, utility
companies, special-interest groups, and other
organizations that use the planning process.
Applicants are encouraged to review a copy of
the American Collegiate Schools of Planning
publication, Guide to Graduate Education in
Urban and Regional Planning, available from
the American Planning Association, 1313 East
60th Street, Chicago IL 60637.
Application Procedures. The graduate plan-
ning program at the University IS individually
tailored. Great importance is placed on the
student's preference for and ability to undertake
self-directed educational activity. Because
there are more than 50 recognized graduate
programs in planning in the United States, the
admissions committee also emphasizes the
selection of candidates who present clear and
specific reasons for choosing to pursue their
graduate work in planning at the University of
Oregon.
Application materials include:
1. A typewritten statement, prepared by the
applicant, stating why admission to the
planning program at the University issought
and what the applicant's expectations are
from that field
2. At least two letters of recommendation from
people familiar with the applicant's ability to
pursue graduate-level studies in th~.field of
planning
3. A copy of undergraduate transcripts,
including evidence of completion of an
undergraduate degree .from an accredited
college or university
4. Graduate Record Examination (GRE) scores
are optional. If submitted, they are consid-
ered along with other application materials
Minority and economically disadvantaged
students are encouraged to apply and to notify .
the Department of financial and other needs.
Applications are accepted beginning Sep-
tember 15 for admission the following fall term.
Applications are reviewed beginning March 15,
and applicants are notified of admissions
decisions early in April. Students are admitted
for fall term only. For additional information, .
please call or write the departmental admission
secretary.
The Planning Curriculum. A total of 72 credits
beyond the bachelor's degree is required for.
the M.U.P., of which 36 must be taken within
the program. The remaining 36 credits may be
taken within or outside the Department, includ-
ing outside tre University, depending on the
student's goals.
Students are expected to enroll for six terms
with an average load of 12 credits a term. A
three-month internship is encouraged for the
summer between the first and second years in
the program unless the student has had
equivalent experience. Internships are also
available during the regular sch901 year. A
student may receive up to 6 credits for approved
internship activity.
A distinctive feature of the graduate planning
curriculum is that each student is required to
participate in a team project to develop a
planning report for a client group. These
planning projects usually focus on issues of
immediate environmental and economic
importance to the client and the general public.
Examples of recent project topics include:
Tourism and resort development
Opportunities for small-business development
Cost-benefit studies of small-scale hydroelec-
tric projects
Recreation planning and multiple-use manage-
ment of national forest land
Ski area development and economic feasibility
studies
Student satisfaction with community college
education
Evaluation a/urban development options
Urban parking and mass transit user prefer-
ences
Each year approximately five planning contracts
are developed with 'the participation of all
graduate planning majors. These planning
studies are conducted over a two-term (six-
month) period in the Community Planning
Workshop (PPPM 508). A final written report,
prepared by the student, provides additional
evidence of the student's expertise and ability
to conduct planning research and to prepa.re
and present high-quality professional reports.
The popularity of this program with students and
with a growing number of government and
private-sector clients has enabled it also to
provide research support for 1Oto 15 students
each summer session.
The following courses are required for the
M.U.P. degree:
Course Requirements 23·31 credits
Terminal Project (PPPM 502) or Thesis
(PPPM 503) .. , . .. ..... 3-10
Community Planning Workshop
(PPPM 508) . . . . . . . . 6
Introduction to Urban Planning (PPPM 511) .. .. 3
Planning Theory (PPPM 515) 3
Seminar: Legislative and Administrative
Procedures (PPPM 507) or Legal Issues in
Planning and the Environment (PPPM 518)
or Planning Legislation (PPPM 522) 3-4
Planning Analysis I (PPPM 530) 3
Student-Faculty Research (PPPM 590) . 2
The remaining required credits, incil,Jding the 36
elective credits, are selected by the student in
conSUltation with an adviser.
PUblic Affairs
The professional master's degree program in
public affairs is designed for those interested
in entry- and mid-level management and policy
careers in public service. Graduates of the
program have filled key leadership positions at
the local, state, and federal levels as adrninis-
trators, department heads, planners, program
and policy analysts, finance or personnel
officers, staff members of research and serviCe'
organizations, heads of pUblic and private
nonprofit human service programs, and staff
members of public affairs programs in industry.
The pUblic affairs graduate program draws its
students from throughout the United States,
particularly from Oregon and the Northwest,
and from a wide variety of employment and
educational fields. Currently about 50 students
are enrolled in the program preparing for entry-
and mid-level policy and management careers
in public service. Approximately 60 percent of
these students attend full time; the other 40
percent attend part time and are usually
employed in public and private nonprofit
organizations. Most public affairs graduate
students have from two to five years of prepro-
fessional work experience. Enrollment and
participation by mid-career students is encour-
aged. To accommodate the working student,
most graduate classes are offered in the late
afternoon and evening.
Planning, Public Policy and Management 183
Program Characteristics
Flexibility allows students to design programs,
with faculty assistance, to meet individual
needs and career interests. A student may
concentrate on public financial management,
for example, with a career goal of becoming a
budget analyst for state government. Or a
broader area of concentration, such as human
service management, might be chosen.
Problem-oriented courses prepare students for
one of the major responsibilities that public
managers face-making decisions. The pro-
gram emphasizes the development of skill in
diagnosing problems, collecting and analyzing
information, choosing among alternatives,
communicating findings, and managing
change.
A focused approach through organization of the
curriculum around work in a common core,
management processes, and an area of
concentration provides a common framework
for learning about public policy and manage-
ment.
Interdisciplinary programming offers students
the perspectives of other fields that are essential
to an education in public policy and manage-
ment. The program encourages enrollment in
relevant courses from other University depart-
ments or schools, such as Economics, Political
Science, and Journalism.
Application Procedures. To be eligible forthe
public affairs graduate program in public policy
and management, an applicant must hold a
bachelor's degree,
The following documents must be submitted:
1. An Application for Graduate Admission,
available from the Department office, 119
Hendricks Hall, University of Oregon,
Eugene OR 97403
2. A comprehensive employment and educa-
tion resume
3. Two written statements, two to three pages
each: a clear specification of professional
goals and interests and an explanation of
how the interdisciplinary nature of the public
policy and management program will .
contribute to the attainment of these goals
4. Current transcripts of all grades in courses
taken toward the bachelor's degree and of
any other college-level work. Unofficial
transcripts are adequate for the Depart-
ment's use. They should be sent directly
by the institution that awarded the
course credits
5. Three letters of recommendation, two of
which may be from academic sources
Program participants are selected on the basis
of evaluation of their previous academic
performance and other evidence of intellectual
attainment or promise, previous public policy
and management experience, and their state-
ments of professional goals and the relationship
of the program to their achievement. A student
admitted to the program is expected to maintain
a 3.00 GPA.
Students are admitted each termto the graduate
program. Materials must be submitted by April
1 for summer or fall (July 15 fot late fall),
November 1 for winter, and February 1 for
spring term admission.
Master's Degrees. The Department offers M.A.
and M.S. degrees in public affairs~A minimum
of 66 credits are generally required to receive
either degree, usually accomplished in approx-
imately 18-24 months (six to eight terms) of
fUll-time study. Academic background and
work experience are scrutinized to determine if
additional preparation is needed prior to
beginning the program.
The Public Affairs Graduate Curriculum. The
public affairs graduate program in policy and
management requires work in a common core,
management processes, and a concentration
area, as well as an exit projectand an internship.
THE COMMON CORE. Students admitted to the
program are expected to acquire knowledge,
skills, public-interest values, and behaviors in
each of the following areas: community
dynamics and change processes-the political,
economic, social, and legal context of public
affairs; policy analysis-policy-making pro-
cesses and policy development; applied
research methods-particularly policy and
program evaluation; public management
processes; human resources management;
and public-interest values and ethics.
Students begin working toward competence in
the above areas by enrolling for a minimum of
3 graded credits in each of the six curricular
areas in the common core for a total of 18
credits. Twelve of these 18 credits must be in
departmental graduate courses.
MANAGEMENT PROCESSES. In the.management
processes area, students must enroll for a
minimum of 12 graded credits. These 12 credits
must include four courses, one each in budget-
ing, financial management systems, personnel
management and labor relations, and the legal
context of public affairs.
Course work is designed to enhance compee
tence in particular public management pro-
cesses, such as public management pro-
cesses, such as public finance and budgeting,
public personnel management, public law,
grant writing, program development, and
program evaluation.
CONCENTRATION AREAS. Each student is
expected to develop an area of concentration.
Courses in a concentration area are chosen in
consultation with the faculty adviser and may
be selected from any graduate-level offerings
on campus. Students are required to take at
least 18 credits in their chosen field of concen-
tration. More than one area of concentration
may be developed. Students may take concen-'
tration-area courses either graded or passino
pass (PIN).
Examples of concentration areas chosen by
recent graduates include public management,
environment and resource management,
criminal justice management, human services
management, health services management,
local government management, community
development management, policy and program
evaluation, and planning management.
MID~PROGRAM REVIEW. All students undergo a
mid-program review. After accumulating 30 to
35 graduate credits, students review their
progress with their advisers. Career goals are
also reviewed, and additional courses or
educational experiences such as special
projects are recommended. An appropriate
field internship and the nature of the exit project
are also agreed upon.
EXIT PROJECTS. Each student is required to
write a thesis, issue paper, or policy paper to
complete degree requirements. Nine credits
are awarded for a thesis, 3 for an issue or policy
paper.
SUPERVISED FIELD INTERNSHIP. Students are
required to undertake the equivalent of a
six-month (two- term) supervised field internship
if they have not·had at least two years of relevant
career experience. Concurrently with the
internship, a student registers for a graded
3-credit course, Seminar: Internship
(PPPM 507).
In-career students-those working full time in
public service-related organizations-are
required to complete the equivalent of a
three-month full-time supervised field internship
and internship seminar. They receive 12 credits
forthe internship and 3 credits forthe seminar.
Although this requirement may be waived,
in-career students are encouraged to secure
field credit on a contractual basis for new roles
or projects undertaken in their current work
setting. If in-career students waive this require-
ment, they must still complete 15 credits in other
courses.
Other students are required to complete the
equivalent of a six-month full-time internship
and internship seminar. Although they may earn
up to 24 credits fortheir six-month internships,
only 12 credits may be used to satisfy degree
requirements.
Supervised Field Study (PPPM 509) is arranged
through PPPM's field coordinator and is offered
PIN only. Seminar: Internship (PPPM 507) is
offered either PIN or graded. Students must be
enrolled for a minimum of 3 credits each term
they are involved in an internship.
Interdisciplinary Program in
Applied Information Management
An interdisciplinary master's degree foc,using
on applied information managemerit is available
through the Interdisciplinary Studies: Indi-
vidualized Program in the Graduate School. The
program, coordinated by the UO Continuation
Center, is designed to serve the needs of
Portland-area residents. Address inquiries to
Curt Lind, Applied Information Management
Program, University of Oregon Continuation
Center, 1553 Moss Street, Eugene OR 97403.
The program is fully described under Continuing
Education Off Campus in the Special Studies
section of this bulletin.
Interdisciplinary Program in
Environmental'Studies
An interdisciplinary master's degree focusing
on environmental studies is offered through the
Interdisciplinary Studies: Individualized Pro-
gram of the G.raduate School. Graduate courses
in Biology; Economics; Geography; Law; .
Leisure Studies and Services; and Planning,
Public Policy and Management(among others)
comprise the program.
Address inquiries to John H. Baldwin, Director,
Environmental Studies Program, 156 Hendricks
Hall, University of Oregon, Eugene OR 97403.
See also, in the Graduate School section of this
bulletin, Interdisciplinary Studies: Environmen-
tal Studies Program.
184 Planning, Public Policy and Management
Courses in Planning,
Public Policy and
Management (PPPM)
Lower-Division Courses
199 Special Studies (1-3R)
200 SEARCH (1-3R)
Upper-Division Courses
301 Introduction to Planning and Public Policy (3)
Strategies for promoting development, managing
resource utilization, and assisting public institution'
service and facility planning and management.
Historical review of planning, pUblic policy and
management.
320 Community Development (3) Community
development as it facilitates social, economic, and
political change. Community organizing for human
service delivery, economic development, and facilities
planning; partnerships among government, business,
and citizen groups.
322 Public Service Management (3) Theories
relevant to the effective management of large and
small organizations that deliver services to the public,
Assumes students have completed general PPPM
prerequisites.
323 Public Service Policies and Programs (3) The
various roles and processes in poiicy formulation,
implementation, and evaluation; needs. issues, and
problems relevant to social programs and policy.
Prereq: two courses in American government or
politics, two in introductory economics.
324 Managing Public Money(3) Budgetary decision
and control processes in public organizations; their
relationship to allocation of public resources; problems
of taxation, planning, budgeting, controlling, and
evaluating government activities.
331 Introduction to Environmental Studies (3)
Biophysical foundations of human, social, and
economic systems. Examines the management and
control of population growth, hunger, land use, natural
resources, and pollution.
357 Introduction to Public Law (3) Administrative law
for public administrators, including introduction to
legal research. Administrative fJrocedures, impl~men­
tationof policy through administrative law, JudiCial
review, and practical applications in public agencies.
400 SEARCH (1-3R)
401 (M) Research (Arr,R)
403 (M) Thesis (Arr,R)
405 (M) Reading and Conference (Arr,R)
406 SpeCial Problems (Arr,R)
407 (G) Seminar (Arr,R) Recent topics include
Community Economic Development, Cutback Man-
agement, Introduction to Housing, Neighborhood
and Community Revitalization, Planning for the
Changing American Family, and Women and the Built
Environment.
408 (G) Workshop (Arr,R) Recent topics include
Career Management for Women, Personnel and
Affirmative Action, Program Planning, and Publ,ic
Sector Marketing.
409 (M) Supervised Field Study (Arr,R) 12 credits
maximum per term. Participation in the activities of
public or private community agencies and organiza-
tions, under faculty supervision and with coordinated
instruction. Prereq: instructor's consent.
410 (G) Experimental Course (Arr,R) New courses
are taught under this number. See the TimeSchedule
of Classes for current. tiUes.
411,412 (M) Theory-Practice Integration (3,3) .
Organization, character, and conduct of community
and pubiic agency programs as a link between
theoretical concepts and participation in supervised
field study. Prereq: instructor's consElnt. '
440 (G) Community and Regional Development (3)
The economic, sociocultural, and political forces that
have produced the present internal structureof regions
in the United States: core cities, suburbs, small towns,
and rural neighborhoods.
447 (G) Community Organization (3) Examination of
howprofessionals and organizations mobilize to solve
community problems. Focuses on the sOCiopolitical
contexts of organizing and organizational strategies.
454(M) Public Management (3) Achieving humane,
productive, and responsible public organizations. How
to manage public organizations to use human
resources effectively and implement modern planning,
organizing, supervising, and controlling systems.
457 (G) Legal Issues for Public Administrators (3)
Personal accountability, public hearings, open
competitive bidding, public rights to know and records
privacy, administrative regulations, administrative
flexibility and legislative intent, and equal service to
citizens.
458 (G) Policy Development and Evaluation (3)
Policy alternatives, policy and program impact,
measurements and evaluation, with emphasis on the
roles and resources of administrative agencies 'in
processes of analysis.
460 (G) Public Personnel Administration (3)
Principles, issues, and practices of public personnel
administration. Staffing, career systems, leadership,
accountability, collective bargaining, and training.
461 (G) Citizen Participation (3) An examination of
various forms of political participation that considers
the contribution of each to the American political
system.
462 (G) Cost-Benefit Analysis (3) Use of cost-benefit
analysis at decision levels from the individual to the
nation-state; advantages, disadvantages,and appro-
priate uses of cost-benefit analysis. Prereq: one course
in social research or quantitative methods in social
science.
463 (G) Management of Metropolitan Areas (3)
Efforts to improve local government performance
through greater coordination, cooperation, and
integration of organizations. Policy making and
management processes; alternative ways of delivering
pUblic services.
465,466 (G) Management of State and Local
Government (3,3) Policy making and management
processes; federal, state, and local intergovernmental
relationships; state and local government organiza-
tional features, management, program responsibilities,
and performance.
469 (G) Intergovernmental Relations (3) Legal,
fiscal, and administrative relationships among the
federal, state, and local levels of U.S. government. The
grant-in-aid system, division of powers in the federal
system, and implications for public management.
470 (G) Natural Resource Policy (3) Aspects of
population and resource systems. Poses questions
regarding population trends. policy, and optimum size;
analyzes methods for determining resource availability
and flows.
Graduate Courses
501 Research (Arr,R)
502 Terminal Project (Arr,R)
503 Thesis (Arr,R)
505 Reading and Conference (Arr,R)
506 Special Problems (Arr,R) Department majors
may receive up to 6 credits for intern work in approved
planning positions.
507 Seminar (Arr,R) Recent topics include Advanced
Program Evaluation, Contemporary Issues in Housing,
Economic Diversification, Energy Policy Planning,
Fiscal Impact Analysis, Legislative and Administrative
Procedures in Planning, Neighborhood Development,
Policy Evaluation, and Program Evaluation.
508 Community Planning Workshop (1-6R)
Cooperative planning endeavors. Students define
problems, determine appropriate research methods,
identify the groups that promote or resist change, test
alternative solutions, and prepare a final plan or
product.
509 Supervised Field Study (Arr,R) 12 credits
maximum per term. Faculty-supervised participation in
the activities of pUblic or private community agencies
and organizations; coordinated ·instruction. Prereq:
Instructor's consent.
510 Experimental Course (Arr,R) PIN only. Each
term a series of short seminars is offered on planning
and reiated topics. One-oredit seminars are held in the
evenings and meet two times for a total of six class
hours. R for a total of six short seminars a year.
511 Introduction to Urban Planning (3) Concepts
and functions of the planning process as they relate
to the social, economic, political, and environmental
aspects of communities and regions.
512 Law and Legal Methods (3) Federal-state legal
relationships, role of the courts in reviewing public
sector decision making, sources of the law, issues in
land use regulation, and basic legal research skills.
515 Planning Theory (3) Logic of the planning
process; major contributions to urban planning's
search for a theory; relationship of planning to the
political process and rational decision making.
517 Regional Planning (3) Theory and practice of
regional planning. Substate regional analysis; develop-
ment of regional policies and plans as these relate to
the natural and human resource base of the Pacific
Northwest.
518 Legal Issues in Planning and the Environment
(3) Constitutional law issues (due process, equal
protection), statutory constraints (antitrust, civil rights),
and procedural aspects of planning and land use
regulation. Prereq: PPPM 512 or instructor's consent.
520, 521 Applied Research Methods I, II (3,3) How
to communicate, execute, and evaiuate research in the
public sector. Each student conducts an original
research project from problem formulation through
data analysis.
522 Planning Legislation (3) Thevarious federal and
state laws governing the planning function, and
regulating programs, land use, and development.
Prereq: PPPM 518 or instructor's consent.
523 Legislative and Administrative Procedures (3)
Major legislative and administrative legal issues of
concern to planners and pUblic managers. Prereq:
PPPM 512 or instructor's consent.
524 Public Organization Theory (3) Rationality,
domain, and interdependence; internal and external
control; social context of organizational design and
structure; assessment of organizations; human
behavior; resource control; discretion, risk, and
decision making.
525 Politics and Planning (3) Roles of politician and
planner in planning, policy formUlation, and decision
making; guest lectures by local planners, political
figures, and representatives of citizen groups.
526 Environmental Issues in Planning (3) Contempo-
rary environmental problems as they relate to regional
social, economic, and physical systems. The long- and
short-term impact of overpopuiation, overconsumption,
and harmful technologies.
527 Environmental Analysis in Planning (3)
Development, requirements, and impact of the .
National Environmental Policy Act. Agency require-
ments, legislation. and regUlations. Impact, techniques
of analysis, nonquantifiabie considerations, and social
challenges to the process.
528 Public Finance Administration (3) Public
financiai models and information systems; federal
financial system issues; intergovernmental transfer
policy and practices; state and local government
financial issues; financial decision making.
529 Public Budget Administration (3) Revenue and
expenditure planning, negotiation, and management
control; program, zero-base, and envelope budgeting;
the politics of budgetary decision making; federal,
state, and local budgeting; budgetary reform.
530 Planning Analysis I (3) Data sources and
methods of data collection, inclUding surveys;
descriptive and multivariate analysis; computer
•
Planning, Public Policy and Management 185
applications; selected analytic models, population
projections, cost-benefit analysis. Open to nonmajors
with instructor's consent.
531 Planning Analysis II (3) Collecting, analyzing,
forecasting, application of population, employment,
economic base, land use, transportation information.
Budget, time, uncertainty of data, and other limitations
imposed on research activity. Prereq: PPPM 530 or
instructor's consent.
532 Public Law (3) Legislation, administrative rule
making and implementation of the law, judicial
institutions and processes, case law, and the legal
profession. How to conduct research in law and
government-documents libraries.
536 public Policy Analysis (3) Techniques in the
policy-making process. Determining the impact of
policies, comparing alternatives, determining the
likelihood a policy will be adopted and effectively
implemented.
539 Public Affairs and Social Change (3) Theories
of planned social, community, and organizational
change. Social, economic, political, and legal factors
affecting planned change; government efforts to
facilitate and manage change. Strategies for future
change.
540 Land Use Planning I (3) Land use planning in
urban, rural, and connecting environments. Functions,
distribution, and relationships of land uses; social:
economic, fiscal, and physical consequences of
alternative land use development patterns.
541 Land Use Planning II (3) Social, economic, fiscal,
and physical consequences of alternative land use
development patterns. Sources of information for
formulation of a physical design program, solutions to
problems, and presentation techniques. Prereq: PPPM
540 or instructor's consent.
544 Human Behavior in Public Organization (3)
Integrates social science knowledge about people at
work. Focus on the concepts of human behavior
important to managerial problems in the public sector.
545 Urban Design (3) The visual aspects of cities;
technological and cultural Influences on urban design,
perception of urban form, and aesthetic qualities of
physical environments. Current urban design theories.
Open to nonmajors with instructor's consent.
'548 Public Management Accountability (3) Account-
ability methods of organizations; intergovernmental
requirements; social and environmental control of
organizations; accountability imposed by pUblic
organizations on citizen and private-sector I;lehavior
through regulation, ethical and value issues.
550 Social Issues In Planning (3) Social aspects of
development, participation in public-policy decisions,
planning of human services. Useof planning principles
in generating information about social issues and
encouraging citizen participation.
552 Public Land Law (4) The legal and sociopolitical
issues involved in public land management. Prereq:
PPPM 512 or Instructor's consent.
554 Advanced Public Management (3) The
public manager's role in relation to organizational
politics, solving problems and making decisions,
group dynamics, motivation and leadership,
supervision, communication, evaluation, and manage-
rial effectiveness.
555 Housing and Urban Renewal (3) The relationship
of housing to planning; functioning of housing markets
and the house-building industry; housing controls;
methods and programs for improving housing in the
community. Prereq: instructor's consent.
556 Houslnq Planning (3) IntegratioA of housing and
planning activities. The preparation of housing element
and assistance plans, market analysis, survey
techniques, and information base. Prereq: PPPM 555
or Instructor's consent.
558 Tourism and Recreation Resources Planning
(3) Assessing tourism resources; projecting tourist
demand; benefits and costs of tourism at the commu-
nity and regional levels. Planning and management of
tourism resources. prereq: introductory planning
course or instructor's consent.
560 Urban Development (3) Development of commer-
cial, industrial, and residential areas from the viewpoint
of the developer and planners. Feasibility and
environmental impact studies undertaken by students
to understand urban development better.
590 Student-Faculty Research (1-2R) Presentation
by advanced master's degree candidates of designs
and conclusions resulting from thesis research
projects.
186
187
College of Business
Administration
268 Gilbert Hall
Telephone (503) 686-3300
James E. Reinmuth,Dean
Helen Gernon, Associate Dean
The College of Business Administration(CBA) offers programs of study leading to
bachelor's, master's, and doctoral degrees in
Accounting, Decision Sciences, Finance, .
Marketing, and Management, and an interdisci-
plinary master's degree in industrial relations.
All programs are designed to provide a broad
education in both business management and
societal issues that is essential for responsible
administrative, research, and technical careers
in business, government, and education.
To ensure such an education for its students,
the College requires ihat undergraduate majors
take approximately 60 percent of their work
outside the College. Within the College, profes-
sional coursescover subjects affecting firms
and organizations and their responsibilities to
the owners, employees, customers, and society
in general.
The instructional programs of the College are
offered in the Undergraduate School of Busi-
. ness and in the Graduate School ofManage-
ment, which operates under the general
direction of the Graduate School of the
University.
The College of Business Administration was
established in 1914. Its undergraduate program
was accredited in 1923 and its graduate
program in 1962 by the American Assembly of
Collegiate Schools of Business. Details of.
master's and doctoral programs may be found
in the Graduate School of Management section
of this bulletin. .
Business Student Societies
The following business and professional
societies have chapters at the University: Alpha
Kappa Psi, professional business fraternity;
Beta Alpha Psi, accounting; and Pacific North-
west Personnel Management Association.
Beta Gamma Sigma
Election to Beta Gamma Sigma, the national
scholastic honor society in business administra-
tion, requires students to rank in the upper 5
percent of their junior class (minimum grade
point average of 3.75) or the upper 10 percent
of their graduaiing class (minimum GPA of 3.50)
or in the upper 20 percent of students receiving
master's degrees.
CBA Computing Facilities
The CBA computing facilities provide students
and faculty members with ongoing support for
their educational needs in the form of profes-
sional staff assistance and computer hardware
and software. Students have the opportunity to
use a variety of computers in their business
courses. The CBA computer laboratories,
located on the third floor of the Chiles Business
Center, include a Hewlett-Packard (HP) 3000
minicomputer as well as three microcomputer
laboratories that are connected in a local area
network. The Autzen Foundation Instructional
Lab has HP 150 microcomputers, plotters, and
printers; the Wild ish Instructional Computing
Lab has Apple Macintosh microcomputers and
printers; and the Hewlett-Packard Vectra
Instructional Lab has personal computers and
printers that are IBM AT-compatible systems.
All microcomputers can function in a stand-
alone mode to run a variety of business-oriented
software applications such as business statis-
tics, spreadsheet analysis, word processing,
and business graphics. These microcomputers
can also interact with the HP 3000 minicomputer
to simulate the business environment by
sharing data and files. In addition, the facilities
offer several remote terminals with access to
either the College's HP 3000 or the University's
DEC 1091 and IBM 4341 computer systems.
Study Abroad Programs
The College maintains exchange relationships
with several foreign universities that give
students opportunities to study business
management abroad. Study abroad business
programs are currently available at the Univer-
sity of Copenhagen (Denmark), Nijenrode
School of Business (Holland), University of
Stuttgart (West Germany), Aoyama Gakuin
University (Japan), and Yonsei University
(Korea). In all programs except Stuttgart's,
English is the primary instructional language;
Stuttgart courses are taught in German. In
addition, the College sponsors a six-week
summer school program in Tokyo, Japan. This
prog ram focuses on .Japanese business
management.
Students interested in careers in international
business are particularly encouraged to take
advantage of one of these programs. Additional
information on these programs is available in
271 Gilbert Hall. See also the international
business program described under Under-
graduate School of Business.
Research
The College of Business Administration faculty's
active interest in research is manifested by the
research centers incorporated in its organiza-
tional structure. The amount of activity within
these centers varieS, depending on available
University funds as well as grants and contracts
from foundations, government agencies, and
the business community.
Forest Industries Management Center
9 Gilbert Hall
Telephone (503) 686-3335
Stuart U. Rich, Director
The primary goal of the Forest Industries
Management Center is tei stimulate research
and education related to the forest products
field. A forest industries management support
area is offered in the M.B.A. program to
graduate students who have undergraduate
degrees in forestry. Details of the program
appear in the Graduate School of Management
section of this bulletin.
Institute of Industrial Relations
209B Gilbert Hall
Telephone (503) 686·5141
Eaton H. Conant, Director
The goal of the Institute of Industrial Relations
is to stimulate research and education related
to industrial and labor relations. The Institute
offers an integrated interdisciplinary program
leading to either an M.S. or an M.A. degree in
industrial relations. Details of the degree
program appear in the Graduate School of
Management section of this bulletin.
Office of External Affairs
264D Gilbert Hall
Telephone (503) 686·3370
Carole L. Daly, Director
This office is responsible for alumni, corporate,
and public relations; fund raising; continuing
professional education; and collegiate liaison
with the Career Planning and Placement
Service.
Interdisciplinary Program in
Applied Information Management
An interdisciplinary master's degree focusing
on applied information management is available
through the Interdisciplinary Studies: Indi-
vidualized Program in the Graduate School. The
program, coordinated by the UO Continuation
Center, is designed to serve the needs of
Portland-area residents. Address inquiries to
Curt Lind, Applied Information Management
Program, University of Oregon Continuation
Center, 1553 Moss Street, Eugene OR 97403.
The program is fully described under Continuing
Education Off Campus in the Special Studies
section of this bulletin.
188 Undergraduate School of Business
Undergraduate
School of Business
271 Gilbert Hall
Telephone (503) 686-3302
Donald E. Lytle, Director of
Undergraduate Programs
To earn a degree in the Undergraduate School
of Business, a student must be admitted as a
majorand complete one of the majors offered:
Accounting, Decision Sciences, Finance,
Management, or Marketing; and, except for
Accounting majors and students double
majoring within the College of Business Admin-
istration, complete a secondary subject area
option.
Combined with other work, each of the options
may lead to the bachelor of science (B.S.) or
the bachelor of arts (BA) degree.
A student who has a bachelor's or master's
degree in a field of business administration is
not eligible for another such degree at the
bachelor's degree level.
A student may not receive two degrees simul-
taneously (e.g., a BA and a B.S.), but it is
possible to double major under the same
degree either within the Undergraduate School
of Business or in another major area. Students
must satisfy the upper-division core and major
requirements in effect when they are admitted
as majors or when they apply for graduation.
The requirements chosen must be met in their
entirety; they cannot be combined.
Admission Requirements
Admission to the College of Business Adminis-
tration as a major is possible after junior
standing has been attained. However, students
intending to major in a business field (Account-
ing, Decision Sciences, Finance, Management,
Marketing) should declare prebusiness as a
major until preadmission requirements have
been met. Prebusiness status, however, does
not guarantee admission as a major in a field
of business.
The College of Business Administration has an
enrollment limit of 700 undergraduate majors.
As resources become available, this figure will.
be adjusted to accommodate additional
qualified applicants. Current information on
enrollment limits, grade point average (GPA)
requirement, and other details is available in
271 Gilbert Hall.
To be eligible for admission as a major, a
student must have completed University writing
requirements, the College of Business Adminis-
tration's Conceptual Tools Core (described
under College of Business Administration
Requirements), and at least three of the required
six courses in each olthe three general Univer-
sity groups: arts and letters, social science, and
science. At least gO credits must be earned, of
which a minimum of 60 must be graded,
including the mathematics, economics, and
business courses in the Conceptual Tools Core.
A minimumGPAof 2.75 in all college-level work
attempted and 2.50 in the business, mathemat-
ics, and economics courses of the Conceptual
Tools Core are required to be eligible for major
status. The GPA is based on all graded courses
completed. If a graded course is repeated, both
courses are counted in computing GPA;
however, credit is given only once. If a coLirse
required to be taken graded is taken passino
pass (PIN) instead, a P is treated as a C and
an N is treated as an F for GPA calculations.
Students who have been admitted to major or
minor status in the College of Business Admin-
istration may preregister for business courses.
Petitions
Students with an overall GPA between 2.50and
2.740rwith aGPA below2.50 in the specified
core courses may petition for admission. The
approval of petitions is not automatic and is
granted on a space-available basis only to
those best qualified. When all other preadmis-
sion requirements have been met, students
should submit their petitions with their applica-
tions for admission as a major following the
procedure described below. Note: Astudent
will not be awarded a degree without having
been formally admitted as a major.
Honors College
Prebusiness majors admitted to the Honors
College may substitute certain Honors College
courses for College of Business Administration
Conceptual Tools Core requirements. See the
director of undergraduate programs in 271
Gilbert Hall for details.
Application Procedure
To be considered for admission as a major,
students must apply prior to the term deadline.
Application periods are as follows: fall term:
April 1-21 and August 1-21, winter term:
October 1-21, spring term: January 1-21. Late
applications are not accepted.
Applicants must have completed or be complet-
ing all entry requirements during the term in
which they apply. Final acceptance as a major
is contingent on satisfactory completion of all
preadmission requirements.
Transfer Students
Transfer students who will have completed all
preadmission requirements prior to transfer
should apply to the University Office of Admis-
sions and Records at least one term prior to
their intended termof transfer. When University
admission is confirmed, application must then
be made to the College of Business Administra-
tion for admission before the appropriate
deadline. To ensure timely processing, copies
of supporting transcripts should accompany
this application. Students transferring before
admission requirements have been met will be
admitted as prebusiness majors and should
apply as resident students when requirements
are complete.
When there are significant changes in admis-
sion requirements, the effective date for transfer
students is normally one academic year after
the policy first appears in the University of
Oregon General Bulletin.
Continuous Progress
If a student does not attend the University for
three academic terms or more (excluding
summer session) after being admitted as a
major, he or she must reapply for admission.
This requirement does not apply to students on
recognized exchange programs or those who
are granted a leave of absence by the College.
Such leave mustbe requested prior to the end
of three academic terms of inactive status and
is normally approved for no more than three
additional terms.
Second Bachelor's Degree
Students who have a bachelor's degree in
another discipline and want a second degree
ina field ofbusiness must be admitted to the
University as postbaccalaureate nongraduate
students. Transcripts of all previous college
work must be provided to the College, and an
official transcript showing receipt of prior
degree must be sent to the Office of Admissions
and Records. A student dropped from the
master's degree program because of in-
adequate grades is not eligible for a second
bachelor's degree. Criteria for admission to
upper-division courses are the same as for
first-degree candidates.
Second-degree students must complete the
same upper-division requirements as first-
degree candidates. The business, mathemat-
ics, economics, and computer literacy require-
ments in the Conceptual Tools Core must be
completed or waived by prior course work
before a student may enroll in upper-division
courses. If a student's native language is not
English, aminimum score of 5500n the Test of
English as a Foreign Language (TOEFL)
examination is required. The Second Bachelor's
Degree section of this bulletin, under Registra-
tion and Academic Policies, lists University
requirements for a second bachelor's degree;
the College advising office distributes informa-
tion concerning College of Business Administra-
tion requirements.
Degree RequIrements
To receive a degree from the College of
Business Administration, a student must be an
admitted major in good academic standing with
the College and the University. Two sets of
requirements must be completed: general
University requirements and College of Busi-
ness Administration requirements. The College
is firmly committed to an undergraduate degree
program· in business that is based on a solid
foundation in the arts and sciences. College of
Business Administration majors, although in a
professional school, must meetthe same group
requirements as students in the College of Arts
and Sciences and must qualify for either the
BA or the B.S. degree. Students should refer
to the Registration and Academic Policies
section of this bulletin for specific requirements
for bachelor's degrees and for general Univer-
sity and group requirements.
College of Business
Administration Requirements
Conceptual Tools Core. The following courses
or their equivalents must be taken prior to
admission as a major in the College of Business
Administration:
Introduction to Financial Accounting I (ACTG
221), Introduction to Management Accounting
(ACTG 260) .
Introduction to Law (BE 226)
Introduction to Economic Analysis: Micro-
economics (EC 201) and Introduction to
Economic Analysis: Macroeconomics (EC 202)
Fundamentals of Management (MGMT 201)
Calculus for the Nonphysical Sciences (MTH
Undergraduate School of Business 189
207, 208) and Probability and Statistics with
Calculus (MTH 209)
Note: The courses listed above must be taken
for grades, and a 2.50GPAin these courses is
required for admission as a major.
Three courses selected from Sociology,
Psychology, and Anthropologycourses listed in
the social science group
A fundamental speech course
Introduction to Business-Information Proces-
sing (CIS 131)
Computer Literacy. Computer literacy is
required for all businesS students. Computer
literacy is defined as the ability to run software
packages on a microcomputer with minimal
tutorial assistance. The College advising office
maintains a list of acceptable courses to meet
the computer literacy requirement.
In view of limited College and University
computing facilities, business students may
want to purchase a microcomputer. Such
purchases are not required, and neither the
College nor the University endorses any
particular manufacturer or vendor. Students
who plan to purchase a microcomputer are
urged to consult the College advising office
concerning minimum specifications and com-
patibility with College hardware. Significant
discounts on the purchase of certain microcom-
puters are available to University students.
Upper-Division Core. The following courses
(3 credits each) are required of all majors:
Managerial Economics (FINL 311)
Marketing Systems and Dernand Analysis
(MKTG 311)
Financial Management'(FINL 316)
Management and Organizational Behavior
(MGMT 321)
Business Statistics (DSC 330)
Concepts of Production and Operations Man-
agement (DSC 335)
A 300-level Economics course (excluding
EC 311)
Business Enterprise and Social Responsibility
(BE 425)
Business Policy and Strategy (MGMT 453)
Residence Requirement. Students must take
45 upper-division credits in business, of which
36 must be taken on campus. Nine credits may
be transferred from other accredited institutions,
independent study, or approved courses in
other departments.
Studies In Business and Economics. Stu-
dents must take at least 75 credits in business
and economics. These courses must be in the
College of Business Administration or the
Economics Department or be approved by the
College. Optional tutorials (e.g., EC 199) and
software-specific computer courses:with
College of Business Administration prefixes
(e.g., BE 199, DSC 510), taught through
Continuihg Education, do not meet this require-
ment.
Studies in Other Disciplines. Students must
take at least 105 credits in nonbusines.s and
noneconomics courses.
Majors. Each student must complete a major
as specified by each department. Majors are in
Accounting, Decision Sciences, Finance,
Management, and Marketing. See the appropri-
ate departmental sections of this bulletin for
specific course requirements.
Secondary Subject Area. Each major, except
Accounting majors and students working
toward a double major within the College, must
complete a secondary subject area consisting
of three courses (9 credits) selected from an
area other than the major (see the specific
departmental course listings) or from the
following interdisciplinarY areas.
Business History. Any three of the following:
Experimental Course: American Business
History (HST 410), Economic History of Modern
Europe (HST 456), American Labor Movement
(HST 479), or American Economic History
(HST 489)
International Business. International Finance
and Investment (FINL 463), International
Marketing Management (MKTG 475), and either
International Management (MGMT 420) or
International Transportation and Distribution
Management (TRN 453)
Note: Students must satisfy the College of
Business Administration upper-division course
requirements in effect when they are admitted
as majors.
Grading
1. All courses used to satisfy a major require-
ment must be taken graded and passed with
a C'- or better.
2. Courses in the upper-division core must be
passed with grades of C- or better. No more
than two courses in the upper-division core
.may be taken pass/no pass. Business Policy
and Strategy (MGMT 453) must be taken
graded
3. Any transfer business co.urse in which a
grade olD was earned cannot satisfy course
prerequisites
Please see the Registration and Academic
Policies section of this bulletin for details on the
University grading system.
Business Administration
Minor Requirements
The College offers a minor in Business Admin-
istration, which is intended for students majoring
in other disciplines who want courses in basic
business management. It is divided into lower-
and upper-division sections. The lower-division
courses must be completed before students
may enroll in upper-division courses.
The requirements are as follows:
Lower Division
College Algebra (MTH 101)
Introduction to Economic Analysis: Micro-
economics (EC 201) and Introduction to
Economic Analysis: Macroeconomics (EC 202)
An introductory statistics course
Introduction to Financial Accounting I (ACTG
221) and Introduction to Management Account-
ing (ACTG 260)
Introduction to Law (BE 226)
Upper Division
Marketing Systems and Demand Analysis
(MKTG 311) .
Financial Management (FINL 316)
Management and Organizational Behavior
(MGMT 321)
Two upper-division business electives chosen
from regularly offered College of Business
Administration courses. Computer courses
offered through the Continuation Center do not
meet this requirement even if they have a
College of Business Administration prefix (e.g.,
DSC 510)
Students intending to pursue a minor in Busi-
ness Administration must declare their intent to
the College advising office, 271 Gilbert Hall,
and pick up a requirements checklist prior to
beginning lower-division minor courses. After
completing the lower-division courses and
attaining junior standing, students must apply
for upper-division minor admission through the
advising office.
In order to be admitted to upper-division minor
status, students must have a2.50 overall GPA,
a GPA of 2.50 in the lower-division minor
courses, and junior standing. All lower-division
minor courses must be taken graded. Students
meeting the above requirements may register
for upper-division minor courses if they have
fulfilled all course prerequisites. A C- (or P)
is the minimum acceptable grade in upper-
division courses. When upper-division require-
ments have been completed, students should
go to the College advising office for certification
of the minor in Business Administration.
International Business
For students interested in international busi-
ness, the following program is recommended:
1. Major in one of the five business disciplines
2. Select five area studies courses in the
College of Arts and Sciences that focus on
an understanding of the history,geography,
and culture of a specific region of the world
(e.g., East Asia, western Europe, Latin
America). Foreign students may select North
America
3. Complete at least two courses in international
economics
4. Complete the international business second-
ary subject area
5. Fulfill the language requirement for the BA
degree in a language relevant to the area of
study
Students majoring in disciplines other than
business should follow this same program and
complete the Business Administration minor.
Elective courses within the minor should be
chosen fromthe international business second-
ary area.
Student Advising
The College advising service for business
students is in 271 Gilbert Hall. Current informa-
tion about admission and degree requirements
for majors in the College of Business Administra-
tion and for the Business Administration minor
is available there. A bulletin board outside this
office contains announcements concerning
policy, coming activities, scholarships, and
other information of interest to all business and
prebusiness students. Students are held
responsible for information posted on this board
and should check it once a week to ensure that
they have the latest information, or they risk
missing important events and policy changes.
Peer advisers and College staff members are
available in the advising office to assist in
planning programs, answering questions, and
tracking progress toward graduation or admis-
sion as a major. Students should check with the
advising office at least once a year to ensure
that requirements are being met.
190 Graduate School of Management
Graduate School
of Management
272 Gilbert Hall
Telephone (503) 686-3306
Helen Gernon, Director of
Graduate Programs
The Graduate School of Management offers
degree programs at both the master's and
doctoral levels and coordinates the graduate
work of the five administrative departments in
the College of Business Administration, In all
fields, graduate instruction is supported by
courses in related fields offered elsewhere in
the University,
The Graduate School of Management is
accredited by the American Assembly of
Collegiate Schools of Business (AACSB),
Master's Degree
Programs
The Graduate School of Management offers
course work le'ading to the master of business
administration (M,BA), master of science
(M,S,), and master of arts (MA) degrees,
Students must complete the requirements of the
principal program specified for each degree,
Oregon Executive
M.B.A. Program
The University of Oregon, in cooperation with
Oregon State University and Portland State
University, offers the two-year Oregon Executive
Masterof Business Administration (OEM,B,A,)
Program for employed midlevel executives,
Classes are held in Portland one full day a week
with two week-long summer sessions, In
addition to standard admission criteria, appli-
cants to this program must have substantial
managerial experience and corporate sponsor-
ship, For further information, write or call:
Executive Director, O,E,M,BA Program
17705 N,W. Springville Road
Portland OR 97229
Telephone (503) 229-4863
M.B.A. Program
The primary goal of graduate education in
business is to prepare men and women for
responsible careers in both the public and
private sectors, Managementeducation in-
volves training in the general management area
supplemented by opportunities for students to
emphasize given areas of concentration, Most
students select from the following majors:
Accounting, Decision Sciences (business
statistics or production and operations manage-
ment), Finance, Management, Marketing, or
Marketing: International Business, In addition,
students who do not want to specialize in one
of these areas can select the interdisciplinary
Managernent: General Business major.
The M,BA program focuses on profit-oriented
organizations, although students may explore
certain aspects of nonprofit organizations or
government agencies,
The MBA degree normally takes two years of
full-time study to complete and requires a high
degree of involvement on the part of students,
Sample Program
Entry into the program is typically in the fall of
each year. Students entering winter term should
see Winter Admission, below under Administra-
tion of Master's Degree Programs, The following
courses must be taken the first year:
First-Year Requirements
Fall term 11 credits
Seminar: Communications (BA 507) , , , , , ' , , , ' " 1
Seminar: Computers (BA 507), ' , , , ' , , " ' , , , , " 1
Introduction to Business Statistics (DSC 511) "" 3
Management and Organizational Behavior
(MGMT 511) """""""""""""",3
Marketing Management (MKTG 511) , , , , , ' , 3
Winter term 12 credits
Accounting Concepts (ACTG 511) "'" "',',' 3
Economic Policy (BE 511) """"""""",,3
Analytical Techniques iii Management (DSC 512) , 3
Financial Environment (FINL 514) , , , , , , 3
Spring term . 12 credits
Management Accounting Concepts (ACTG 512) , , 3
Business, Government, and SOCiety (BE 512) ,." 3
Production Management (DSC 513) """""" 3
Financial Management (FINL 516) ., ... ",.",. 3
The first-year program requirements must be
completed before students may take more
advanced work in their principal program,
Course Waivers. Students may waive up to four
courses from the first-year program. Only two
of these courses can apply toward the total
numberof credits required for the degree, Two
oj the four courses waived must be replaced
by a.dvanced electives in an area or areas
chosen by the student in consultation with his
or her adviser. Granting of waivers is based on
eitherprevious course work or examination, as
determined by the department.
Majors. Other than in Accounting and Market-
ing: International Business, a major requires
completion offour courses, as specified by the
major department. Students with a Manage-
ment: General Business major choose four
electives in consultation with their advisers,
Additional credits are required for a major in
Accounting to meet standarc;ls of the American
Association of Collegiate Schools of Business
(AACSB),
. The graduate program of study must be
approved by the student'sadviser, department
head in the major, and the director of graduate
programs.
Breadth Electives. At least one elective must
be taken fromeach College of Business
Administration department outside the student's
major department. Students selecting a Man-
agement: General Business major must take at
least one elective from each department.
Courses that satisfy the. breadth requirements
are specified by the department offering the
course,
Second Year
All students in the two-year MBA program
must meet the following second-year require-
ments:
1, Completion of at least 36 credits (minimum
of 12 courses) beyond the first-year pro-
gram, of which 30 must be in 500-level
College of Business Administration courses
2, Of the 30 credits, not more than 18maybe
in the major
3. The remaining 6 credits should be in
graduate-level courses either in business or
in related areas outside the College of
Business Administration
Following are the required courses for the
second year of the MBA degree. program,
along with a typical course schedule.
Requirements
Fall term
Corporate Strategy and Planning (BA524)
One course in the major
Electives
Winter term
Strategy and Policy Implementation (BA 525)
One course in the major
Electives
Spring term
Two courses in the major
Electives
Accelerated Programs
3-2 Program. The 3-2 program offers an
opportunity for superior nonbusiness under-
graduate majors to begin work on an M.BA or
M.S, degree during their senior year. Students
spend the first three years of their under-
graduate' work meeting requirements for the
bachelor's degree in their major area. During
the fourth year, the first-year courses for the
master's program are completed, and the fifth
year is devotedto completion of the 45 credits
in graduate courses required for a master's
degree. Successful completion of the 3-2
program leads to the appropriate bachelor's
degree after t!'le fOLJrth year and an M.B.A. or
an M.S, degree in the College of Business
Administration after the fifth year.
4-1 Program. The 4~1 program allows outstand-
ing undergraduate majors in the College of
Business Administration the opportunity to
obtain a 45-credit M,B.A. degree in one year.
Students admitted to this program have all of
the first-year courses waived and are then
required to complete only 45 credits beyond
the first-year program.
Admission to the accelerated master's degree
programs is highly competitive and limited to
those students who have both outstanding
scholastic records and demonstrated potential
for graduate study. Admission is for fall term
only. .
Interdisciplinary Programs
Interdisciplinary programs are offered in forest
industries management, industrial relations,
international business, and law.
Forest Industries Management. Forest indus-
tries managementis offered as a support area
in the M,B.A. program to be taken in conjunction
with a major. This support area is designed
primarily for students with a bachelor's degree
in forestry. However, students with under-
graduate degrees in other disciplines may also
find this area of study appropriate. The require-
ments are Problems in Forest Industries Man-
agement (MKTG 570), 3 credits, and forest
industries research or independent study,
3 credits, with a college faCUlty member. In
addition, in otherM.B.A. courses that require
lengthy term papers, students with a forest
industries management support area are
expected to relate the contents of their papers
to problems and issues olthe forest industries.
Copies of these papers are to be furnished
simultaneously to the director of the Forest
Graduate School of Management 191
Industries Management Center and to the
course instructors.
Industrial Relations. The industrial relations
option is an integrated program with a choice
of courses in economics, management, political
science, psychology, sociology, and other
disciplines. The program is described under the
Institute of Industrial Relations.
International Business. The Graduate School
of Management, in cooperation with the Univer-
sity, offers international business as aspecial
area of concentration in the M.BA program.
This program requires completion of the M.BA
core, advanced course work in international
business, and specialized study in a particular
geographic region of the world. A foreign
language is recommended but not required,
and an accelerated program is available for
superior students with undergraduate degrees
in business. Study abroad and business
internships are also available on an optional
basis. A master of science (M.S.) program in
international business is currently being de-
signed. For further information, write or call:
Director, International Business Program
University of Oregon
Eugene OR 97403
Telephone (503) 686-3321
J.D/M.B.A. Program. In cooperation with the
University of Oregon School of Law, a concur-
rent Doctor of Jurisprudence/Master of Busi-
ness Administration (J.D./M.BA) program
makes it possible to earn both the J.D. and the
M.B.A. degree in four years instead of the five
that would be required if the degree programs
were taken separately. The program is designed
for students planning a legal career that
requires in-depth knowledge of business
operations. Students entering the program
spend their first year in the School of Law and
take their second-year courses in the Graduate
SchQol of Management. The third and fourth
years are spent taking advanced courses in
both law and business.
It is a highly selective program; students are
required to meet the admission requirements of
both the School of Law and the Graduate School
of Management. Admission to the program is
allowed only during fall term. Prospective
students should consult both the director of
admissions in the School of Law and the director
of graduate programs in the Graduate School
of Management.
Master of Science
or Master of Arts
The program leading to the M.S.or M.A. degree
(in disciplines other than accounting) allows
more specialization than the M.BA program
and may be adapted to the particular needs of
the student. The requirements are as follows:
1. Completion of the AACSB common body of
business knowledge as specified by the
department in the Graduate School of
Management in which the majority of
specialization will take place. For students
without prior academic preparation in
business, completion of the common body
of business knowledge normally consists of
satisfaction of the first-year M.BA required
courses. The manner in which this require-
ment is satisfied is determined by the .
student in consultation with his or her
program committee and with approval by the
director of graduate programs
2. Completion of a minimum of 45 graduate
credits beyond the first"year M.BA required
courses. These should include the following:
a. A minimum of 18 credits of course work
in the primary area of specialization. A
majority of this work should be taken
within the School. However, specializa-
tion is defined by a subjectof study and
is not limited to courses offered by one
department or-by the School
b. A minimum of 12 credits of course work
in a secondary area of study either in the
Graduate School of Management or in a
related field
c. A maximum of 15 credits in electives. A
maximum of 9 credits of thesis can be
taken at the option of the student and the
program committee. For those choosing
to complete a thesis, the number of
credits taken for the thesis is deducted
from the required number of elective
credits
d. A minimum of 30 credits in 500-level
courses
e. A minimum of 27 graduate credits taken
in the Graduate School of Management
3. Approval of the proposed program of study
by a program committee composed of at
least two faculty members. At least one
faculty member must be from the department
in which the majority of specialization is taken
a. The composition of the program commit-
tee must be ap'provea by the director of
graduate programs in the Graduate
School of Management
b. An approved program of study must be
filed with the director of graduate pro-
grams before any courses beyond the
common body of business knowledge
can be taken
4. If a thesis is undertaken,approvalby a thesis
committee composed of at least two faculty
members. At least one faculty member must
be from the department in which the majority
of specialization is taken
a. The composition of the thesis committee
must be approved by the director of
graduate programs. The thesis commit-
tee may have different members than the
program committee
b. A thesis proposal must be approved in
writing by all members of the thesis
.committee and submitted to the director
of graduate programs before substantial
work is undertaken on the thesis
c. In case, of disagreement between thesis
committee members over the accept-
ability of the thesis, the issue shall be
resolved by an ad hoc committee of at
leastthree faculty members appointed by
the head of the department in which a
majority of specialization has been taken
5. Computer Iiteracy.Details of this requirement
appear under the Undergraduate School of
Business
For the MA degree, competence in a foreign
language is required.
Master of Science
in Accounting
The M.S. program in Accounting is designed
for students-particularly those with previous
business and accounting courses-who want a
greater degree of specialization and more
course work in Accounting than are available
through the M.BA program.
The requirements are
1. Completion of the AACSB common body of
business knowledge, Which normally con-
sistsaf completion of the first-year M.B.A.
required courses
2. Completion of a minimum of 45 graduate
credits beyond the common body of busi-
ness knowledge, including 12 to 24 in
Accounting, 6 from the business core area,
and 15 to 24 in supporting areas
3. Computer literacy
For specific course requirements, inquire at the
Department of Accounting office. Programs of
study are individually designed by the student
and a faculty member within certain limits set
by the Department.
Administration of
Master's Degree Programs
Fall Admission. Consistent with the goal of the
Graduate School of Management to educate
individuals with the greatest potential for
becoming successful managers, the admission
process is aimed at admitting those students
who have demonstrated their ability and
potential to become responsible, effective
managers.
The School is interested in the applicant's
general intellectual ability, initiative and
resourcefulness, creativity, seriousness of
purpose, maturity, and capacity for growth. In
addition, oral and written communication skills
are important. Students should have a dem-
onstrated capacity for quantitative thinking and
be able to take an orderly, analytical approach
to problem solving and to the generation of
alternative solutions. The ability to take ideas
from different sources and see important
relationships is very beneficial. Students should
also be self-motivated, with considerable
persistence and drive, and with some under-
standing olthe broad social, political, and
economic implications of decisions and actions.
Prior work experience is desirable but not
necessary.
Admission Criteria
More specifically, the admission process is
based on four categories of information:
1. Undergraduate academic performance
2. Graduate Management Admissions Test
(GMAT) score
3. Recommendations from at least three faculty
members or others who can comment on the·
applicant's potential to do graduate work in
business
4. Letter of purpose in which the applicant
discusses long-range objectives and the
alternatives considered and benefits
anticipated from pursuing a master's degree.
The letter should indicate the ways in which
the applicant's planning has been influenced
by past academic and work experiences
192 Graduate School of Management
and his or her personal strengths and
weaknesses
The applicant should also provide any other
pertinent information for consideration.
Recent successful applicants have had
minimum undergraduate GPAs of 3.00 and
GMAT scores above 550.
Prerequisites. Courses in calculus, micro-
economics, and macroeconomics are prerequi-
sites for students entering the program and
must be taken prior tothe first-year course work.
Foreign Students. In addition, applicants from
non-English speaking countries must earn a
minimum score of 575 on the Test of English as
a Foreign Language (TOEFL). Foreign students
with a degree from an American university may
be exempted from the requirement of submitting
a TOEFL score.
With this information, students are judged on
their academic abilities and potential; their
potential for leadership and management; and
their commitment, readiness, and motivation to
complete the program.
Full·time Status. Full-time M.B.A. students
enrolled in the first year of the two-year program
are required to complete, with a GPA of 3.000r
higher, acommon set of courses in astructured
sequence. The student who waives no first-year'
classes takes a minimum of 11 credits fall term,
12 credits winter term, and 12 credits spring
term.
Full-time M.B.A. students enrolled in the second
year of the program are required to complete,
with a GPA of 3.00 or higher, 9 credits eacil
term. However, a full-time second-year student
may drop to a minimum of 6 credits in one term
provided he or she completes 9 credits in the
subsequent term. Failure tomeetthis require-
ment will result in disqualification from the
program, but the requirement does not apply
to summer session or the term in which a
student is scheduled to graduate.
Part·time Status. Unless otherwise designated,
all students admitted to the M.B.A. program are
considered full time. Part-time status may be
reque~ted at the time of application for admis-
sion, or students in good standing may request
part-time status at the start of any term. Part-time
students may enroll for no more than 6 credits
in a term.
Winter Admission. Students are encouraged
to enter the program fall term. Those entering
winter term are required to take the courses
scheduled for fall term during the summer
between the fi rst and second years of the
program. It is recommended that students
entering winter term have a proficiency in
statistics at the introductory level.
Admission Deadline. Applications and all
supporting documents should be received by
the Graduate School of Managementby April 1
to be guaranteed consideration for fall term
admission, by October 1 for winter term. Late
applications are considered on a space-
available basis.
Program Planning. After the student has been
admitted to the master's degree program, the
Graduate School of Management assigns a
faculty member as an adviser. All students must
file a program approved by tile adviser, the
department head, and the graduate programs
di rector prior to taking any cou rses beyond the
first term of the second year of study. If the
student wants to change the program at a later
date, an amended program signed by the
adviser, the departmenthead, and the graduate
programs director may be filed.
Change of Major. Students may change majors
within the Graduate School of Management
with the approval of the director of graduate
programs.
Academic Performance. In addition to
Graduate School requirements, a student
enrolled in a master's degree program is
required to maintain a GPAof 3.00 on all
graduate courses in the preliminary core,
courses listed on the Principal Program Sheet
or the specified M.S. courses, and any other
graduate courses taken in the Graduate School
of Management.
Once a grade is received in a course listed on
the Principal Program Sheet, that course cannot
be deleted from the program for the purpose of
GPA calculations, as described above.
Failure to maintain a cumulative GPA of3.00 for
two consecutive terms results in disqualification
from the master's degree program.
Students may formally appeal 'disqualification
or other decisions reievant to their academic
performance or program. A description of the
appeal proceduresJs available in the graduate
programs office. .
, General University Regulations. Please refer
to the Graduate School section.of this bulletin
for general University regulations and informa- '
tion regarding registration, academic perform-
ance, and other matters applicable to all
UniversitY graduate students.
Institute of
Industrial Relations
209B Gilbert Hall
Telephone (503) 686-5141
Eaton H. Conant, Director
The Institute of Industrial Relations offers an
integrated interdisciplinary program leading to
a master's degree in industrial relations. The
program is the onlyone of its kind at a western
university. Established in 1966, the program has
about 400 graduates, many of whom occupy
important positions in personnel or labor
relations in managemenf, or with unions and
government. ' '
A primary program objective is development of
an integrative appreciation of human resource
opportunities and problems in industrial society
from the perspective of management, the
behavioral and social sciences, the adversary
context of union-management relations, and
from institutional perspectives of public' policy
and nationalwelfare. In consultatiqn with faculty
members, students plan an integrated program
of required and elective courses in disciplines
of management, economics, the social and
behavioral sciences, and other disciplines
listed below. Basic courses for the program
include those in human resource management,
seminar and research methods, collective
bargaining, labor economics, legislation, and
appropriate work in social and behavioral
sciences.
The program leads to the master of science
(M.S.) or master of arts (M.A.) degree and
requires 60 credits of course work approved by",
the faculty, or 52 credits with thesis. The
program must cover at least three disciplines,
including at least 9 credits in one discipline
other than management. Prerequisites for the
program are a bachelor's degree and at least
one introductory undergraduate course in
sfatistics. The statistics course requirement
may be satisfied after entry to the prograrri and
by the end of the second term in the program.
Graduate Record Examination (GRE) scores
are required. Graduate Management Admis-
sions Test (GMAT) scores may meet this
requirement with institute approval.
The program provides students with research
or .internship opportunities in private or public
institutions with human resources and labor-
management programs and problems. Avail-
ability of these opportunitiesvaries from year to
year, and they are not a required element of a
student's program. Students are admitted to
and graduate from the program in any of the
fourterms Of the year.
Required Courses
Business Administration. Management and
Organizational Behavior (MGMT 511) or
equivalent
Economics. Labor Economics (EC 444G)
Management. Seminar: Industrial Relations
(MGMT 507), Experimental Course: Employ-
ment Legislation and Regulations (MGMT 51 0).
Employme~t Law and Legislation (MGMT 532),
Human Resources Management (MGMT 534),
Recruitment and Selection (MGMT 535),
Compensation Theory and Administration
(MGMT536), Labor-Management Relations
(MGMT539). Labor Law I and II (L 559, 560)
may be substituted for the two latter courses
with the Institute director's consent
In addition, students are required to complete
at least three of the following: Experimental
Course: Arbitration (MGMT 510), Experimental
Course:Career Management (MGMT 510).
Experimental Course: Training and Develop-
ment (MGMT 510), Motivation and Quality of
Working Life (MGMT 531), Employee Benefits
(MGMT 533)
Students who do not have prior course work or
experience in accounting, finance, or computer
science are strongly advised to complete a
course in two of the three areas.
Elective Courses
In addition torequired courses, students
complete course work in supporting disciplines
by selection of courses primarily from the
following list Each term, students consult with
the Institute adviser to select appropriate
required and elective courses. Not all courses
can be offered every year.
Economics. Issues in Labor Economics (EC
445G). Collective Bargaining and Public Policy
(EC 446G). In addition, students are encour-
aged to electcourses in human capital theory,
the economics of industrial organization, the
public sector, and public policy.
History. American Labor Movement (HST
479G). American Economic History (HST 487G,
488G,489G)
Law. Labor Law I, II (L 559, 560)
Graduate School of Management 193
Management. Designing Effective Organiza-
tions (MGMT 541), Managerial Probiem Solving
(MGMT 542)
Political Science. Administrative Organization
and Behavior (PS 412G), The Politics of
Bureaucracy (PS 413G), Comparative Labor
Movements (PS 416G), Unionization of Public
Employees (PS 417G)
Psychology. Learning and Memory (PSY
433G), Human Performance (PSY 436G), Social
Psychology I: Attitudes and Social Behavior
(PSY 456G), Social Psychology II: Interpersonal
Processes (PSY 457G), Advanced Applied
Psychology (PSY 487G, 488G, 489G), Social
Psychology (PSY 517)
Sociology. Sociology of Work (SOC 446G),
Industriai Sociology (SOC 447G), Sociology of
Occupations (SOC 448G), Women and Work
(SOC 449G)
In addition to elective course work identified
above, students may complete relevant work in
other departments with the planning assistance
of Institute faculty members.
Doctoral Program
The Graduate Schoolof Management offers a
program of advanced graduate study and
research leading to the degree of doctor of
philosophy for students preparing for careers
in university teaching, research, and administra-
tion. The program is administered by the
director of graduate programs, assisted by the
Graduate Programs Committee of three busi-
ness faculty members and one doctoral student
member.
Program of Study
The PhD. normally requires four years of
intensive study beyond the master's degree.
Since the program focuses on developing
competent scholars, the development of both
teaching and research skills is heavily em-
phasized. All doctoral students are encouraged
sometime during their program to assume
primary teaching responsibility for an under-
graduate business course. In addition, they
must demonstrate competence in scholarly
research. Students are expected to work
closely with faculty members whose interests
are similar to their own. Applicants are advised
to be as specific as possible as to their ar~as
of interest.
PRIMARY AREAS OF CONCENTRATION
Accounting. Focuses on managerial and
financial accounting, auditing, cost analysis,
and control for public, industrial, andgov-
ernmental accounting.
Corporate Strategy and Policy. Examines
organizations as integrated systems interacting
with their environments. Emphasizes formula-
tion and implementation of strategies that align
an organization's internal strengths and weak-
nesses with its external threats and oppor-
tunities.
Decision Sciences. Emphasizes applied
statistics or operations and production manage-
ment. Related courses are available in computer
science, mathematics, economics, and man-
agement science.
Finance. Focuses on financial economics as
applied to financial management, financial
institutions and markets, and investments.
Related courses are also available in
economics.
Human Resource Management. Emphasizes
personnel management and labor relations in
public and private organizations, behavioral
science and labor economics, compensation,
collectivebargaining, and conflict and change.
Marketing. Covers a wide range of issues
including marketing theory, consumer and
industrial marketing, marketing research and
sales forecasting, management of product,
pricing, promotion, and distribution.
Organizational Studies. Focuses on the
behavioral and administrative aspects of
organizations, including organizational be-
havior, organization design and effectiveness,
organization-environment relationships, and
administrative processes.
Admission
For admission to the doctoral program, the
student must:
1. Satisfy the admission requirements of the
Graduate School of Management and of the
. Graduate School of the University
2. Have completed the graduate work required
for a master's degree (in exceptional
circumstances a student may be admitted
immediately after completion of a bachelor's
degree)
3. Be recommended by the department having
primary responsibility for the area in which
the candidate expects to major and by the
Graduate Programs Committee
4. Provide evidence of scholarly promise
Deadline for application to the Ph.D. program
for fall term is the preceding March 1. Inquiries
concerning the program should be addressed
to the director of graduate programs.
Degree Requirements
The student's program must satisfy the require-
ments of the Graduate School of the University
and the following requirements of the College
of Business Administration:
Three years otwork beyond the bachelor's
degree, with two years of residence on the
Eugene campus.
Basic competence in business. Students are
expected to demonstrate basic knowledge in
computer science, economics, and in each of
the four main functional areas: accounting,
finance, management, and marketing. Such
knowledge may be demonstrated by familiarity
with the subject matter of one of the M.BA
first-year required courses in each of these
areas as evidenced by previous university-ievel
courses, University of Oregon courses, or by
oral or written examination, to be determined by
the student's advisory committee and approved
by the director of graduate programs. This
requirement should be satisfied in the student's
first year and before substantial workis begun
in the primary area of conceniration.
Examinations. The student must pass two
written comprehensive examinations, one in his
or her major and onein eitherthe supporting or
the statistics and research methods area. The
requirements in these areas are described
below. The student must attempt both written
examinations within a 13-month period. Each
comprehensive examination may be scheduled
for no longer than eight hours and must be
completed in full in no more than two consecu-
tive days. The examinations are graded high
pass, pass, or no pass. On examinations given
in separate and predesignated parts, the grade
may apply to each subpart. All grades are
outright; a conditional pass is not permitted. In
the event of failure, a student may retake a
comprehensive examination or predesignated
subpart once, at the individual's option and after
consultation with the advisory committee. Once
a student has attempted an examination in
either the supporting or the statistics and
research methods area, he or she must pass
that particular area examination; the option to
choose the other area is not open. All examina-
tions must be completed within 19 months of
the date of the first examination. Failure to pass
the comprehensive examination or a subpart on
the second attempt results in automatic termina-
tion from the PhD. program. Comprehensive
examinations are offered during fall and spring
terms. In the event of failure, a student may
retake the examination or predesignated
subpart in the following academic term but no
sooner than two months after the date of the
initial attempt. First-time examinations may be
arranged during winter term and summer
session for students not currently in residence
or, under unusual circumstances, by agreement
among the student, advisory committee, and
examining committee and with the approval of
the director of graduate programs.
Competence in a major area of concentra-
tion. The student is expected to master the
literature and techniques in a major area of
business administration, to be prepared to write
an acceptable dissertation, and to perform
research of high quality. Competence is
demonstrated by passing a written comprehen-
sive examination in the area, given by the
department. To be eligible to take the examina-
tion, the student must have completed substan-
tially all of the course work required in the area.
Minimum requirements for the major are
specified by the department having primary
responsibility for the area. The primary areas of
concentration offered are listed above under
Program of Study. Programs involving interdis-
ciplinary research ma,y be accommodated
within the primary areas.
Competence in a supporting area (other than
statistics; see next paragraph). The supporting
area is a logical extension of or clearly support-
ive of the primary area andean serve as a
second.teaching field. If a second teaching
area is elected as the supporting area, the level
of competence required is that which is neces-
sary to comprehend literature and techniques
of the area and to teach elementary courses in
the area. CompetenC13 is demonstrated by
completing four or more graduate-level courses
with grades of B or better, subject to approval
by the student's advisory committee, and by
passing a written examination if a competence
examination is not taken in statistics and
research methods. At least three of the courses
must be completed at the University after
admission to the doctoral program. The examic
nation is written and graded by members afthe
department with administrative responsibility
for the subject matter. If no single department
194 Graduate School of Management
has administrative responsibility, the examina-
tion committee is appointed by the director of
graduate programs after consultation with the
student's advisory committee. Supporting
areas include those listed above as primary
areas of concentration in addition to business
economics and real estate. Alternative support-
ing areas inside or outside the Graduate School
of Management may be developed by the
student and the advisory committee.
Competence in statistics and research
methods. Students must complete four or more
graduate-level courses in statistics beyond the
introductory level, Introduction to Business
Statistics (DSC 511), and research methods
with grades of B or better and, if a competence
examination is not taken in the student's
supporting area, pass a written examination.
Courses typically are from within the Graduate
School of Management, although alternative
graduate-level courses are permitted with the
advice of the Decision Sciences faculty and
approval of the student's advisory committee.
(If a disagreement arises regarding the accept-
ability of non-Graduate School of Management
courses, the matter is resolved by the Graduate
Programs Committee in consultation with the
student's advisory committee and the Decision
Sciences faculty.) At least two courses must be
completed at the University after admission to
the doctoral program. The examination, which
covers the material in the courses taken, is
written and graded by a committee including at
least two Decision Sciences faculty members
appointed by the director of graduate programs.
If the student elects decision sciences as the
major area, an additional supporting area
(described earlier) must be selected.
Competence In a behavioral science or
economics tool area. Students must complete
at least four graduate-level courses in
economics or the behavioral sciences outside
the Graduate School of Management. Courses
in this area of study aresubject to final approval
by the student's advisory committee and the
director of graduate programs. Each course
used to meet this area requirement must be
passed with a grade of B or higher, and at least
two courses must be completed at the University
after admission to the doctoral program.
Advancement to candidacy. The student is
advanced to candidacy for the Ph.D. degree
upon satisfying all of the preceding require-
ments and upon recommendation by his or her
advisory committee to the Graduate School of
Management andto the Graduate School of the
University. Advancement must occur no later
than four years after the student's entry into the
program.
Dissertation. The student must complete a
dissertation embodying the results of research
and showing evidence of originality and abi.lity
in independent investigation. The dissertation
must show mastery of the literature and
techniques, be written in creditable literary
form, and make a contribution to knowledge.
The student is responsible for formation of a
dissertation committee, subject to approval by
the Graduate School of Management and the
Graduate School of the University. This commit-
tee must include at least three regular faculty
members of the School and at least one
member from outside the School. The chair of
the committee serves as the student's primary
dissertation adviser. Before the dissertation
topic is accepted by the dissertation committee,
the student must make a public oral presenta-
tion and defense of the research proposal and
design. When the topic is accepted by the
committee, a copy of the.proposal, signed as
approved by the committee, is placed in the
candidate's file.
The dissertation must be completed within three
years of the student's advancement to candi-
dacy. Upon petition to and approval from the
Graduate Programs Committee arid the
Graduate School of the University, this period
may be extended for one year. Failure to
complete the diSsertation within this time period
invalidates the student's comprehensive
examinations and advancement to candidacy.
The student must successfully defend the
completed dissertation in a pUblic oral examina-
tion and defense before the dissertation
committee.
Grade pointaverage (GPA). The student must
maintain a cumulative GPA of 3.00 or higher in
graduate cou rses.
Termination from program. A student's
participation in the Ph.D. program may be
terminated by the Graduate Programs Commit-
tee if the student fails to satisfy any of the
program requirements and upon the recom-
mendation of a majority of the student's advisory
or dissertation committee. After consultation
with the student's advisory or dissertation
committee, the Graduate Programs Committee
must vote on termination under one or more of
the following conditions: (a) failure to make
satisfactory progress toward advancement to
candidacy; (b) a GPA below 3.00 for two
consecutive terms; (c) failure to complete a
dissertation within three years after the student
is advanced to candidacy; or (d) any time a
member of the advisory or dissertation commit-
tee requests a vote. The student has the right
to petition the Graduate Programs Committee
to reconsider the termination.
The committee vote must be transmitted in
writing to the Graduate Programs Committee for
review and placed in the student's file. A student
dropped from the program is notified in writing,
with reasons for termination clearly explained,
and a copy of the letter is placed in the student's
file.
Waivers, Waiver of any of the above require-
ments is permitted only in exceptional instances
and with the approval of the advisory or
dissertation committee, the Graduate Programs
Committee, and the dean of the College. Under
no circumstances can requirements of the
Graduate School of the University be waived by
the College of Business Administration.
Courses in Business
Administration (BA)
507 Seminar (Arr,R) Two current titles are Computers
and Comm.unications.
510 Experimental Course (3-6R) R when topic
changes.
524 Corporate Strategy and Planning (3) How shall
we choose to compete? Analyhcal techniques and
planning models applicable to making this fundamen-
tal decision. Open to M.B.A. students only.
525 Strategy and Policy Implementation (3) Decision
making that cuts across functional boundaries.
Students integrate and apply business knowledge in
decision situations. May Include a computer game or
company project or both. Immediate prereq: BA 524.
Open to M.B.A. students only.
Accounting
364 Gilbert Hall
Telephone (503) 686-3305
Marinus J. Bouwman, Department Head
FaCUlty
MarinusJ. Bouwman, Associate Professor. M.S., 1971,
Eindhoven; M.S., 1973, Ph.D., 1978, Carnegie-Mellon.
(1979)
PaUl Frishkoff, Professor. B.A., 1960, Swarthmore;
M.B.A., 1962, Chicago; PhD., 1970, Stanford. C.P.A.,
California, Oregon. (1967)
Helen Gernon, Associate Professor; Director, Graduate
Programs. B.B.A., 1968, Georgia; M.BA, 1972,
Florida Atlantic; Ph.D., 1978, Pennsylvania State.
C.P.A., Florida. (1978)
Raymond D. King, Assistant Professor. B.S., 1971,
Montana State; M.B.A., 1974, Montana; Ph.D., 1980,
Oregon. C.P.A., Montana. (1982)
Chris J. Luneski, Associate Professor. A.B., 1956,
Johns Hopkins; M.A., 1959, PhD., 1965, Minnesota.
(1961)
Terrence B. O'Keefe, Associate Professor. B.A., 1963,
Wittenberg; M.S., 1967, PhD., 1970, Purdue. (1980)
James M. Peters, Assistant Professor. B.S., 1969,
M.B.A., 1975, Washington State; PhD., 1987,
Pittsburgh. (1987)
Barry Spicer, Associate Professor. B.Com., 1970,
University of Queensland; PhD., 1976, Washington
(Seattle). On leave fall 1987. (1977)
Emeritus
John W. Soha, Associate Professor Emeritus. B.B.A.,
1936, Puget Sound; M.B.A., 1950, Michigan. C.P.A.,
WaShington. (1951)
Note: The date in parentheses at theend of each entry is
the first year at the University of Oregon.
The major curriculum in the Department of
Accounting is designed for students who want
to prepare for a career in public, corporate, or
governmental accounting or who want to
embark on a management career with a strong
accounting emphasis.
The Department has faculty advisers who assist
in curricular or career planning. Names of
advisers are available in the Department office.
Also available is a handout on undergraduate
advising that answers commonly aske.d ques-
tions about the program and should be read
priorto meeting with an adviser. All transfer
students shouldsee an adviserprior to register-
ing in upper-division course work. It is recom-
mended that all transfer students takelntroduc-
tion to Financial Accounting II (ACTG 222) at
the University of Oregon prior to registering in
Financial Accounting Theory (ACTG 350) or
Cost Accounting (ACTG 360).
A 2.00 grade point average (GPA) in upper-
division Accounting courses taken at the
University is required for graduation as an
Accounting major. .
Major Requirements
In addition to the general requirements of the
College of Business Administration, the require-
ments for a major in Accounting total 40 credits,
including at least 24 upper-division Accounting
credits in residence, distributed as follows;
Introduction to Financial Accounting II (ACTG
222)
Accounting Cycle (ACTG 307)
Financial Accounting Theory (ACTG 350, 351,
352)
Cost Accounting (ACTG 360)
--- ------ ----------------
Accounting 195
18 credits in permanently numbered 400~level
elective Accounting courses
6 credits of 400-level course work in decision
sciences
Secondary Area
When accounting is selected as a secondary
subject area, 9 credits are required, distributed
as follows:
Introduction to Financia! Accounting 11 (ACTG
222)
Two upper-division Accounting courses exclud-
ing Professional Accounting Environment
(ACTG 381), Problems in Professional Account-
ing (ACTG 480), and Experimental Course:
Data Management and Analysis (ACTG 510)
Courses in
Accounting (ACTG)
Lower-Division Courses
199 Special Studies (1-3R)
221 Introduction to Financial Accounting I (3)
Financial statements prepared by accountants;
emphasis on reports to stockholders and other
investors. Prereq: sophomore standing.
222 Introduction to Financial Accounting II (3)
Continuation of ACTG 221. Problems in determining
figures to be reported for monetary and nonmonetary
assets and in reporting liabilities and ownership
interests. Prereq: ACTG 221, sophomore standing.
260 Introduction to Management Accounting (3)
Introduction to development, presentation, and
interpretation of accounting data to aid management
in planning and controlling operations. Prereq: ACTG
221 i sophomore standing.
.Upper-Division Courses
307 Accounting Cycle (1 ) A practice sellhat involves
the full cycle of accounting work. Recording transac-
tions in the accounting system, posting, summariza-
tion, and rep0rting in financial statements. Prereq:
ACTG 222.
350,351,352 Financial Accounting Theory (3,3,3S)
Financial statements provided to investors; accounting
recording and reporting techniques and procedures.
Basic accounting principles and concepts underlying
vaiuation and income determination. Prereq for 350:
ACTG 222, 260, junior standing. FINL 316 recom-
mended.
360 Cost Accounting (3)Development, presentation,
and interpretation of cost information for management;
methods of data' collection and display; probiems of
cost allocation; standard costs for control. Prereq: one
year of college mathematics, CIS 131, MTH 209, ACTG
222. 260, junior standing.
381 Professional Accounting Environment (3)
Career alternatives; public accounting practice;
function of the controller; industrial accounting,
governmental accounting; nonaccounting careers;
personnel and client relationships, individual goals.
Prereq: junior standing; pre- or coreq; ACTG 350.
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
407 seminar (Arr,R)
409 Practlcum (1-2R)
410 Experimental Course (Arr,R) Current topics
include Financial Statement Analysis and International
Accounting,
411 (G)lntroduetion to Income Taxation (3) Income
tax iaw with emphasis on taxation of individuals,
familiaritywith income tax procedures, introductionto
tax research,Prereq; ACTG 260, senior standing.
412 (G) Federal Income Tax Procedure (3) The
taxation df corporations, partnerships, estates, and
trusts. Federal tax iaw and its inherent uncertainties;
advanced tax research. Prereq: ACTG 411, senior
standing.
413 (G) Tax Planning (3) Tax planning opportunities
.in a business context. Independent research on the
technical tax consequences of proposed transactions;
methods of improving those consequences. Prereq:
ACTG 412, senior standing.
420 (G) Accounting Information Systems I (3) The
role of information in modern organizations; general
systems design considerations; and data-base
design, accounting control, and auditing; modern
data-processing technology. Prereq: ACTG 260, CIS
131, senior standing or instructor's consent.
421 (G) Accounting Information Systems II (3)
Contemporary topics in accounting Information
systems analysis and design, and electronic data-pro-
cessing auditing. Prereq: ACTG 420, instructor's
consent.
430 Accounting in Nonprofit Organizations (3)
Focuses on either (1) financial administration in
nonprofit organizations, emphasizing the use of fund
accounting, or (2) management control of nonprofit
organizations. Prereq: ACTG 222, 260. junim'standing.
440 (G) Introduction to Auditing (3) Financial
statement examinations, audit process and environ-
ment, the audit profession, professional standards,
and audit sampling. Prereq: senior or graduate
standing; pre- or coreq: ACTG 352 or 531.
441 (G) Auditing Conoepts and Procedures (3)
Practical applications of auditing concepts; evidence,
selection, evaluation and documentation. Emphasis on
audit programming and strategy in an electronic
data-processing environment. Prereq: ACTG 440.
450 (G) Advanced Accounting (3) Contemporary
issues in financial reporting. Recognition, measure-
ment, and display problems of diverse entities.
including corporate combinations. Impact of standards
and of regulations. Prereq: ACTG 352 or 531, senior
or graduate standing.
451 (G) Special Topics In Accounting (3) Contempo-
rary topics of accounting research. Content varies
depending on interests of students and instructor,
. Prereq: ACTG 450.
460 (G) Advanced Management Accounting (3)
Accounting information for managerial decision
making, planning, and control. Prereq: ACTG 360, CIS
131, senior or graduate standing,
480 (M) Problems in Professional Accounting (3)
Contemporary topics in professional accounting
practice. Content varies depending on interests of
students and instructor. Prereq: instructor's consent.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only. .
505 Reading and Conference (Arr,-R)
507 seminar (Arr,R) Recent topics are Doctoral
Seminar, Economic Regulation and Accounting Policy,
and Issues in Accounting Research,
508 Colloquium (Arr,R)
509 Practlcum (1-2R)
510 Experimental Course (Arr,R) Current topics
inciude Business Expert Systems, Data Management
and Analysis. and Expert Decision Making.
511 AccountinlJ Concepts (3) Principles and
procedures of financial <J,ccounting and the use of
accounting data for business decisions; survey of the
data-creating process; asset and lia.biiity valuation and
income measurement. Master's ordoctoral degree
candidates only.
512 Management Accounting Concepts (3) PrInci-
ples and procedures of managerial accounting; study
of cost accounting, budgeting, and control. Master's
or doctoral degree candidates only. Prereq: ACTG 511.
517Taxation Conl;epts (4) Basic taxation of individu-
als, property transactions, corporations, partnerships,
estates and trusts. Prereq: ACTG 511 or instructor's
consent.
523 Managerial and Financial Accounting Analysis
(3) Financial reports and decision making. Foous may
be on financial statement analysis and evaluation,
managerial decision making, or tax planning for
managerial decision makers. Nonmajors only. Prereq:
ACTG 511, 512,
530 Financial Accounting I (4S) Review of accounting
theory, concepts, and principles. In-depth study of
basic financial statements. Appropriate for non-Ac-
counting majors who want extensive ooverage of
financial accounting. Master's or doctoral degree
candidates only, Prereq: ACTG 511 or equivalent.
S with ACTG 531,532.
531 Financial Accounting II (4S) Financial accounting
for assets, liabilities. and equities; emphasis on
technical aspects of financial accounting. Master's or
doctoral degree candidates only, S with ACTG 530,
532. .
532 Financial Accounting III (4S) Accounting for
partnerships, business combinations, and the consoli-
dation of financial statements. Extensive coverage of
financial statement analysis. Master's ordoctorai
degree .candidatesonly. S with ACTG 530, 531,
540 Management Control Systems (3) The design of
formal management control systems: the nature of
management control, the concept of information,
human behavior in organizations,goals and strategies.
Current systems as applied in practice. Prereq: ACTG
512 or equivaient. .
542 Auditing Concepts (3) 'Analysis and criticism of
traditional auditing philosophy and theory. Contempo-
rary auditing research. Seminar content varies from
year to year with changing interests of participants.
Prereq: ACTG 440.
551 Development of Accounting Thought (3) The
development of accounting including historic<J,l;
methodological, and regulatory aspects. Contempo-
rarytrends in research. Prereq: ACTG 531 or instruc-
tor's consent.
552 Accounting Theory (3) Readings in accounting
literature; current controversiai areas in accounting
and information theory, including the conceptual
framework underlying accounting reports to external
users. Prereq: ACTG 530 and instructor's consent.
562 ManagementAccounting Theory (3) Readings
in managerial accounting and related literature. Topics
may include a wide range of planning and control
issues in both profit and nonprofit institutions. Prereq:
instructor's consent.
196 Decision Sciences
---_ ...._---
Decision Sciences
2090 Gilbert Hall
Telephone (503) 686·3377
Larry E. Richards, Department Head
Faculty
Paul M. Bobrowski, Assistant Professor. B.S., 1972.
United States Air Force Academy; M.S., 1976, Purdue;
Ph.D., 1985. Indiana. (1985)
Robert T. Clemen, Assistant Professor. B.A., 1973,
M.B.A., 1981, Colorado; Ph.D" 1984.lndiana.(1984)
Sergio Koreisha, Associate Professor. B.S., 1974,
M.Engr.• 1975, California, Berkeley; D.B.A., 1980,
Harvard. (1980)
Kenneth D. Ramsing, Professor; Associate Dean,
College of Business Administration. B.S., 1960,
Oregon State; M.B.A., 1962, Ph.D., 1965, Oregon.
(1965)
James E. Reinmuth, Professor; Dean, Business
Administration. B.A., 1963. Washington (Seattle); M.S.,
1965;Ph.D., 1969, Oregon State. (1967)
Larry E. Richards. Associate Professor. B.A.. 1962,
M.B.A., 1963. Washington (Seallle); Ph.D.. 1969,
California, Los Angeles. (1966)
Emeritus
Arthur E. Mace. Professor Emeritus. B.A.. 1938.
Amherst; PhD., 1947. Chicago. (1964)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
The major curriculum in the Department of
Decision Sciences is designed for students who
want to prepare for a career in applied statistics
or management science or a management
career with a strong emphasis in these areas.
Majors in Decision Sciences must complete
work in basic mathematics through caiculus
(equivalent of MTH 201,202,203 orMTH 207,
208,209). Additional courses in mathematics,
econometrics. and computer science are highly
recommended.
Major Requirements
A total of 15 credits are required in addition to
the general business requirements of the
College. The requirements are distributed as
follows (3 cre~Jits per course):
Applied Regression Analysis (DSC 435)
Introduction toManagementScience (DSC 445)
Three additional 400-level Decision Sciences
courses approved by faculty adviser
Secondary Area
9 credits are required for a -secondary subject
area in decision.sciences, distributed as follows:
Applied Regression Analysis (DSC 435)
Introduction to Management Science (DSCA45)
One additional 400-level course in Decision
Sciences .
Courses in Decision
Sciences (DSC)
Lower-Division Courses
199 Special Studies (1-3R)
230 Introduction to Buslneas Statistics (3) Statistics
as a tool for making busiriess decisions. Probability.
sampling distributions, estimation theory, confidence
intervais, and hypothesis testing. Prereq: MTH 208.
Not offered 1987-88.
Upper-Division,.·Courses
330 Business Statistics (3) Review and applications
of hypothesis testirig. Regression analysis, experimen-
tal design, time series, and nonparametrics. Prereq:
MTH 209 or equivalent.
335 Concepts of Production and Operations
Management (3) Planning and control of operations
with respect to products, processes, equipment, and
jobs. Planning, forecasting, scheduling, maintenance,
and inventory activities. Prereq: DSC 330 or equivalent.
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr;R)
407 seminar (Arr,R)
409 Practicum (1-2R)
410 Experimentai Course (Arr,R)
420 Applied Sampling (3) Application of sampling
techniques to business probiems. Simple random,
stratified, cluster, systematic sampling; ratio and
regression estimators.. Prereq: DSC 330, MTH 208.
425 Applied Siatls'ical Decision Theory'(3) System-
atic study of decision making under uncertainty.
Decision trees, assessment of subjective probabilities,
use of theoretical probability models, single- anC\ <
multiattribute utilitytheory. Applications. Prereq: MTH
208, DSC 330 or equivalents.
430 (G) Applied Analysis of Variance (3) Design of
experiments in business administration; modeis and
methods for analysis of variation in measurement data
including single and multifactor treatments in com-
pletely randomized and blocked designs. Prereq: MTH
208, DSC 330 or equivalents.
435 (G) Applied Regression Analysis (3) Theory of
least-squares regression. Regression procedures in
the elucidation of underlying relationships governing
business and economic behavior. Techniques of .
statistical model building. Prereq: MTH 208, DSC 330
or equivalents:
440 (G) Applied Time series Analysis for Forecast-
ing (3) Elements of spectral analysis; Autoregressive,
moving average, and seasonal models. Principles of
iterative model~building: identification, fitting. and
diagnosHc checking of models. Prereq: MTH 208, DSC
330 or equivalents.
445 (G) Introduction to Management Science (3)
Linear and dynamic programming. Simplex method,
duality theory, sensitivity analysis, principle of optimal-
ity, deterministic and stochastic dynamic programming
models. Prereq: DSC 335, MTH 208.
450 (G) Advanced Management Science (3)
Nonlinear programming and stochastic models.
Unconstrained optimization, Kuhn-Tucker theorem,
Lagrangian multipliers, Markov chains, and Poisson
processes. Prereq: DSC 445. MTH 208.
455 (G) Production Systems Analysis (3) Application
of management science techniques to production
systems. Aggregate products planning, project
planning, job scheduling, and inventory control.
Extensive use of case materials. Prereq: DSC 335 or
513.
460 (G) Simulation of Industrial Systems (3) Model
construction, validation, and tests; design and analysis
of simulation experiments; case applications in
business and economics. Prereq: DSC 335. MTH 208.
470 (G) Synthesis and Design of Industrial Systems
(3) Application of systems analysis and operations
management to planning and design of industrial
systems. Students work in teams under faculty
supervision. Prereq: DSC 455.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
507 Seminar (Arr,R)
508 Colloquium (Arr,R) PIN only. BusinessComput-
ing Workshop.
510 Experimental Course (Arr,R)
511 Introduction to Business Statistics (3) Acceier.
ated study of business statistics; probability, estima-
tion. hypothesis testing, simple and multiple regression
analysis; nonparametrics, Graduate students only.
Prereq: calculus.
512 Analytical Techniques in Management (3)
Linear programming; problem formulation and
interpretation. Business applications of forecasting
methods (regression and time series). Computer
management of data structures; integrated approach
for decision making. Prereq: calculus.
513 Production Management (3) Use of model-based
systems for managers to plan, control, and improve
efficiency of production systems. Topics include
facility-capacity planning, inventory systems. and
scheduling. .
525 Management Information Systems (3) Data
processing, information analysis, and interactive·
time"sharing. Use of behavioral and technical consid·
erations to document the impact of computer activity
on the organization.
530 Applied Nonparametric Statistics (3) Statistical
analysis when data do not conform to parametric
assumptions. Tests using nominal- or ordinal-data;
one, two, or more samples: goodness-of·fittests.
Prereq: DS~ 511 or equivalent.
535 Bayesian Inference and Decision (3) Decision
analysis basics. Use of decision trees. probabilities,
methods for making decisions under uncertainty.
Analysis of negotiation problems. Distributive and
integrative bargaining. Ethical issues. Prereq: MTH
208. DSC 5110r equivalents:
540 Applied Multivariate Analysis (3) Statistical
reasoning that underlies the techniques of muitivariate
analysis. Multivariate analysis of variance, discriminant
analysis, principal components, factor analysis, and
canonical correlation. Prereq: DSC 435, MTH 208.
545 Applied Sampling Techniques (3) Application of
probability sampling techniques to business problems.
Simple random. stratified. cluster, systematic, multi-
stage, and double sampling; nonresponse problems;
ratio and regression estimators. Prereq: DSC 511 or
equivalent.
Finance 197
Finance
164 Gilbert Hall
Telephone (503) 686-3353
George A. Racette, Department Head
Faculty
Thomas W. Calmws; Associate Professor (managerial
economics, taxation). B.A., 1957, Sacramento State;
PhD., 1966, California, Berkeley. On leave 1987-88.
(1967) .
Alyce Campbell (options, futures, financial markets).
B.S., 1973, M.B.A., 1982, Alberta; PhD., 1987, British
Columbia. (1987)
Larry Dann, 'Associate Professor (financial manage-
ment, investments). B.S., 1967, Northwestern; M.B.A.,
1969, Harvard; PhD., 1980, California, Los Angeles.
(1977)
Jerome J, Dasso, H, T. Miner Professor (real estate,
urban development), BS" 1951, PUrdue; M,B.A.,
1952, Michigan; M.S" 1960, Ph.D., 1964, Wisconsin,
Madison. On leave winter, spring 1988, (1966)
Michael H. Hopewell, Associate Professor (financial
management; investments). B.A., 1963, M.B.A., 1967,
PhD" 1972, Washington (Seattle), On leave 1987-88,
(1969)
Christopher James, Associate Professor; John B,
Rogers Professor of Banking and Finance (financial
markets, intermediation theory), A.B" 1973,Michigan
State: M.B.A., 1977, PhD., 1978, Michigan, On leave
1987-88. (1978)
Coleman S. Kendali, Assistant Professor (international
finance), B,A., 1978, Swarthmore; M,B,A., 1980,
Chicago. (1985)
Wayne H, Mikkelson, Associate Professor (financiai
management, Investments), B.A., 1974, Macalester;
M,S., 1978, Ph.D" 1980, Rochester,(1984)
M, Megan Partch, Assistant Professor (financiai
management, investments). B.A., 1971, Carleton;
M.B.A., 1976,PhD., 1981, Wisconsin, Madison. (1981)
George is.. Racette, Associate Professor (financial
management, investments). B,A" 1966, Stanford;
M.B.A., 1967,Michigan; PhD" 1972, Washington
(Seattie). (1974)
Peggy Wier, Assistant Professor (financia'l manage-
ment, investments, regulation). A,B., 1959, Vassar;
M,B.A., 1975, M.S., 1976, PhD., 1981, Rochester. On
leave 1987-88. (1982)
Emeritus
Richard W. Lindholm, Professor and Dean Emeritus
(taxation). A.B., 1935, GustavusAdolphus; M.A., 1938,
Minnesota; Ph.D., 1942, Texas. (1958) .
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
The Department of Finance offers coursesin
finance, real estate, and business economics.
For undergraduate students with majors in the
College of Business Administration, the Depart-
ment offers a major in Finance and secondary
subject areas in both finance and real estate.
The Finance curriculum is designed to impart
an understanding of the various areas and
principles of finance and to provide students
with analytical techniques. Courses on financial
institutions and markets, financial management,
and investments provide an understanding of
the application of financial analysis and decision
making to the solution of business problems.
Special attention is given to the relation of
financial policies and operations to the function-
ingof busine.ss firms within the economic
system.
Major Requirements
In addition to the general requirements of the
College of Business Administration, a major in
Finance requires 15 credits, distributed as
follows: .
The Financial System (FINL 314)
Financial Analysis (FINL 372)
Investments (FINL 380)
Advanced Financial Management (FINL 473)
One of the following: Taxation Topics (FINL
323), Financial Management of Real Estate
(FINL 341), Experimental Course: Topics in
Finance (FINL 410), Financial Institutions and
Markets (FINL 462), or International Finance
and Investment (FINL 463)
Students who major in Finance are urged to take
a secondary subject area in accounting or, at
least, to take Introduction to Financial Account-
ing II (ACTG 222)
Secondary Area
A secondary subject area in finance requires
9 credits, distributed as follows:
The Financial System (FINL 314)
Financial Analysis (FINL 372) .
Investments (FINL 380)
The secondary subject area in real estateis
designed to provide exposure to the develop-
ment, financing, marketing, and management
of real estate. A secondary subject area in real
estate requires 9 credits, distributed as follows:
Financial Management of Real Estate (FI NL 341)
Real Estate Finance (FINL 446)
Real Estate Investment Analysis (FINL 447)
Courses in
Finance (FINL)
Lower-Division Courses
199 Specisl Studies (1-3R)
240 Survey of Resl Estate (3) PIN only. Basic buy,
sell, and lease transactions. The law, brokerage,
financing, and administration of real estate; Not open
to College of Business Administration or prebusiness
majors with junior standing or above or students who
have taken 1"1 NL 341 .
281 Personal Economic snd Flnancisl Planning (3)
PIN only. Alternative savings outlets inclUding
insurance, pension funds, deposits at commercial
banks or thrift institutions, investment in real estate,
stock and mutual fund ownership. Notopen to College
of Business Administration or prebusiness majors with
junior standing or above,
283 The Stock Market and Investing (3) PIN only.
Investments and the stock market; securities and
approaches to security selection. Not open to Coliege
of Business Administration or prebusiness majors with
junior standing or above or students who have taken
FINL 380,
Upper-Division Courses
311 Managerial Economics (3) Application of
microeconomic tools to the operation of the firm.
Emphasis on basic theoretical concepts, their
empirical measurement, and their application- to real
problems. Prereq: EC 201, MTH 208, junior or senior
standing,
314 The Financial System (3) The financiai system of
the United States, emphasizing functions and behavior
of financial markets and institutions. Interestrates and
financial instruments, The Federal Reserve System.
Students may not receive credit for both FINL314 and
EC 311. Prereq: EC 202 orequivalent, junior or senior
standing.
316 Financial Mansgement (3) Corporate financial
policies, mana()ement of liquid assets, selection
among alternative investment opportunities, funds
acquisition, dividend policies, determination of the
optimal debt-equity mix, Prereq: ACTG 260, junior or
senior standing.
323 Taxation Topics (3) Individual income, consump-
tion, payroll, estate and gift, and property and wealth
taxes. Emphasis on the economic impact of taxes and
their influence on individual and business decisions.
Prereq: EC 375, FINL 311, junior or senior standing.
341 Financial Management of Real Estate (3) Real
property and property rights; real estate industry and
markets; locational analysis; management; subdivision
and land development; financing; land use competi-
tion.Prereq: FINL 316, junior or senior standing,
372 Financial Anslysis (3) Tools of analysis for
forecasting financiai requirements, working capitai
management, and capital investment decisions.
Prereq: FINL 316, junior or senior standing.
380 Investments (3) The economic and investment
environment as it relates to security investment
decisiol')s; investment objectives; portfolio policies lor
individual and institutional·investors. Prereq: FINL316,
junior or $enior standing.
400 SEARCH (1-3RI
401 Research fArr,R)
403 Thesis. (Arr,R)
405 Reading and Conference (Arr,R)
407 seminar (Arr,R)
409 Practlcum (1-2R)
410 Experlmentsl Course (Arr,R) A current topic is
Advanced Investments.
446 Real Estate Finance (3) Mprtgages, trust deeds,
and land contracts; financlqg techniques and costs of
borrowing or lending; th'e importa.nce of real estate
finance in a valuation.framework. Prereq: FI NL 341 or .
equivalent or instructor's consent, junior or senior
standing.
447 Real Estate Investment Analysis (3) Valuation
models and the impact of depreciation, financing,
taxes, management, and holding period oninvestment
values of property and on rates of return on equity.
Prereq: FINL 446 or instructor's consent, junior or
senior standing.
462 Flnsnclal Institutions "arid Markets (3) Different
types of fil'lanciai institutions; management of assets,
liabilities, and capital: description of. regulatory and
legal eqvironment. Prereq? FINL 314, junior or senior
standing, .
4631nternstlonal Anance and Investment (3) Topics
may include balance of payments analysis, short- and
long-term financial markets, international financial
. institutions, and the internatlonal monetary system.
Prereq:FINL 314; 316, junior or senior standing.
473 Advanced "Inancial Management (3) Topics
include long-term financing decisions, valuation, and
cost of capital: Prereq:FIN!- 372,380, senior standing.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
507 seminar (Arr,R)
508 Workshop (Arr,A)
510 Experimental Course (Arr,R)
514 Financial Environment (3) Money and credit and
their influence on product demand and supply of
finance; monetary arid fiscal policy, the Federal
Reserve System, and the money and capital markets.
516 "Inanclal Management (3) Objectives, tools,
methods, and problems of financiai management from
the viewpoint of the firm; problems, including funds
acquisition, dividend policy, capital acquisitions, and
mergers. Prereq: one Accounting course, BE 511 or
equivalent.
530 Business Conditions Analysis and Forecasting
(3) Trends and determinants of private business
activity, employment and economic growth, theoretical
models and forecasting techniques. Prereq: 8E511 or
equivalent. Not offered 1987-88.
541 Real Estate Economics (3) Economics of use and
reuse of real property in United States institutional
framework; economic base analysis. Prereq: BE 511
or equivalent. Not offered 1987-88.
546 Real Estate Finance and Investment (3)
Discounted cash fiow analysis, using Lotus 1-2-3, to
interrelate the physical, institutional, and economic
facets of real estate for value decisions. Prereq: FINL
516 or equivalent. .
563 International Finance and Investment (3) The
internationai monetary system and its implications for
exchange rate determination. Determinants of foreign
investments, characteristics of international financial
institutions, and the relationship between international
and domestic markets. Prereq: FINL514 or equivalent.
565 The Money and Bond Markets (3) Major short-
and long-term debt instruments; determination of
interest rates; differences in rates on different se-
curities; the mathematics of bond prices; debt portfolio
strategy. Prereq: FINL 514, 516 or equivalents or
instructor's COnsent. Not offered 1987-88.
198 Finance
567 Financial Institutions (3) Managementpolicies
of financial institutions, inciuding liquidity, liability,
asset, and capital management; the legal, economic,
and regulatory environment, and implications for
management; changing trends in financial markets.
Prereq: FINL 514, 516 or equivalents or instructor's
consent.
571 Theory of Finance (3) Development of finanCial
principles related to problems of valuation; capital
acquisitions; dividend policies; choice among
financing alternatives. Prereq: FINL 516 or equivalent.
573 Problems In Finance (3) Cases dealing with
financial analysis, working capital management,
valuation, and firm investment and financing decisions.
Prereq: FINL 516 or equivalent.
583 Concepts of Investments (3) Securities markets;
risk-return characteristics of investment media;
concepts of security analysis; investment and portfolio
strategies of individual and institutional investors.
Prereq: FINL 516 or equivalent.
588 Investment Administration (3) Current controver-
sies in investment analysis and administration. Topics
may include insider trading, the impact of institutional
investors, and portfolio performance evaluation.
Prereq: FINL 583 or equivalent.
Management
219 Gilbert Hall
Telephone (503) 686·3339
Richard T. Mowday, Department Head
FaCUlty
Warren B. Brown, Professor (management of innova-
tion, corporate policy and strategy, organization
design). B.S., 1955, Colorado; M,S., 1957, Stanford;
M.S., 1959, PhD" 1962, Carnegie-Mellon. On leave
winter, spring 1988. (1967)
Eaton H. Conant, Professor (industrial relations, labor
economics): Director, Institute of Industrial. Relations.
B.S., 1956, M.S., 1958, PhD., 1960, Wisconsin,
Madison. On leave fall 1987. (1966)
Peter S. Davis, Assistant Professor (corporate policy
and strategy). B.B.A., 1973, Appalachian State:Ph,D.,
1985, SO!,Jth Carolina, (1984)
Gregory S, Hundley, Assistant Professor (industrial
relations, human resource economics, wages and
benefits). B.Com., 1972, Western Australia; Ph.D.,
1981 ,..Minnesota. (1983)
Donald E. Lytle, Senior Instructor (human resources,
small business management); Director, Under-
graduatePrograms, B.A., 1953, Washington (Seattle);
M,B.A., 1976, Oregon. (1976)
Alan D. Meyer, Associate Professor (organization
theory and design, organizational behavior). B.A.,
1968, M.B.A., 1970, Washington (Seattle); PhD., 1978,
California, Berkeley. (1984)
Richard T. Mowday, Professor (organizational be-
havior,organization theory), B,S.: 1970, San Jose;
M,S., 1972, Ph.D., 1975, California, IrVine. (1977)
James S. Ru'ssell, Assistant Professor (human
resource management, industrial relations). B.A.,
1963, Albion; M.B.A., 1965, Michigan; Ph.D., 1982,
Michigan State, (1982)
Richard M. Steers, Professor (organization theory,
organizational behavior). B.A., 1967, Whittier; M.B.A.,
1968, Southern California; PhD" 1973, California,
Irvine. On leave fall 1987, (1975)
James R. Terborg, Professor (organizational. psychol-
ogy, organizational behaVior). B.A., 1970, Calvin; M.S"
1972, Eastern Michigan; Ph.D., 1975, Purdue. (1980)
Gerardo R. Ungson, Associate Professor (business
policy, organization theory, international manage-
ment). A.B., 1969, Ateneo; M.B.A., 1973, PhD., 1978,
Pennsylvania State. (1978)
Adjunct
Charles W. Cole, Adjunct Instructor (management,
international management, organizational behaVior).
B.S., 1950, Oregon State; B.S" 1955, Naval Post
Graduate; M.A., 1964, George Washington. (1979)
Emeriti
Catherine M. Jones, Professor Emerita (business
education, office management). B.A., 1937, Iowa State
Teachers; M.S., 1945, Oregon; Ed.D., 1964, Colorado.(1946) .
Frederick J. Seubert, Associate Professor Emeritus
(human resource management, business policy). B.A.,
1942, Baldwin-Wallace; B.M,E., 1946, Florida; M.B.A.,
1947, Pennsylvania; Ph.D., 1954, Cornell. (1957)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of Management offers courses
designed to prepare students for careers
involving managerial responsibility in private
and public sector organizations. A variety of
courses focus on topics such as organizational'
behavior, human resources management,
organization design, business policy and
strategy, and international management.
Students majoring in Management must select
one of two options. The human resources
management option requires 15 credits in
upper-division courses including Human
Resources Management (MGMT 322), Experi-
mental Course: Staffing (MGMT 41 0), Compen-
Management 199
sation Administration (MGMT 413), Employment
Policies and Practices (MGMT 414), and
Collective Bargaining (MGMT 439). The general
management option also requires 15 credits in
upper-division courses including Human
Resources Management (MGMT 322), Organi-
zation Design and Effectiveness (MGMT 355),
Leadership and Group Processes in Organiza-
tions (MGMT 416), International Management
(MGMT 420), and an upper-division Manage-
ment elective chosen from a designated list of
classes. A complete description of the Manage-
ment major options is available in the Manage-
ment Department office.
Students selecting management as a second-
ary area are required to complete Human
Resources Management (MGMT 322), Organi-
zation Design and Effectiveness (MGMT 355),
and an upper-division Management elective.
Courses in
Management (MGMT)
Lower-Division Courses
199 Special Studies (1-3R)
201 Fundamentals of Management.(3) Survey of
milnagement theory with emphasis on the functionai
and task requirements of management. Topics include
planning, staffing, controlling. leadership, and
creativity in business organizations. Not open to juniors
or seniors.
Upper-Division Courses
310 Management Communication (3) Practice in
planning, organizing, and delivering oral business
presentations. Emphasis on immediate instructor and
peer evaluation of no fewer than three presentations
per student. Prereq: introductory speech course; junior
standing or above.
321 Management and Organizational Behavior (3)
Human behavior in work organizations. Nature·of
organizations, models of orgilnization design, work
structuring, motivation and performance, group and
intergroup behavior, influence processes,and
planned change. Prereq: junior standing. ,
322 Human Resources Management (3) Manage-
ment of relations between an organization and its
personnel; building and maintaining a, productive work
force and providing job satisfaction ilnd career
opportunity. Prereq: MGMT 321 or instructor's consent.
340 Small Business Management (3) Establishing
and maintaining a small business; general manage:
ment principles. Individualized projects: investigating
or assisting an entrepreneur or researching pertinent
library topics. Prereq: junior standing.
355 Organization Design and Effectiveness (3)
Examines issues of organization.design and effective-
ness as well as managerial processes and organiza-
tion-environment relations. Prereq: MGMT 321 or
equivalent.
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
407 Seminar (Arr,R)
409 Practlcum (Arr,R)
410 Experimental Course (Arr,R) Recent topics
include Conflict Resolution, International Management,
and Japanese-American Management.
413 Compensation Administration (3) Salary and
wage policies that contribute to organizational control.
Behavioral science and economic foundations of
compensation. Institutional settings and operating
tools. Wage incentives and management compensa-
tion. Prereq: MGMT 322 or instructor's consent.
414 Employment Policies and Practices (3) Employ-
ment legislation as it pertains to human resource
policies and practices inclUding affirmative action, the
Occupational Safety and Health Act,and equal
employment opportunity. Prereq: MGMT 322 or
instructor's consent. .
416 Leadership and Group Processes In Organiza-
tion (3) Leadership roles In the design and manage-
ment of effective work groups; decision making,
norms, conformity, cohesiveness, group formation,
and group performance. Prereq: MGMT 321 or
eqUivalent.
420 International Management (3) Examines
cross-cultural influences on the practice of manage-
ment, including communication and controi, decision
making, motivation, leadership, design of multinationai
firms, and expatriate managers. Prereq: MGMT321 or
equivalent.
439 Collective Bargaining (3) Relations between
unions and management under existing law and
custom. Negotiations of the labor agreement; gr'lev-
ance handling and agreement administration; arbitra-
tion, Prereq: MGMT 322 or instructor's consent.
440 Case Studies In Small Business (3) Analysis of
small business problems through consultation with
local small businesses. Field projects arranged in
conjunction with the Small Business Institute of the
United States Small Business Administration. Prereq:
senior standing, instructor's consent; MGMT 340
recommended.
453 Business Policy and Strategy (3) Interdepen-
dence of the different departments of a business
concern. Provides an integrated view of business
operations and a basic grasp of policy problems in
several industries. Prereq: MGMT 321, ACTG 260,
FINL316, MKTG 311, DSC335, senior standing, formal
admission to a major in the College of Business
Administration.
Graduate Courses
501 Research (Arr,R)
503 Thesis (Arr,R) PIN only.
505 Reading andConference (Arr,R)
507 Seminar (Arr,R)
509 Practlcum (Arr,R)
510 Experimental Course (Arr,R) Recent course titles
include Arbitration, Employee Benefits, International
Management, and Performance Evaluation and
Training.
511 Management and Organizational Behavior (3)
Behavioral science theory applied to understanding
individual and group behavior in organizations. Topics
include conflict, decision making, job design, leader-
ship, motivation, and organization structure.
531 Motivation and Quality of Working Life (3)
Contemporary theories of work motivation, job
performance and satisfaction, reward systems, goal
setting, job design, sociotechnical systems analysis,
and organization change. Prereq: MGMT 511 or
equivalent.
532 Employment Law and Legislation (3) The role
of government policy and regulatory actions in the
employment activities of organizations. Affirmative
action, Occupational Safety and Health Act, age and
sex discrimination, benefits regulation, and collective
bargaining.
533 Employee Benefits (3) Principles of risk manage-
ment; statutory benefits programs, health and medical
expense insurance, pensions and retirement planning,
employee stock ownership, profit sharing, and
employee assistance plans.
534 Human Resources Management (3) Human
resource planning; psychological testing and federal
guidelines; training and career development; perform-
ance evaluations; performance-based rewards;
union-management relations; affirmative action.
Prereq: MGMT 511 or equivalent or instructor's
consent.
535 Recruitment and Selection (3) Techniques for
effective recruitment and selection of employees.
Topics include staffing, interViewing, biographical
data, assessment centers, ernployeetesting, and utilit)(
analysis. Prereq: MGMT 534.
536 Compensation Theory and Administration (3)
Review of compensation theory from the economic,
social, and behavioral sciences. Compensation
systems for position evaluation, design of wage
structures, performance review, and incentives.
Prereq: MGMT 511 or equivalent or instructor's
consent.
539 Labor-Management Relations (3) Management-
union bargaining relationships in the context of
organizational employment objectives; constraints
imposed by industrial relations systems; contribution
of bargaining theory and industry studies to explana-
tion of bargaining processes.
541 Designing Effective Organizations (3) Strategies
for stUdying organizations, Organization structure and
design; Impact of the environment and technology,
related management problems. Case examples.
Prereq: MGMT 511 or eqUivalent or instructor's
consent.
542 Managerial Problem SolVing (3) Behavioral
foundations that underlie managerial problem solving
and decision making in groups and organizations;
formulation and implementation of programmed and
unprogrammed decisions. Prereq: MGMT 511 or
equivalent.
544 Management and Technological Innovation (3)
The modern technological environment of business
firms. Management of technologically oriented
companies and the process of innovation, Prereq'
MGMT 511 or equivalent.
545 Problems in International Business (3) Opera-
tion v. licensing; control v. joint venture; taxation, labor,
and marketing; managerial training, cooperation with
national planning authorities, public development
banks, and industrial corporations. Prereq: instructor's
consent.
546 Internship In Export Planning (3) Provides
experience of working with a company. Students do a
feasibility study of marketing a particular product or
service and establishing operations in a country of the
firm's choosing. Prereq: instructor's consent.
547 International and Comparative Management (3)
The diverse roles of the manager in multinational
enterprises; international human resource manage-
ment policy. Prereq: MGMT 511.
570 Research Methods In Organizations (3)
Procedures for interpreting behavioral research in
organizational settings. Design of research projects,
inclUding problem definition. theory building, selection
of asample, measurement, data analysis, and ethical
considerations. For Ph.D. and advanced master's
degree students. Prereq: MGMT 511, DSC 511, or
equivalents or instructor's consent.
571 Theol)' and Research in Organizational
Behavior (3) Behavioral research on organizations
and people at work. Job attitudes and performance,
employee socialization processes, turnover and
absenteeism, leadership and group Influence pro-
cesses. For PhD. and advanced master's degree
students. Prereq: MGMT 511 or equivalent or instruc-
tor's consent.
572 Theory and Research In Organization and
Management (3) Organization design as it relates to
technological and environmental constraints, manage-
rial policies and strategies, organization structure, and
organization effectiveness. Focus on theory and
research. For PhD. and advanced master's degree
students. Prereq: MGMT511 or equivalent or instruc-
tor's consent.
573 Theory and Research In Human Resources
Management (3) Topics may include planning and
analysis of human resource management systems;
staffing; performance evaluation; training and develop-
ment; reward systems; collective bargaining; and
industrial relations theory. For PhD, and advanced
master's degree stUdents. Prereq:MGMT 534 or
equivalent or instructor's consent.
200 Marketing; Transportation, and Business Environment
Marketing,
Transportation,
and Business
Environment
375 Gilbert Hall
Telephone (503) 686-3345
Del I. Hawkins, Department Head
Faculty
Gerald S. Albaum, Professor (marketing research and
analySis, international marketing). B.A., 1954, M.B.A.,
1958, Washington (Seattle); Ph.D., 1962, Wisconsin,
Madison. (1969)
Roger J. Best, Associate Professor (marketing
management, research and analysis). B.S.E.E., 1968,
California State Polytechnic; M.B.A., 1972, California
State, Hayward; PhD., 1975, Oregon. (1980)
David M. Boush, Assistant Professor (marketing
management, consumer behavior). B.A., 1975,
Wisconsin, Madison; M.B.A., 1977, PhD., 1987,
Minnesota, Minneapolis. (1987)
John H. Cunningham, Assistant Professor (transporta-
tion and logistics). B.S., 1956, Holy Cross; M.B.A.,
1964, Michigan State; PhD., 1981, Oregon. (1977)
Marian Friestad, Assistant Professor (consumer
behavior, communications). B.A., 1981, M.A., 1984,
Ph.D., 1987, Wisconsin, Madison. (1987)
Del I. Hawkins, Professor (marketing management,
research and analysis, consumer behavior). B.B.A.,
1966, M.B.A., 1967, PhD., 1969, Texas. (1970)
Lynn R. Kahle, Associate Professor (consumer
behavior, communications). B.A., 1973, Concordia;
M.A., 1974, Pacific Lutheran; PhD., 1977, Nebraska.
(1983)
Mark M. Phelps, Instructor (business law, entre-
preneurship law). B.S., 1972, JD., 1975, M.B.A., 1980,
Oregon. (1979)
Stuart U. Rich, Professor; Director, Forest Industries
Management Center. B.A., 1942, Wabash; M.B.A.,
1950, D.B.A., 1960, Harvard. (1963)
Norman R. Smith, Associate Professor (consumer
behavior, marketing communications, entrepre-
neurship), B.A., 1948, M.A., 1959, Alberta; Ph.D., 1965,
Michigan State. (1962)
Donald S. Tull, Professor (marketing management,
research and analysis). B.S., 1948, M.B.A., 1949,
PhD., 1956, Chicago. On leave winter, spring 1988.
(1967)
Marjorie Fox Utsey, Assistant Professor (marketing
management, consumer behavior, marketing strategy
and research). B.A., 1966, M.A., 1969, Maryland:
M.B.A., 1982, PhD, 1985, Tulane. (1985)
Emeriti
W. Dwaine Richins, Associate Professor Emeritus
(business philosophy, ethics, environment). B.A.,
1936, Brigham Young; M.B.A., 1938, Louisiana State;
PhD., 1950, Washington (Seattle). (1949)
William J. Robert, Professor Emeritus (general
busiryess law, internationallaw).'B.A., 1939, LL.B.,
1941, Oregon; LL.M., 1~57, New York. (1950)
LawrenceW. Ross, Jr., Associate Professor Emeritus
(legal philosophy.) A.B., 1949, M.A., 1949, Syracuse;
JD., 1952, Chicago. (1971)
Roy J. Sampson, PhD., Professor Emeritus (transpor-
tation and public utility economics, management and
policy). 8,S., 1946, Tennessee Technological; M.B.A.,
1948, PhD., 1951, California, Berkeley. (1959)
Note£The date in parentheses at the end ofeach entry is
the first. year at the U-niversity of Oregon.
Participating
Robert E. Smith, Economics
The Department of Marketing, Transportation,
arid Business Environment offers courses in
each of the named areas. For students of
business administration, the Department offers
a major in Marketing and secoi1dary SUbject
areas in both marketing and transportation.
The Marketing program is designed to provide
preparation for careers relating the producer
and the consumer. Special attention is given to
the contributions of the behavioral sciences and
of quantitative methods to the study of market-
ing. The program includes detailed study of the
application of principles of management
analysis to marketing problems.
Students are strongly encouraged to satisfy the
College of Business Administration social
science course requirement by taking at least
two courses in one discipline (psychology,
sociology, or anthropology).
Major Requirements
In addition to the general business requirements
of the school, 15 credits are required, distri-
buted as follows;
Analysis of Consumer Behavior (MKTG 361)
Marketing Research (MKTG 460)
Marketing Strategy and Policies (MKTG 464)
A minimum of 6 credits chosen from the
following 3-credit elective courses:
Retail Administration (MKTG 365)
Seminar (MKTG 407), with approval of Depart-
ment head
Practicum (MKTG 409), with approval of
Department head
Marketing Communications (MKTG 462)
Quantitative Analysis in Marketing (MKTG 463)
Sales Management (MKTG 467)
Industrial Marketing and Purchasing (MKTG
469)
International Marketing Management (MKTG
475)
Business Logistics (TRN 350)
Secondary Areas
9 credits are required for a secondary subject
area in marketing, distributed as follows:
Analysis of Consumer Behavior (MKTG 361)
Marketing Research (MKTG 460)
Marketing Strategy and Policies (MkTG 464)
. 9 credits are required for a secondary SUbject
area in transportation, distributed as follows;
Transportation and Distribution Systems (TRN
349)
Business Logistics (TAN 350)
International Transportation and Distribution
Management (TAN 453)
Courses in
Marketing (MKTG)
Upper-Division Courses
311 Marketing Systems and Demand Analysis (3)
Consumer and industrial markets; market segmenta-
tion; product, price, promotion, and distribution
decisions;marketing channels for goods and services;
nonprofit marketing: management controls.
361 Analysis of Consumer Behavior (3) Relevant
concepts from cultural anthropology, sociology, and
psychology applied to problems encountered in
marketing to various consumer groups. Prereq: MKTG
311 or instructor's consent.
365 Retail Administration (3) Structure and practice
of retailing including direct marketing; efficiency in the
retail sector; management of price and nonprice'
competition. Prereq: MKTG 311, 361 or instructor's
consent.
401 Research (Arr,R) Prereq: sponsoring professor
and Department head's consent.
403 Thesis (Arr,R) Prereq: sponsoring professor and
Department head's consent.
405 Reading and Conference (Arr,R)Prer~q:
sponsoring professor and Department head's consent.
407 Seminar (Arr,R) Prereq: sponsoring professor
and Department head's consent.
409 Practlcum (Arr,R) Prereq: sponsoring professor
and Department head's consent.
410 (G) Experimental Course (1-3R)
430 Entrepreneurship (3) Types of entrepreneurs,
and their effect on company growth rates. Marketing-
management probiems in the growth-oriented firm.
Development of a reaiistic business plan. Prereq:
MKTG311.
460 Marketing Resea~ch (3) Influence of marketing
research on the decision-making process. Problem
formuiation, exploratory research, research design,
basic observationai and sampling requirements, data
analysis, interpretation, and reporting. Prereq: DSC
330, MKTG 311 or instructor's consent.
462 Marketing Communications (3) Advertising and
sales promotion as formal channels of communication;
economics of advertising and sales promotion;
marketing communications as they relate to the pUblic
and to public policy. Prereq: MKTG 311, 361 or
instructor's consent.
463 Quantitative Analysis In Marketinl;l (3) Analytical
methods, tools, and models for markeling decision
making with emphasis on the major elements of the
marketing mix. Prereq: MKTG 311, DSC 330 or
instructor's consent.
464 Marketing Strategy and Policies (3) Marketing
planning and controi: planning, organizing, measuring,
evaiuating, and controlling marketing performance.
Prereq: MKTG 361, 460; coreq: MGMT 453.
467 Sales Management (3) Basic principles of the
selling process and their applications; functions
involved in managing a sales organization. Sales
forecasting, recruiting, training, compensation, and
analysis and control. Prereq: MKTG 361 or instructor's
consent.
469 Industrial Marketing and Purchasing (3)
Marketing and purchasing problems of manufacturers
of industrial goods, such as machinery and equipment,
raw and semifabricated materials, industrial supplies,
and component parts. Prereq: MKTG 311.
475 International Marketing Management (3) Study
of marketing methods in the international environment.
Prereq: MKTG 311 or instructor's consent.
Graduate Courses
501 Research (Arr,R) PIN only. Prereq: sponsoring
professor and Department head's consent.
503 Thesis (Arr,R) PIN only. Prereq: sponsoring
professor and Department head's consent.
507 Seminar (Arr,R) Prereq: sponsoring professor
and Department head's consent.
509 Practlcurn (Arr,R/ Prereq: sponsoring professor
and Department head s consent.
510 Experimental Course (Arr,R)
511 Marketing Management (3) Design of a marketing
program; nature and behavior of markets; marketing
planning; product, channel, pricing, and promotion
decisions; marketing and the law; evaluating marketing
efficiency. Coreq: EC 474M.
530 Advanced Entrepreneurship (3) Analysis of
variation in types of entrepreneurs, firms, and their
effect on company growth rates. Marketing-
management problems of the entrepreneur. Not a
Marketing elective. Prereq: MKTG 511.
560 Marketing Research (3) Marketing research as a
tool for decision making. Pianning research projects'
design, measurement,experimental and nonexperi- '
mental techniques, analysis and interpretation of data;
reporting of research results. Prereq: MKTG 511, DSC
511, or equivalent. .
561 Advanced Analysis of Consume~ Behavior (3)
Behavioral-science concepts utilized in the analysis of
life-style patterns of the ultimate consumer; values and
behavioral patterns of consumer segments and their
significance for marketing. Prereq: MKTG 511.
562 Marketing Communications (3) Business-related
issues in effective interaction with consumers through
such channels as advertising, publicity, and sales
promotion. Prereq: MKTG 511,561. .
563 Marketing Concepts and Theory (3) Application
of theoretical concepts in the sociai sciences to the
development of a theory of marketing. Prereq: doctorai
standing or instructor's consent.
Business Environment 201
565 Marketing Pro~lems and Policies (3) Relation-
ship between marketing and other functional areas of
a business. Emphasis on case analysis as a means
of acquiring both planning and operational skills.
Prereq: MKTG 560 and one other graduate course in
Marketing.
566 Theory and Research In Marketing Management
(3) Application of marketing concepts and of
economics, management science, and behaviorai
science to the management of the product, price,
promotion, and distribution variables. Prereq: doctoral
standing or instructor's consent.
567 Theoryand Research in Marketing Information
(3) Methodologies of surveys, observations, experi-
mentation, and slmuiatlon as methods of obtaining
information for decision making. Prereq: doctoral
standing or instructor's consent.
568 Theory and Research in Consumer Behavior
(3) The applicability of behavioral theories and
methodoiogiesto the understanding of the consump-
tion process. Prereq: doctoral standing or instructor's
consent.
569 Problems In Industrial Marketing (3) Marketing
strategy and tactics in industrial consumer markets.
Product policy, pricing, marketing programs, and
marketing organization. Problems of industrial
purchasing. Prereq: MKTG 511,
570 Problems in Forest Industries Management (3)
Marketing strategy In forest products companies.
Relationship between marketing and other functional
areas of a resource-based industry, inciuding produc-
tion, finance, and resource management. Prereq:
MKTG 511.
575 Multinational Marketing Management (3)
Management of marketing activities to and in foreign
countries as they relate to the process whereby a
business concern creatively adapts to the international
environment within which it operates. Prereq:
MKTG 511.
Courses in
Transportation (TRN)
Upper-Division Courses
349 Transportation and Distribution Systems (3)
MO,des of transportation; carrier and shipper respon-
Sibilities; line-haul and terminal services; legal and
economic bases of rates; freight classifications and
tariffs; location theory; government regulations; traffic
management.
350 Business Logistics (3) Management of the
functions concerned with care and protection of
material in movement and in storage, inciuding
transportation, warehousing, inventory control, order
iJrocesslng and customer service; logistic organiza-
tion, strategy and controls.
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
407 Seminar (Arr,R)
409 Practlcum (Arr,R)
410 Experimental Course (Arr,R)
451 (G) Transportation Administrative Law (3)
History of state and federal transport regulation with
particular attention to the Interstate Commerce Act and
other pertinent federal and state statutes, Prereq: TRN
349 or 350 or instructor's consent.
453 IG) International Transportation and Distribu-
tion Management (3) International airandoqean
shipping; carrier and shipper responsibilities; trade
bamers; export documentation and procedures; trade
and transport facilitating agencies; government
promotion and regulation; U,S, maritime policy.
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
507 Seminar (Arr,R)
509 Practlcum (Arr,R)
510 Experimental Course (Arr,R)
549 Transportation and Logistics (3) Transportation
modes and carriers; physical distribution functions and
cost trade-offs; carrier rates and tariffs; government
promotion, economic and safety regulation; location
theory; traffic management.
Courses in Business
Environment (BE)
Lower-Division Courses
125 Introduction to ,Business (3) Influences of the
historical, social, political, and economic environments
within Which business operates;.adjustment to
changes in these environments; interrelationships of
major functional areasof business. Not open to
upper-diVISion majors In the College of Business
Administration.
199 Special Studies (1-3R)
226. Introduction to Law (3) The American legal
enVIronment: forms and functions of law, dispute
resolution forums, substantive common law, and
government regulation of businesses, Prereq: sopho-
more standing,
Upper-Division Cc;>urses
326 Law of Business Organization (3) Law of
agency; master-servant relationship including elemen-
tary labor law; lawof business organizations inciuding
corporations, partnerships, and other forms of
business associations; securities regulations. Prereq:
BE 226,
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
407 Seminar (Arr,R)
409 Practicum (Arr,R)
410 (G) Experimental Course (1-3R)
418 Law of Business' Transllction (3) The several
fields of law related to business: negotiable instru-
ments; sales of personal property; security devices for
credit transactions; creditor and debtor relations.
Prereq: BE 226,
420 (G) Legal Aspects of Business Regulation (3)
Governmental regulation of business and constitutional
limitations upon such regulation. The lawof administra-
tive agencies; specific areas of regulation, including
bUSiness combinations and pricing policies. Prereq'
BE 226. '
425 Business Enterprise, and Social Responsibility
(3) Governmental regulations; trade associations and
otherspecial-interest groups; relation of management
policies to growth of corporate enterprise, public
poliCY, and responsibilities of business management.
Prereq: senior standing,
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
507 Seminar (Arr,R)
509 Practicum (Arr,R)
510 Experimental Course (Arr,R)
511 Economic Policy (3) Use of microeconomic tools
In the management of organizations. Theoretical
concepts, their empirical measurement, and their
application, PUblic policy issues concerning business,
Including antitrust, regulatory, and tax issues.
512 Business, Government, and Society (3) Effects
of government policy on the firm. Microeconomic
principles applied to analysis of public policy. Contract
law, a!;lency problems, forms of organizations, and
administrative proceedings, Prereq: BE 511 or
eqUivalent.
519, Social Philosophy of Business (3) Ethical and
SOCial obligations that business managers are
expected to assume; critical considerations of
presuppositions, opinions, and practiCes in business
enterprise and education.
520 Foreign Commercial. Law (3) Basic legal
concepts applicable to commercial transactions in
foreign trade; comparison of commercialla.w and legal
institutions of foreign countries and the United States;
cIvil law and common law, Prereq: BE 512 or instruc-
tor's consent.
202
203
College of Education
101 Education Building
Telephone (503) 686-3405
Robert D; Gilberts, Dean
Diane M. Dunlap, Assistant Dean
The College of Education was established. as a School of Education in 1910. It became
the College of Education in 1968 and was
reorganized in 1974 and 1979. Instructional and
research emphases are divided among the
Counseling and Educational Psychology,
Educational Policy and Management, Special
Education and Rehabilitation, and Teacher
Education Divisions.
The University of Oregon is accredited by the
National Council for Accreditation of Teacher
Educ;:ation (NCATE), and its programs are
approved by the Oregon Teacher Standards
and Practices Commission (TSPC) for prepara-
tion of elementary and secondary teachers,
school administrators, school personnel service
specialists, and special ·education personnel.
Degree Programs
The College of Education offers academic
degree programs at the bachelor's, master's,
and doctprallevels as indicated in the Registra-
tion and Academic Policies and in the Graduate
School sections of this bulletin.
Undergraduate certification programs are
offered in elementary education, secondary
education, speech, and reading.
Graduate program specializations include
counseling psychology; early childhood educa-
tion, elementary education, secondary educa-
tion, curriculum and instructional leadership,
curriculum and instruction, educational studies
computers in education, instructional technol~
ogy, reading and language arts. talented and
gifted; educational policy and management; .
educational psychology and· school psychol-
ogy; special education including severely
handicapped learner, handicapped learner
(mild), resource consultant, early childhood
education, rehabilitation, and adult services;
and speech pathology-audiology.
Certification Programs
1. Administrative Certificate: Basic and Stand-
ard endorsements for principal, superintend-
ent, and vice-principal (Basic)
2. Elementary Education: preprimary through
gr~de 9, Basic and Standard endorsements
3. School Psychologist: endorsement at the
Standard level
4. School Supervisor: endorsements at the
Basic and Standard levels
5. Secondary Education: Basic and Standard
levels, including subject matter endorse-
ments in art, foreign languages (French,
German, Italian, Latin, Russian, Spanish),
health education, language arts, speech,
journalism, drama, language arts and social
studies, basic mathematics, advanced
mathematics, music, physical education,
reading, science (biology, integrated
science, physical science, with physics or
chemistry option), and social studies
6. Special Education: Basic and Sta.ndard
levels, handicapped learner endorsement
and severely handicapped learner endorse-
ment
7. Speech Pathology-Audiology: Basic and
Standard levels of the speech-impaired
endorsement
The University does not offer teacher certifica-
tion programs inagriculture, business and
office education, distributive education, home
economics, industrial education, elementary
music (preprimary through grade 9 only),
hearing impaired, visually handicapped, or
vocational education.
Admission
The College of Education follows general
University policy in its basic admissionproce-
dures, as found in the Admissions and Records
section of this bulletin for undergraduate study
and the Graduate School section for graduate
study. Students transferring to the University
from other institutions must meet University
entrance requirements. Specific programs
within the College of Education may have
additional requirements for admission, and
prospective students are urged to check
carefully such requirements with the division or
instructional area in which they intend to enroll.
Transfer students seeking entry to the elemen-
tary or secondary teacher education programs
must undergo the regular screening and
admission process for a specific program. If
previously enrolled in a teacher education
program at another institution, students must
obtain a release from that program:
Information on admission to undergraduate
study may be obtained from the office of the
appropriate division's associate dean, from the
College of Education Office of Student Services,
and from the College of Education Office of
Teacher Certification. For information on
admission to graduate study for advanced
certification purposes, consult the Office of
Teacher Certification. For information regarding
admission to general graduate study or an
advanced degree, inquire at the College
of Education Graduate Student RecordS
Office, 112 Education Building; telephone
(503) 686-3527.
Glossary of Terms
In addition to the academic terms defined in the
Registration and Academic Policies section of
this bulletin, the College of Education uses
certain terms specific to the preparation and
licensing of professional personnel for the
public schools. They include the following:
Certification. The process of obtaining a
license (teaching certificate) to teach in the
public schools. A Basic certificate and endorse-
ment is the initial license, normally based on a
four-year preparation program and abachelor's
degree. A Standard certificate requires addi-
tional preparation (generally a minimum of
45 credits), specific requirements varying with
the teaching specialty. .
Competency. A predetermined demonstrable
skill or other learned achievement used to guide
. program presentation, curriculum sequence, or
student achievement.
Endorsement. A phrase added to the teaching
certificate that indicates the grade levei
(elem~ntary or secondary), teaching specialty,
or subject matter the teacher is qualified to
teach. A certificate may have more than one
endorsement.
Final Supervised Field Experience. Terminal
field experience for Basic certification or
endorsement programs otherthan in elementary
or secondary education.
K·12. Kindergarten through twelfth grade.
Mainstreaming. The integration of handi-
capped students into the regular public school
classroom for at least a portion of the instruc-
tionai program instead of being grouped only
with other handicapped students.
National Council for Accreditation of Teacher
Education (NCATE). The national accreditation
agency for programs in teacher education.
PP-9. Preprimary through ninth grade.
Practicum. A field experience in a public
school that is part of a certification or endorse-
ment program. It is taken for credit and prec
cedes the final field experience or student
teaching experi~nce for teacher education.
Teacher Standards and Practices Commis-
sion (TSPC). The agency authorized by the
Oregon Legislative Assembly to license (certify)
people to teach or administer in Oregon public
schools. Certification and endorsement pro-
grams must be approved by the TSPC.
The TSPC issues the appropriate certificate or
endorsement upon the University's recommen-
dation that the applicant has successfully
completed the relevant approved certification
program and, in the judgment of the institution,
has the personal qualities to serve as a teacher,
administrator, or personnel service specialist.
Questions concerning certification should be
directed to the Office ofTeacher Certification in
the College of Education.
Transdisciplinary. A collaborative approach to
the delivery of services to people with hand-
icaps. It requires that members from various
disciplines extend, enrich, and expa.nd their
own professional roles as well as exchange,
release, and support each other's roles.
204 Center for Advanced Technology in Education
Condon School: Center for
Advanced Technology in
Education (CATE)
In 1983 the College of Education, with Eugene
School District 4J, Lane Educational Service
District (ESD), Oregon Total Information Sys-
tems (OTIS), and several University programs,
combined a number of training and research
programs at the Condon School site located on
the east edge of the University campus. The
programs share a central interest in instruction
and research into the uses of microcomputer
and other forms of technology in education.
Offices housed at Condon School include the
Career Information System, ERIC Clearing-
house on Educational Management, and
Oregori School Study Council, which are
described below. Other facilities include the
International Council on Computers in Educa-
tion (ICCE), microcomputer and computer
graphics instructional laboratories, instructional
technology laboratories, architecture design
studios, and public-use activities in the stage
and gymnasium area. The latter are coordinated
through University Housing.
Career Information System
1787 Agate Street
Telephone (503) 686·3872
Bruce McKinlay, Executive Director
The Career Information System (CIS) is a
research and service center, established at the
University in 1971 as an interagency consortium
and recognized by the Oregon State Board of
Higher Education. Using computer and print
media, the CIS provides occupational and
educational information to individuals, schools,
and social agencies. Its purpose is to improve
career choices and training opportunities. In
Oregon, staff members assist agencies and
schools involved in occupational counseling
and education by compiling current labor
market and educational information and by
consulting with user agencies on use of career
information in counseling and instructional
programs. Nationally, the Center conducts a
program of research, computer software
development, and technical assistance to
support institutions in the 14 states in which it
operates. The national Clearinghouse for the
Association of Computer-based Systems for
Career Information is affiliated with the Center.
Its services are available in schools and
agencies throughout the state.
ERIC Clearinghouse on Educational
Management
1787 Agate Street
Telephone (503) 686-5043
Philip K.· Plele, Director
The Clearinghouse on Educational Manage-
ment (ERIC/CEM) is part of ERIC's nationwide
network of information processing and analysis
centers. Currently there are 16 clearinghouses
located across the country. One of the original
units in the ERIC system, ERIC/CEM has been
located at the University since June 1966.
ERIC/CEM's specific task is to monitor, acquire,
index, and abstract literature pertaining to
educational management. By processing this
literature for announcemerit through the ERIC
system and by producing research analysis
publications, the Clearinghouse seeks to .
facilitate the exchange of information between
producers and users of educationai knowledge.
Its research analysis products help synthesize
what is most current and topical in the literature'
within its scope.
ERIC/CEM's scope inciudes all aspects of the
administration, governance, and structure of
public and private educational organizations at
the elementary and secondary levels as well as
the provision of facilities for their operation.
Relevant topics include finance, law, personnel,
instructional leadership, public relations,
planning, curriculum development, facility
design, and equipment.
Oregon School Study Council
1787 Agate Street
Telephone (503) 686·5045
Philip K. PieIe, Executive Secretary
The Oregon School Study Council (OSSC) is an
association of Oregon school districts working
together on problems of common concern. It is
a service and dissemination unit, publishing
information on significant educational programs
functioning successfUlly throughout the state.
The OSSC also arranges conferences and
provides other services of interest to its
members. .
Organized in 1957, the OSSC is supported
jointly by the dues of its members and by the
College of Education. The OSSC is administered
by a Governing Board, composed of represent-
ative administrators and school board mem-
bers, in cooperation with the executive secre-
tary, who is a College of Education faculty
member.
The OSSC issues two series of publications: the
OSSC Report, a digest of informative articles
and ideas helpfUl to educational leaders and
board members; and the monthly Bulletin,
which describes outstanding practices in
Oregon schools.
Other services include conferences and
workshops for member school districts on
topics of common concern, consultation on
school bUdget and bond referenda, a loan
service of library and research materials, and
enrollment projections.
E. C. Brown Foundation
300 S.W. 6th
Portland OR 97204
Telephone (503) 295·0203
John A. Bruce, Director, Courtesy Associate
Professor. B.A., 1956, Wesleyan; M.Div., 1959,
General Theological Seminary, New York; Ph.D., 1972,
Minnesota. (1974)
The E. C. Brown Foundation is a private
foundation located in Portland with a special
interest in the family, health, sex education, and
related matters. The Foundation is particularly
known for the production of educational films in
these areas.
Reflecting its close association with the Univer-
sity of Oregon, the Foundation's administratqr
is the president of the University, and the deputy
administrator is the dean of the College of
Education.
Counseling
and Educational
Psychology
1761 Alder Street, Room 103
Telephone (503) 686-5501
Wesley C. Becker, Associate Dean
Counseling Faculty .
Martin H. Acker, Professor (human sexuality, correc-
tions). BA, 1943, Brooklyn; M.A., 1953, PhD., 1963,
New York. (1961)
Gordon A. DUdley, Associate Professor
(psychodynamic theory and procedures). B.A., 1956,
Kalamazoo; M.A., 1959, Colorado; Ed.D., 1971, .
Harvard. (1967)
Richard D. Freund, Assistant Professor (research
methods, community college counseling, cognitive
therapy). BA, 1966, Brown; Ph.D., 1971, Stanford.
(1975)
Elizabeth L. Holloway, Assistant Professor (research
and training in clinical supervision, counseiing
process). B.A., 1971, Waterioo; MA, 1975, California,
Santa Barbara; Ph.D., 1979, Wisconsin, Madison.
(1985)
William Kirtner, Professor (college counseling);
Director, University Counseling Center. A.B., 1950,
MA, 1955, Ph.D., 1959, Chicago. (1968)
Gerald D. Kranzler, Professo;'(rational emotive
counseling). B.S., 1956, Jamestown; M.Ed., 1959,
EdD., 1964, North Dakota. (1967)
John W. L0ughary, Professor (career develoiJment.
learning systems development); Coordinator, Counsel-
ing Psychology. B.S., 1952. Oregon; M.A., 1956, Ph.D.,
1958, Iowa. (1962)
Raymond N. Lowe, Professor (family and school
counseling). B.S.Ed., 1940, Massachusetts State,
Fitchburg; MA, 1948, Ed.D., 1951. Northwestern.
(1955)
Carol Lynn Morse, Assistant Professor (family educa-
tion and counseling). B.S., 1970, M.S., 1974, Ph.D.,
1980, Oregon. (1978)
Janet Moursund, Associate Professor (learning,
research design, counseling); Director, DeBusk
Memorial Center. BA, 1958, Knox; M.S., 1961, Ph.D.,
1963, Wisconsin, Madison. (1967)
Theresa M. Ripley, Assistant Professor (group
iJrocedures, career development). B.S., 1966, Illinois
State; M.S.Ed., 1968, Indiana; Ph.D., 1971, Oregon.
(1972)
Ronald J. Rousseve, Professor (developmental
counseling, social-philosophic foundations,
minorities). B.S., 1953, M.A., 1954, Xavier; Ph.D., 1958,
Notre Dame. (1968)
Andrew Thompson, Associate Professor (cognitive
restructuring). B.A., 1956, M.A., 1960, PhD., 1963,
Minnesota. (1965)
Saul Toobert, Professor (group and individual counsel-
ing). B.A., 1947, California, Berkeley; Ph.D., 1965,
Oregon. (1963) .
Bruce E. Wampold, Associate Professor (research
methods in counseling psychology, analysis of social
interaction). B.A., 1971, Washington (Seattle); M.Ed.,
1976, Hawaii at Manoa; Ph.D., 1981, California, Santa
Barbara. (1985)
Courtesy
John A. Bernham, Courtesy Instructor (community
college counseling). B.A., 1956, Cascade; M.Ed.,
1960, Oregon. (1981)
A. Stanley Hultgren, Courtesy Assistant Professor
(child guidance, counseling procedures). B.A.• 1964,
Oregon; M.A., 1969, Arizona State; Ph.D., 1976,
Oregon. (1978)
Linda Sherman, Courtesy Assistant Professor (be-
havior therapy, applied clinical research, survivors of
catastrophic events), B.S., 1971, Illinois; M.A., 1976,
California State; Ph.D., 1979, Oregon. (1979)
John C. Winquist, Courtesy Assistant Professor
(community college counseling). B.A., 1964, Oregon
State; M.S., 1971, Ph.D., 1975, Oregon. (1979)
Counseling Psychology 205
Emerita
Esther E. Matthews, Professor Emerita (human
potentiality, career development). B.S., 1940, Mas-
sachusettsState; M.Ed., 1943, Ed.D., 1960, Harvard.(1966)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Participating
Richard P. Francisco, Courtesy Associate Professor
EducQtional Psychology
Faculty
Wesley C. Becker, Professor (clinical psychology,
behavioral analysis research, measurement). B.A.,
1951, M.A., 1953, Ph.D., 1955, Stanford. (1970)
Henry F. Dizney, Professor (measurement and
research, educational evaluation); Coordinator,
Educational Psychology. B.S., 1954, Southeast
Missouri State; M.Ed., 1955, Wayne State; Ph.D., 1959,
Iowa. (1967)
Susan Epps, Assistant Professor '(school psychblogy,
assessment, parent training). B.A., 1975, William and
Mary; Ph.D., 1982, Minnesota at Minneapolis-St. Paul.(1985)
Lloyd L. Lovell, Professor (human development,
giftedness, philosophy of science). B.A., 1947,
Lawrence; M.S., 1951, Minnesota at Minneapolis-St.
Paul; Ph.D., 1955, Cornell. (1959)
Arthur Mittman, Professor (measurement and research,
psychometrics). B.A., 1947, M.S., 1950, Ph.D., 1958,
Iowa. (1963)
Richard J. Rankin, Professor (psychometrics, learning
and motivation, human development). B.A., 1953,
M.A., 1954, Ph.D., 1957, California, Berkeley. (1966)
Richard A. Schmuck, Professor (social psychology,
group processes, organizational development). B.A.,
1958, M.A., 1959, Ph.D., 1962, Michigan. (1967)
Mark R. Shinn, Assistant Professor (school psychology,
assessment, instructional practice and evaluation).
B.A., 1974, Gustavus Adolphus; Ph.D., 1981, Min-
nesota at Minneapolis-St. Paul. (1984)
Adjunct
Alexander C. Granzin, Adjunct Assistant Professor(school psychology). B.A., 1967, New Orleans; M.A.,
1971, Ph.D., 1975, Oregon. (1981)
Randall S. Sprick, Adjunct Assistant Professor(classroom management, remedial instruction). B.S.,
1973, Portland State; M.S., 1974, Ph.D., 1979, Oregon.(1973)
Courtesy.
Hyman Hops, Courtesy Assistant Professor. B.A.,
1959, Sir George Williams; M.A., 1962, Toronto; Ph.D.,
1971, Oregon. (1984)
Larry K. Irvin, Courtesy Associate Professor (program
evaluation, measurement, mental retardation). B.A.,
1966, California, Davis; M.A., 1970, California State,
Los Angeles; Ph.D., 1975, Oregon. (1975)
Fred N. Kerlinger, Courtesy Professor (educational
psychology, research methods, multivariate analysis).
B.S., 1942, New York; M.A., 1951, Ph.D., 1953,
Michigan. (1980)
Herbert H. Severson, Courtesy Associate Professor(behavior modification, biofeedback, personality
assessment). B.S., 1966, Wisconsin State; M.S., 1969,
Ph.D., 1973, Wisconsin, Madison. (1975)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon,
Participating
Meredith Gall, Teacher Education
The Division of Counseling and Educational
Psychology offers both master's and doctoral
degrees. Specialties in school psychology are
offered within educational psychology. The
Division includes the DeBusk Memorial Center,
which provides training experiences in counsel-
ing and in school psychology.
In addition to its degree programs, the division
provides a variety of service courses to other
College of Education and University programs.
The Division faculty and staff are housed at
1761 and 1791 Alder Streetand in the DeBusk
Memorial Center at 1675 Agate Street.
Counseling Psychology
The Counseling Psychology area offers inte-
grated programs of classroom, practicum, and
field experience leading to graduate degrees
at both the master's and doctoral ievels.
Information on University policies and proce-
dures is available from the Graduate Student
Records Office in the College of Education and
in the Graduate School section of this bulletin.
Careers. Althe master's degree level, the area
offers a generic program of studies in Counsel-
ing Psychology designed to prepare profes-
sional practitioners for work in a wide variety of
settings: schools, vocational rehabilitation
agencies, community mental health centers,
employment service offices, community college
counseling centers, juvenile corrections agen-
cies, human resources development programs,
career counseling agencies, pastoral counsel-
ing settings, family counseling centers, and
business and industry.
f;lecent graduates with doctoral degrees in
counseling psychology are employed in the
following capacities; counselors in university
and college counseling centers, directors of
guidance in public senool districts, counseling
psychologists in state and veterans hospitals,
university administrators and teachers,
researchers, government and industrial re-
search psychologists, consulting
psychologists, program administrators, and
counseling psychologists in private practice.
Degrees Granted
Master's Degrees. The Counseling Psychology
program offers master of arts (MA),master of
science (M.S.), and master of education (M.Ed,)
degrees in counseling. For the MA degree, the
candidate must demonstrate proficiency in one
foreign language. Forthe M.Ed., the candidate
must have a valid teaching certificate and have
completed at least one year of successful
classroom teaching.
Doctoral Degrees. The doctoral program may
lead to either the PhD.orthe D.Ed. degree. In
addition to other requirements, the PhD.
requires a dissertation with a high level of
scholarship; it is intended for those with the
ability and motivation to make a significant
contribution to the field through teaching and
scholarly research.
The D.Ed. in Counseling is an advanced
professional degree for practitioners, and it
places primary emphasis on the advancement
of professional practice.
Admission to the D.Ed. program requires
obtaining a faculty adviser and developing a
detailed program proposal as part of the
application procedure. Currently, there are no
openings in the D.Ed. program.
Admission and Retention
Prospective master's and doctoral applicants
may request detailed admission policies and
rocedures from the Division of Counseling and
Educational Psychology,Coliege of Education,
University of O{egon, Eugene OR 97403.
Doctoral students are admitted for fall term only.
An equal number of master's .degree students
are admitted fall term and summer session. The
closing date for receipt of completed applica-
tions is February 15 for entry the following fall
term. Notifications of the dispositfons of applica-
tions are mailed March 15.
Applicants are evaluated on (1) academic
record, (2) letters of reference, (3) previous
related work and life experiences, (4) Graduate
Record Examination (GRE) General Test
scores, (5) statement of purpose in seeking
admittance, and (6) a sample of written work.
Only completed applications are reviewed,
Applicants must gather all requested support-
ing papers, except letters of reference, and
submit them along with the application forms
as one package.
Master's Degree Program
The program of studies leading to the master's
degree in Counseling requires 72 credits. One
purpose of the program is to help students
prepare for counselor certification and licens-
ing. Some graduate courses.taken earlier at
another accredited institution may meet part of
the requirements.
An individualized program taking into account
the student's background, experience, and
professional goals is designed by the student
and the adviser. No fewer than 45 of the 72
required credits must be taken in residence
after formal admission to the master's degree
program. Acceptable courses must fall within
the following categories:
Psychological Foundations. Courses provid-
ing a broad understanding of human behavior
(normal and abnormal) at all developmental
levels, particularly courses in abnormal psychol-
ogy, personality theory, learning theory, sociol-
ogy, anthropology, and physiology.
Social and Cultural Foundations. Studies of
ethnic groups, other cultures, and cultural
values. The behavioral sciences, political
science, sociology, and anthropology may offer
courses supporting this area.
The Helping Relationship. Courses on the
philosophic basis of the helping relationship,
counseling theories, and procedures,
Supervised Practice. The Counseling Psychol-
ogy faculty is committed to the practicum as
the core experience in a master's degree
program in Counseling. Generic as well as
specialized counseling experiences, both
within the University community and in the
community at large, are required.
Groups. Courses on theory of groups, group
work methods, and supervised practice.
Life Style and Career Development. Courses
on vocational choice theory, courses on career
choice and development, relationship between
careers and life-style,
Appraisal of the Individual. Courses on data
gathering and interpretation, individual and
group testing, case study approaches, the
study of individual differences, the development
of a framework for understanding the individual,
considering ethnic, cultural, and sex factors.
206 Counseling Psychology
Research and Evaluation. Courses in statis-
tics, research design, development of research
and demonstration proposals.
Professional Studies. Courses in ethical,
legal, and moral issues, supervised professional
readings, and workshops.
Doctoral Degree Program
The PhD. program in Counseling Psychology,
approved by the American Psychological
Association, is designed to ensure that its
graduates will be psychologists who:
1. Possess a general knowledge of human
behavior together with those observational
and information-processing skills that
facilitate description, explanation, and
prediction of the behavior of persons in
transaction with their worlds
2. Have mastered procedures for facilitating
the growth of individuals, groups, and
systems
3. Have developed the necessary attitudes
and sufficient competence to formulate
useful, researchable questions; design
and conduct systematic analyses; interpret
and apply the results to their own and others'
efforts to increase the general knowledge
of human behavior and how It can be
influenced
4. Respect the dignity and worth of the indi-
vidual, strive for the preservation and
protection of human rights, and do so with
concern for the best interests of clients,
colleagues, students, research participants,
and society
The training program in Counseling Psychology
demands of each student considerable respon-
sibility and autonomy for designing the particu-
lar pattern of educational experiences that will
constitute his or her doctoral program.General
areas of expectEid competence have been
defined and general requirements established.
However, the specific manner in which an
individual meets those requirements is deter-
mined by the student in consultation with an
adviser and the Doctoral Program Committee
of the Counseling Psychology area.
The program of study leading to a PhD. degree
in Counseling Psychology is approved by the
American Psychological Association (APA) and
typically entails a minimum of three years of
full-time effort beyond the master's degree. A
full year of internship training must be com-
pleted after the first year of course work taken
in residence. Students applying for admission
to the Counseling Psychology program gener-
ally are expectEid to have a mastEir's degree in
counseling, clinical psychology, social work, or
a related discipline, and to have professional
experience related to the counseling field.
Doctoral degrees are granted in recognition of
exceptional mastery of knowledge and skills in
the field of counseling psychology. Students
who receive a PhD. from the program are
eligible to take the Oregon licensing examina-
tion for psychologists. .
Financial Aid
Because grants-in-aid are virtually nonexistent
within the master's degree program, financial
assistance must be sought outside the program.
Financial assistance for doctoral students is
limited. However, most doctoral students
needing financial assistance are able to secure
part-time counseling-related jobs in the Univer-
sity or the local community.
Some graduate teaching fellowships (GTFs) are
available. When positions are open, they are
advertised through the College of Education
and the Office of Affirmative Action. Students
showing the most potential for work in Counsel-
ing Psychology are given priority. The Division
also considersthe extentto which the work will
benefit the student's program goals. '
DeBusk Memorial Center
Janet Moursund, Director
1675 Agate Street
Telephone (503) 686·3418
DeBusk Memorial Center is a service, training,
and research facility functioning as part of the
Division of Counseling and Educational
Psychology. The Center was named in honor of
the pioneering work of B. W. DeBusk, who
taught at the University from 1915 to 1937. He
skillfully integrated findings from psychology,
medicine, and education in diagnosing learning
and behavior problems. The Center continues
this interdisciplinary approach. Its purposes are
to provide assessment and counseling to
clients with a wide range of concerns.
Graduate students at the master's, doctoral,
and postdoctoral levels participate with faculty
clinical supervisors in various programs as an
integral part of their professionai preparation"
The Center also offers consultant services for
developing and evaluating various pupil
personnel services within a school district. Fees
for such services vary, depending on the scope
of the project.
Educational Psychology
The Educational Psychology area provides
instruction in learning, motivation, measure-
ment, research methods, instructional psychol-
ogy, and school psychology.
Programs are individually designed to comple-
ment the student's previous background and
experience and to provide a program of study
compatible with the student's professional
goals.
Master's deg rees usually take three or more
terms in all programs excEipt school psychol-
ogy, which usually requires two years. Doctoral
degrees require a minimum of two years
beyond a master's degree.
See the Graduate School section of this bulletin
for descriptions of advanced degree require-
ments.
Degrees Granted. Graduate studies in Educa-
tional Psychology lead tothe M.A., M.S., M.Ed.,
PhD., or D.Ed. degree.
Admission and Retention. Admission to
Educational Psychology programs requires
admission to the Graduate School of the
University and formal admission to the Educa-
tional Psychology area.
Admission is competitive, based on (1) Grad-
uate Record Examination (GRE) scores, (2)
transcripts of undergraduate and graduate
work, (3) references, (4) the student's own
statement of intent, pu rpose, and reason for
wanting to study in an educational psychology
program, and (5) relevant work experience in
education, psychology, research, and related
fields.
All Educational Psychology programs seek
applications from minority group members.
Applications are accepted by the Educational
Psychology ,area from January 15 throughAprii
15. Requests for further information on Educa-
tional Psychology programs and admission
procedures should be addressed to Admissions
Secretary, Division of Counseling and Educa-
tional Psychology, College of Education,
University of Oregon, Eugene OR 97403.
Programs of Study
Specialization in Educational Psychology is
offered in (1) educational measurement,
evaiuation, and research, (2) school psychol-
ogy,and (3) general educational psychology.
All master's degrees require a minimum of 45
credits. In exceptional cases a series of
comprehensive examinations may be substi-
tuted for the master's thesis. All doctoral
degrees require a minimum of 45 credits in the
primary area and 30 credits in a supporting area
as well as research,foundation, and thesis work.
Fulfillment of degree requirements includes
successful completion of a series of com-
prehensive examinations and the presentation
of a dissertation or thesis. Although individual
programs are flexible, a strong background in
educational psychology, human development,
and research skills is considered essential.
Measurement,Evaluation, and Research.
The measurement and research component of
Educational Psychology covers techniques that
help educators assess the extent to which new
courses, methods, and learning experiences
affect the end product of the schools. This
component emphasizes systematic data-
gathering procedures, measurement, statistical
methodology, and evaluation. Special attention
is given to the application of research design
and statistical methods in measurement and the
drawing of inferences about education and
human development. Students examine the
improvement of techniques and new methods
for carrying out these tasks. Computers are
available for use in these areas of study. A wide
range of courses is offered in the use and
applications of computers.
Students who want to pursue graduate study in
this area are encouraged to acquire a broad
base in education because they must be
conversant with the problems of all branches of
the educational community. They will be
expected to pursue formal study in statistics,
measurement, experimental design, and
evaluation. A background in mathematicsor an
aptitude for quantitative thinking, or both, is
desirable. Each student's course of study takes
into account individual needs,interests, and
previous training and experience.
Students who want to pursue graduate studies
in this program shouid see Arthur Mittman or
Richard J. Rankin.
School Psychology. The school psychology
program prepares professionals to work
effectively in the diagnosis and remediation of
personal, social, and educational problems.
Two degree programs are offered:
MASTER OF ARTS OR SCIENCE. The 92-credit
master's degree program is designed forthose
Educational Psychology 207
students who want to meet the Oregon certifica-
tion requirements for school psychologists.
Each student is expected to develop and
demonstrate competence in four basic areas:
(1) general psychology, (2) learning problems,
(3) psychometrics, and (4) consultation and
intervention.
Fundamental courses are required, and em-
phasis is on the demonstration of competence
in the four basic areas. A student's program is
planned individually with an adviser after
discussion of the student's background,
experience, and professional goals. For stu-
dents working part time, this program may take
three years to complete.
DOCTOR OF PHILOSOPHY. The major goal of
the doctoral program is the training of a
psychologist who can work in the educa-
tional setting as both a change agent and a
researcher. Fundamental to the development of
this training program is the model of the
psychologist as a consultant to the total educa-
tional process.
The doctoral program is an individualized
post-master's degree plan of study featuring a
major in School Psychology with a supporting
area of the student's choice. Students accepted
at this level are expected to demonstrate
competence in the four areas of the master's
program. The doctoral student's program
builds on the core areas, ultimately specializing
in at least one of the four. The program culmi-
nates in the completion of a dissertation
involving independent research.
Students whowantto pursue graduate studies
in this program should see Mark R. Shinn or
Susan Epps. .
General Educational Psychology. The general
educationai psychology program trains college
teachers and researchers specializing in
educational psychology. The program stresses
human learning and behavior. Instructional
support comes from many University depart-
ments, but especially Teacher Education,
Psychology, Anthropology, Sociology, and
Special Education and Rehabilitation.
Students who want to pursue graduate studies
in this program should see Henry F. [:)izney or
Richard J. Rankin.
Financial Aid
Financial assistance for graduate students is
limited. In the past, however, most students
needing assistance have found part-time
positions at the University or in community
agencies.
Some graduate teaching fellowships (GTFs) are
avaiiable. When positions are open, they are
advertised through the College of Education
and the Office of Affirmative Action. Students
showing the most potential for work in Educa-
tional Psychology are given priority. Also
considered is the extent to which the work might
benefit the student's program goals.
Courses in Counseling
Psychology (CPSY)
Lower-Division Courses
199 Special Studies (1-3R) Career alternatives.
Emphasis on career decisions and self-awareness,
social and psychological characteristics of work,
nonwork activities and the importance of work to
life-style.
200 SEARCH (1-3R)
Upper-Division Courses
400 SEARCH (1-3R)
405 Reading and Conference (Arr,R)
406 (G) Special Problems (Arr,R)
401 (G) seminar (Arr,R)
408 (G) Workshop (Arr,R) Personal Development is
a current topic.
409 (G) Practicum (Arr,R) PIN only. Recent topics
are Career Counseling, College Counseling, Commu-
nity College Counseling, Counseling-DeBusk,
Elementary School Guidance, Family Counseling
(Parent'Child and Parent-Youth), Field Placement,
Procedures in Family Counseling (Parent-Child and
Parent-Youth), and Secondary School Guidance.
Prereq: CPSY 450.
410 (G) Experimental Course (Arr,R) Recent topics
are Counseling and Sexuality, Introduction to Career
Development, and Rational-Emotive Counseling.
425 (G) Final Supervised Field Experience (Arr,R)
For students completing the final field experience for
basic certification endorsement in school counseling.
Prereq: instructor's consent.
450 (G) Introduction to Counseling (3) Prepracticum
exposure to counseling relationships; semistructured
communication exercises and development of
personal facilitative skills; observation of counseling
and interaction response.
463 (G) Dreikursian Principles of Child Guidance
(3) Treatment of emotionaily and sociaily maladjusted
children in the home, school, and community.
464 (G) Adlerian Education and Counseling for
Couples (3) Review of and instruction in Adlerian
theory and techniques for counseling coupies and for
conducting education groups for couples.
485 (G) Principles a"d Practices of Guidance
Services (3) General overview of the guidance
function in a free society: principles and procedures
attendant to guidance and counseling services in
American schools.
486 (G) Counseling Procedures (3) Strategies for
accomplishing counseling purposes of choice,
change, and confusion reduction. Demonstration and
discussion of individual counseling.
488 (G) Educational and Vocational Guidance (3)
Designed to broaden understanding of career
development theory to the practice of vocational and
educational guidance within schools, clinics, and
employment centers.
491 (G) Group Counseling (3) Designed to help
develop group-leadership skills. Topics include group
process and group Objectives, factors that facilitate
and hinder constructive interaction, and assessment
of continuing group process. '.
493 (G) Values and Human Behavior (3) Values and
beliefs as sources of motivation in behavior; applica-
tions to the counselinlil process. Exploration of
psychological and philosophical underpinnings of
personal integration in the contemporary world.
495 (G) Counseling Nonwhite American Minorities
(3) Concepts and current issues in understanding and
counseling nonwhite Americans. Strategies for
facilitating healthy identity formation.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Special Problems (Arr,R)
507 seminar (Arr,R)
508 Workshop (Arr,R) PIN only. Adlerian Life-Style
Analysis is a recent topic.
509 Practlcum (Arr,R) PIN only. Recent topics are
Career Counseling, Cognitive Behavior, College
Counseling, Community College Counseling, Counsel-
ing-DeBusk, Elementary School Guidance, Family
Counseling (Parent-Child and Parent-Youth), Field
Placement, Psychodynamics, and Rational-Emotive
Theory.
510 Experimental Course (Arr,R)· Recent topics are
Adlerian Theory, Appraisal, Computer Applications,
Doctoral Proseminar, Psychodynamics of Counseling,
Psychological Assessment, Psychology of Men,
Research Methods in Counseling, Supervision, and
Techniques in Transactional Analysis and Gestalt
Counseling.
512 Ethical and Legal Issues in Counseling (3)
Current ethical and legal concerns in the professional
practice of counseling. Ethical theory and decision-
making processes; legal aspects of client-counselor
relationships.
518 Transactional Analysis In Theory and Practice
(3) Basic theoretical concepts; role play, fantasy, and
other in-class exercises used to demonstrate the
transactional analysis approach and relationship to
other counseling techniques.
520 Gender Differences and Relationships in
Contemporary American Society (3) Gender identity
issues within the psychocultural nexus of modern
American life in relation to the paradoxical human
needs of separateness and bonding. Prereq: instruc-
tor's consent.
526 Counseling Theories (3) Survey, evaluation, and
integration of philosophical and theoretical assump-
tions that underlie counseling procedures.
528 Counseling and Contemporary Values (3)
Philosophic analysis of the value-based aspects of
counseling in a pluralistic society. Critical comparison
of traditional reiigious and contemporary secular
approaches to the good life. Prereq: instructor's
consent.
530 Psychological Evaluation In Private Practice (3)
Psychological report writin9 and issues of private
practice.
532 Existential Themes in Counseling (3) Focal
dimensions of the emerging existential approach to
counseling. Philosophic and psychological exploration
of death; freedom, responsibility, and the act of willing;
isolation; and the problem of meaning. Prereq:
instructor's consent.
540 Advanced Research Methods in Counseling (3)
Examination of multivariate research designs, includ-
ing multiple regression; use of computer packages in
statistical analyses of data; and exploration of critical
issues in conducting research in counseling psychol-
ogy. Prereq: EPSY 516 or equivalent.
609 Master's Internship (6-16)Supervised counseling
residency in an agency or private practice. Scheduled
toward the end of or following formal instruction and
practica..
Courses in Educational
Psychology (EPSY)
Lower-Division Courses
200 SEARCH (1-3R)
Upper-Division Courses
322 Educational Psychology I (3) Applications of
behavioral and cognitive learning processes to the
design of instruction, teaching procedures, and
classroom management.
323 Educational Psychology II (3) Implications for
teachers of psychology of intelligence, cognitive
development, cognitive-motivational processes,
personal and social development, group processes,
sex differences, special needs, and assessment
methods. Prereq: EPSY 322.
400 SEARCH (1-3R)
405 Reading and Conference (Arr,R)
407 (G) Seminar (Arr,R)
408 (G) Workshop (Arr,R)
409 (G) Practicum (Arr,R) Recent topics are Field
Work in School Psychology, Intelligence Testing Iand
II, Internship in School Psychology, Schooi Psychol-
ogy-DeBusk, and School Psychology-Educational
Assessment.
410 (G) Experimental Course (Arr,R)
415 (G) Educational Statistics I (3) Descriptive
statistics, including frequency distributions, central
tendency, variability, standard scores, correlation, and
regression. Introduction to hypothesis testing, proba-
bility theory, and sampling distributions. Prereq: one
algebra course.
416 (G) Educational Statistics II (3) Inferential
statistics, inclUding t-tests, analysis of variance, and
chi-square tests. Applications to education and
counseling psychology. Prereq: EPSY 415G or
equivalent.
417 (G) Tests and Measurement In Educational
Research (3)A first course in measurement. Provides
a theoretical and practical basis for evaluating and
using the wide range of test and measurement data in
educational research. Pre- or coreq: EPSY 415G.
Dizney.
208 Educo"l-jonol Psychology
435 (G) Developmental Psychology ofthe Child (3)
Child growth, development, and psychology with
special' emphasis on the relevance of knowledge in
these areas to applied professions.
436 (G) Developmental Psychology of the Adoles-
cent (3) Adolescent growth and development and the
psychology of adolescence. Emphasis on educational
and applied implications of growth and development
439 (G) The Gifted Child (3) The psychology,
education, and guidance of the mentally superior and
the extraordinarily gifted child,
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R) PIN only.
503 Thesis (Arr,Rj PIN only.
505 Reading and Conference (Arr,R)
507 Seminar (Arr,R) Recent topics are Advanced
Computer Methods Research, Instructional Consulta-
tion, Intermediate. Computer Methods Research,
MUltiple Regression Analysis, Nonparametric
Techniques, Psychological Issues of Educational
Computers, and School Psychology Linkage L
508 Workshop (Arr,R)
509 Practicum (Arr,R) Computer Educational
Research and Emotionally Handicapped Children are
recent topics.
510 Experimental Course (Arr,R) A current topic is
Instructional Psychology, which is replacing EPSY 530.
516 Research Methods in Education I (3) Not offered
1987-88.
518 Research Methods in Education III (3) Logic of
multiple regression analysis and factor analysis;
introduction to measurement theory and practice and
to principles of program evaluation. Design of research
studies. Prereq: EPSY 416G or equivalent
519 Research Methods In Education IV (3) Survey
of pUblished research papers to illustrate the various
types of designs that are most frequently used in
educational research. Prereq: EPSY 416G, 518 or
instructor's consent
521 Advanced Statistical Methods in Education I (3)
Statistical principles underlying educational and
psychological research designs. Topics include
salient distribution functions, matrices in statistical
analyses. and one- and two-way fixed- and random-
effects analysis of variance. Prereq: EPSY 415G, 416G,
518 or instructor's consent
522 Advanced Statistical Methods in Education II
(3) Study of designs that evolved from EPSY 521.
Emphasis on exercises and practice in selecting the
appropriate design. The assumptions and limitations
of the different models. Prereq: EPSY 521 or instructor's
consent
525 Theory and Technique of Educational Measure-
ment (3) Basic concepts of measurement with
emphasis on item sampling, classical test theory,
validity, reliability, units and norms, and item statistics.
Application of the topics in the educational context
Prereq: EPSY 417G, 521, 522 or instructor's consent
526 Final Supervised Field Experience (Arr,R) PIN
only. Limited to students in school psychology
program for Basic certification endorsement Prereq:
instructor's consent
529 Advanced Educational Psychology I (4) Review
of learning theories and variables; implications for
teaching methodology and classroom management
Primarily for graduate students in Educational Psychol-
ogy andother departments of the. College of Education;
others admitted with instructor's consent
530 Advanced Educational Psychology II (4)
Motivation related to human learning and to education.
Major theories and research; examination of possible
applications. Not offered 1987-88. See EpSY510.
531 Advanced Educational Psychology III: Social
Psychology and Motivation (4) Social psychology
and motivation as they relate to teachers and students,
classroom group processes, and organizational
factors in schools. Offered alternate years; not offered
1987-88.
549 Principles and Practices in School Psychology
I (3) The theory, role, and function of school psychology
in its relation to learning and the school setting.
Primarily for graduate students in School Psychology.
554 Behavioral Consultation (3) Use of behavioral
change strategies and the delivery of these services
via a consultation model. Students conduct behavioral
consultation with school personnel. Prereq: knowledge
of the principles of behavior modification.
555 Consultation in Organizational Development
(3) Theory and techniques of organizational develop-
ment Training, data feedback, confrontation, consulta-
tion. Designed to improve the capacity to solve
problems in school settings. Offered 1987-88 and
alternate years.
564 Theories of IntelliQence (3) Theories underlying
intelligence tests. Factorial models to help understand
the nature of intelligence. Review of literature showing
how tests in general contribute to theory. Prereq:
instructor's consent
Educational Policy
and Management
124 Education Building
Telephone (503) 686·5171
Richard A. Schmuck, Associate Dean
Faculty
Gerald K. Bogen, Professor (human resource manage-
ment, higher education administration, academic
governance). BA, 1959, Western Washington; M.S.,
1961, D.Ed;, 1963, Oregon. (1961)
Faith E. Crampton, Assistant Professor (economics
and finance of education. educational administration).
AB., 1973, Augustana (Rock Island); M.S.Ed., 1982,
Western Illinois; PhD., 1987, Ohio State. (1987)
John E. deJung, Professor (measurement, evaluation
design). BA, 1951, Montana; MA, 1954, Ed. D., 1957,
Syracuse. (1964)
Diane M. Dunlap, Assistant Professor (work design,
adult education, group processes); Assislant Dean,
College of Education. B.S., 1975, Southern Oregon;
M.S., 1978, Western Oregon; Ph.D., 1980, Oregon.
(1979)
C. H. Edson, Associate Professor(history of education,
relationships between work and schooling, immigration
history). BA, 1960, California, Berkeley; MA, 1970,
Oregon; Ph.D., 1979, Stanford. (1972)
Robert D. Gilberts. Professor (problems of urban
schools, conflict management, general administration);
Dean, College of Education. B.S.• 1950, Wisconsin
State; M.S., 1955, PhD., 1961 ,Wisconsin, Madison.
(1970)
Paul Goldman, Associate Professor (organizational
theory, human resource management, sociology of
education); AB" 1966, Stanford; MA, 1970, PhD.,
1974, Chicago. (1973)
Steven M. Goldschmidt, Associate Professor (law and
education, collective bargaining, juvenile delin-
quency). BA, 1966, Oregon; J.D., 1969, California,
Berkeley; MA, 1972, Oregon. (1969)
Kenneth M. Kempner, Assistant Professor (research
and evaluation methods, sociology of universities and
community colleges, comparative international
education). BA, 1969, Montana; MA, 1974, Col-
orado; PhD" 1979, Oregon. (1986)
Robert H. Mattson, Professor (educatiomil administra-
tion, special education). B.S., 1949. Montana; MA,
1959, State University of Iowa; D.Ed., 1959, Oregon.
(1957)
Philip K. Pie Ie, Professor (management information
systems. microcomputers and administration, micro-
computer networks and communications); Director,
ERIC Clearinghouse on Educational Management.
BA, 1957, Washington State; M.S., 1963, PhD" 1968,
Oregon. (1967)
Ralph C. Rands, Associate Professor (community
college administration, personnel administration and
evaluation, communications). BA, 1949, Linfieid;
M.Ed" 1954, D.Ed., 1966, Oregon. (1973)
Jon W. Rivenburg, Assistant Professor (finance,
organizational theory); Associate Provost for Academic
Affairs. B.M., 1978, PaCifiC Lutheran; M.Ed., 1980,
Columbia; PhD., 1983, Oregon. (1980)
Richard A. Schmuck, Professor (sociai psychology of
education, organizational development, group
processes). BA, 1958, MA, 1959, PhD., 1962,
Michigan. (1967)
Courtesy
Jane Farrand DeGidio, Courtesy Associate Professor
(student personnel, individual and group counseling,
apprenticeship and problems of blue-collar workers);
Director, Student Development BA, 1968, Minnesota;
M.S., 1974, PhD" 1980, Oregon. (1969)
Richard P. Francisco, Courtesy Associate Professor
(eqUity in education, group and leadership skills,
interpersonal problem solVing). BA, 1971, Colorado;
M.Ed" 1974, Oregon State; Ph.D" 1976, Oregon.
(1972)
J. David Rowe, Courtesy Professor (cornmunity
development, institutional facilities); University
Planner. BA, 1955, Park Coliege; (1960)
Educational Policy and Management 209
Shirley J. Wilson, Courtesy Professor (student person-
nel services); Dean of Students.SA. 1952. Whitman;
MA, 1957, Stanford; D.Ed., 1978. Washington State.
(1969)
Holly K. Zanville. Courtesy Assistant Professor
(state-level coordination and policy making, nontradi-
tional education, articulation between systems). BA,
1968, Lindenwood College for Women; MA, 1969,
Wisconsin; Ph.D., 1976, Minnesota. (1983)
Emeriti
Max G. Abbott, Professor Emeritus (administrative
theory, organization theory, policy and governance).
B.S., 1949, M.S., 1951, Utah State; Ph.D., 1960,
Chicago. (1966)
Werrett W. Charters, Jr., Professor Emeritus (methods
of policy research, social psychology, organizational
theory). BA, 1944, DePauw; Ph.D., 1952, Michigan.
(1966)
Thomas L. Dahle, Professor Emeritus (adult education).
B.S., 1938, MS., 1949, Wisconsin; Ph.D., 1954,
Purdue. (1963)
Kenneth A. Erickson, Professor Emeritus (personnel
administration,school surveys, in-service education).
B.S., 1941, Oregon; MA, 1948, Ed.D., 1953,
Washington State. (1967)
Grace Graham, Professor Emerita (social foundations).
BA, 1933, MA, 1936, South Carolina; Ed.D., 1952,
Stanford. (1954)
N. Ray Hawk, Professor Emeritus (higher education).
B.S., 1947, M.S., 1948, D.Ed., 1949, Oregon. (1950)
John E. Lallas, Professor Emeritus (higher education).
B.A., 1947, Washington (Seattle); BA, 1952, Western
Washington; Ed.D., 1956, Stanford. (1957)
Roy E. Lieuallen, Chancellor Emeritus. Oregon State
System of Higher Education (higher education). B.S.,
1940, Pacific University; M.S., 1947, Oregon; Ed.D.,
1955, Stanford. (1961)
Miles E.Romney, Professor Emeritus (educational
administration, schooi finance, curriculum develop-
ment). Ph.D, 1947, Utah. (1952)
Philip J. Runkel, Professor Emeritus (school organiza-
tion and change, organizational development,
research methods). B.S., 1939, Wisconsin; Stevens
Point; M.S., 1954, Ph.D., 1956, Michigan. (1964)
Adolph A. Sandin, Professor Emeritus (elementary
education, curriculum, organization). BA, 1933,
Central Washington; MA, 1938, Washington (Seattle);
Ph.D., 1943, Columbia. (1950)
Hugh B. Wood, Professor I:meritus (international
education). B.S., 1931, Toledo; MA, 1935, Colorado;
Ed.D., 1937, Columbia. (1939)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Division of Educational Policy and Manage-
ment (DEPM) performs and integrates the
functions of research and development, dis-
semination and service tothe field, and instruc-
tion. Inquiries may be addressed to the Division
of Educational Policyand Management, College
of Education, University of Oregon, Eugene OR
97403.
Instructional Programs
The instructional programs include master's
degree and doctoral programs in Educational
Policy and Management; state-approved
programs for Basic and Standard certification
ofvice"principals, principals, assistant superin-
tendents, and superintendents; and dissemina-
tion and outreach services,
Master of Science Degree
The master of science (M.S,) degree program
provides students with graduate-level :study
and an opportunity to specialize in school
administration, in higher education manage-
ment, or in educationaLpolicy and foundations.
Admission decisions are based on (1) evalua-
tion of all undergraduate and graduate tran-
scripts, (2) a score from the Miller Analogies
Test (MAT) or an equivalent test approved in
advance by the Division's associate dean, (3)
a 600-word statement of the applicant's
academic and vocational goals, and (4) three
letters of recommendation.
Students must complete between 45 and 54
graduate credits and maintain a B average in
all courses taken for grades. Of the required
credits, 36 must be earned in established
courses (i.e., excluding EDPM 501, 505, and
509) and 30 in the major. Credits earned in other
institutions and programs may be transferable
if the University residency requirement (a
minimum of 30 graduate credits taken over a
minimum of two terms at the University) is met.
Students must also complete a departmental
thesis or examination. Theses and examinations
are gradedby three faculty members appointed
by the DEPM associate dean and must be fully
acceptable to at least two of them.
Doctoral Programs
Doctor of education (D.Ed.) and doctor of
philosophy (PhD.) degrees may be earned in
Educational Policy and Management with
specialization in the following areas; community
colleges, school administration, policy research
and analysis, history of education, law and
education, personnel administration, computers
in educational management, finance and
economics in education, higher education,
organization development, and student
services.
Applicants to all doctoral programs are evalu-
ated on the basis of (1) four letters of recommen-
dation, (2) undergraduate and graduate .
programs and GPAs, (3) Miller Analogies Test
(MAT) scores; (4) samples of scholarly work
(e.g., term papers, master's theses), (5) state-
ments by the applicant of career goals,
academic interests, and employment history;
and (6) an essay.
A student's program includesa set of courses,
requirements for which vary according to the
degree sought and field of study. Residency
requirements ofthree consecutive terms of
full-time study must be met by PhD. students;
D.Ed. students may choose. between the
three-term option and two consecutive terms of
full-time study, followed by one term of directed
internship.
In additi.on, a student must maintain a 3.00
grade point average (GPA), passa comprehen-
siveexamination, and complete a dissertation.
Certification for Administrators
By act of the Oregon Legislative Assembly,
people employed as administrators (vice-princi-
pals, principals, assistant superintendents, and
superintendents) in Oregon public schools
must hold' administrative certificates.
Planned programs of study lead to the Basic
and Standard administrative certificates for
Vice-Principal, Principal, and Superintendent
endorsements.
Admission to the Administrative Certification
Program is granted to those who (1) verify
completion of a master's degree or enrollment
in a master's degree program in an approved
teacher education institution, (2) submit a
satisfactory score from either the Miller
Analogies Test (MAT) or the Test of Standard
Written English (TSWE), and (3) provide three
letters of reference from previous employers or
college instructors. Information on admission
procedures and required courses is available
from the associate dean.
Dissemination and Outreach
This program focuses on disseminating informa-
tion on exemplary practices and new develop-
ments in education and on facilitating communi-
cation between the Division of Educational
Policy and Management and educators in the
field. A statewide network of adjunct professors
reinforces advising and teaching for graduate
and administrative certification students who
are not in residence on campus. The Executive
Leadership Series schedules conferences that
address contemporary topics and issues of
concern to educators. Outstanding adminis-
trators are invited regularly to spend two
days on campus as part of the Executive-
in-Residence Program.
Courses in
Educational Policy
and Management (EDPM)
Lower-Division Courses
199 Special Studies (1-3R)
200 SEARCH (1-3R)
Upper-Division Courses
400 SEARCH (1-3R)
405 Reading and Conference (Arr,R)
407 (G) seminar (Arr,R) Seminar topics offered as .
student interest and faCUlty availability warrant.
409 (G) Practicum (Arr,R) PIN only.
413 (G) Introduction to Educational Administration
(3) Overview of the way schools are organized and
managed in the United States, inclUding educational
governance, organizational perspectives, and theories
of administrative function.
440 (G) History of Education (3) Historical study of
the role of education in Western society, focusing on
ideas that have given form and purpose toeducational
thought and practice in Western culture. Not offered
1987-88.
441 (G) History of American Education (3) Social,
intellectual, and institutional trends; the evolution of
formal education systems; and how edUCators
translate their beliefs about ethnic groups into
educational policy and practice.
472 (G) Educational History of American Women
(3) Exploration of how women have been educated
and how they have educated themselves in 19th-and
20th-century America. Examination of historical
sources and interpretations.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 seminar(Arr,R) Recent topics include Academic
Governance; Budgeting and Finance in Higher
Education; Contract Management; Decision Support
Systems in Education; Microcomputers and Educa-
tional Management; Microcomputer Networks and
Communication in Education; Personnel Evaluation;
Policy Seminar; Research Methods I, ii, III; and
Simulation in Decision Making.
508 Workshop (Arr,R) PiN only.
509 Practicum (Arr,R) PIN only. Practicum for Interns
is a current topic.
514 Governance and Policy in American Schools
(3) Analysis of the roles of federal, state, and locai
agencies in governing elementary and secondary
schools; establishment of school policy.
515 Organizational Theory in Education (3) Struc-
tures, processes, and procedures that characterize
the formal organization of educational institutions;
210 Educational Policy and Management
approaches to organizational analysis, organizational
legitimation, regulation, integration, adaptation.
516 Advanced Organizational Theory in Education
(3) The social organization of educational institutions:
emphasis on the impact of organizational needs and
personnel characteristics on the social organization.
Prereq: EDPM 515 or instructor's consent.
520 Adult Education (3) Survey of adult education:
purposes, programs, philosophy, methods, materials,
agencies, organization. Offered 1987-88 and alternate
years.
522, 523 Polley Research and Analysis I, II (3,3)
Nonstatistical treatment of the basic concepts and
methods of research on educational policy.
524 Law and Schools (3) Ana[ysis of the legal system
and [egal method applied to pUblic schools. The [egal
authority of local, state, and federai governments.
526 Student Rights (2) Analysis of the legal rights of
elementary and secondary students under state and
federal constitutions, statutes, and administrative
rules. Prereq: EDPM 524.
528 Teacher Rights (2) Introduction to the legal rights
and liabilities of school personnel under state and
federal constitutions, statutes, and administrative
rules. Prereq: EDPM 524.
530 Higher Education in Developing Countries (3)
Brief survey of higher education in selected deve[oplng
countries: comparison with American higher educa-
tion: relation to economic development, major
problems.
542 Urbanization, the Pupil, and the School (3)
History of urban education and the relation of schqolS
to changes in urban politics and socioeconomic
structure. Not offered 1987-88.
550 Administration of College Student Services (3)
The role of student affairs in higher education: the
relationship of student programs and services (e.g.,
financial aid, housing, health services) to the academic
mission.
552 Administration of the Community College (3)
Examination of the origin and functions of the commu-
nity college movement: emphasis on problems and
issues in organization and administration. Not offered
1987-88.
554 Programs in the Community College (3) Survey
of the variety of programs offered in the community
co[lege and their relationship to other educational,
professional, and vocational areas. Not offered
1987-88.
564 Historiography of American Education (5)
Examines philosophies of history, historical methods,
and historical interpretations in American educational
history. Ana[ysis of recent interpretations and methods
for undertaking historical research in education.
567 Analytical Problem Solving in Education (4)
Analysis of complexproblems through application of
quantitative techniques including decision diagram-
ming, sensitivity analysis, modeling, forecasting, and
simulation. Uses microcomputer laboratory and
electronic spreadsheet. Not offered 1987-88.
570 HumsnResource Management (3) Laboratory
course in management skills, such asmanaging time,
building motivation, forming work groups, establishing
trust, implementing change, and reaching agreement.
573 Business Management in Education (2)
Application of systematic procedure to the problems
of acquiring fiscal resources of a school district and
managing its expenditures.
574 Program Evaluation for Educational Managers
(3)A comprehensive survey of formative and summa-
tive evaluations of educationai programs at the district.
building, and classroom [eveis.
575 School Finance (2) Overview of school finance
concepts; examination of Oregon's school financing
system; po[itical and legal considerations; taxation;
state distribution formulas; school finance reform; the
federal role in education. Offered summer session only.
576 School Buildings (2) Critical analysis and
discussion of current trends in school facilities,
including planning, construction, finance, legal
aspects, alternatives to deficit or surplus space
problems or both. Normal[y offered summer session.
5n Collective Bargaining in Education (3) Collective
bargaining in the pUblic school. History and theory of
collective bargaining; Oregon's collective bargaining
statutes; specific collective bargaining iss.ues.
Simulated bargaining sessions.
578 School-Community Relations (2) Long- and
short-term social, economic, political, and technologi-
cal forces affecting the relationship of schools to the
community; community-interest groups, their pur-
poses, leaders, and schoo[-related interests.
580 School Personnel Administration (3) Examina-
tion of principles and practices of personnel manage-
ment in elementary and secondary schools. Analysis
of legal requirements for personnel managers. Not
offered 1987-88.
583 Policy Development (2) Analysis of the social,
economic, po[itical, and technological forces that
shape educational. policy at the national, state, and
local ieve[s. Developing school district policies and
assessing their consequences. Not offered 1987-88.
589 Economics of Education (3) Role of education
in the economy; economic growth; alternative hypoth-
eses of economic impact of education; economic
concepts applied to education; benefit-cost analysis
in education.
592 Administration of Colleges and Universities (3)
Institutional organization-case stUdies; institutional
objectives; academic organization for instruction,
research, and participation in governance; changing
student roles; pUblic services; general administrative
functions and activities.
593 Higher Education Survey (3) Survey of present
status and trends. Impact of national goals; types of
institutions; governance; state and federal financing;
management information systems; innovation and
. change; higher education and the public.
595History of Higher Education (3) The evolution of
higher education in 19th- and 20th-century America.
Examination of social contexts, conceptions of higher
[earning, institutional structures, professionalism,
women's roles, academic freedom.
597 Methods of College Teaching (3) Review of some
prevailing concepts and suppositions about teaching
and [earning; examination of a number of different
methods and techniques of college teaching.
Special Education
and Rehabilitation
351 Clinical Services BUilding
Telephone (503) 686-3591
Hill M. Walker, Associate Dean
Special Education and
Rehabilitation Faculty
Richard W. Albin, Assistant Professor (research
design, behavior management). BA, 1969, Rochester;
MA, 1973, Illinois; PhD., 1986, Oregon. (1986)
Michae[ R. Benz, Research Associate (mental
retardation, gerontOlogy). B.S., 1974, California
Lutheran, MA, 1980, Chapman, Ph.D., 1983, Oregon.
(1980)
Diane D. Bricker, Professor (ear[y childhood, communi-
cation development and intervention); Coordinator,
Early Childhood Program. BA, 1959, Ohio State; M.S.,
1965, Oregon; Ph.D., 1970, George Peabody. (1978)
Philip Browning, Professor (training technologies,
research, mental retardation). BA, 1962, Howard
Payne; MA, 1966, Texas Tech; PhD., 1969, Wiscon-
sin, Madison. (1968)
Jay Buckley, Assistant Professor (supported employ-
ment, behavior management, independent riving).
BA, 1971, Saint Peter's Co[lege; MA, 1978, Oregon;
Ed.D., 1987, Johns Hopkins. (1986)
Dan Close, Associate Professor (psychOlogy of
exceptionality, independent living, curricuium develop-
ment). BA, 1971, California Lutheran; MA, 1973,
Idaho State; Ph.D., 1977, Oregon. (1977)
Debra C. Eisert, Research Associate (pediatric
psychology, applied developmenta[ psychology).
BA, 1975, Pacific Lutheran; PhD., 1978, Nebraska,
Lincoln, (1984)
R. Wi[liam Engiish, Professor (counseling, school to
community transitions, supervisory management);
Coordinator, SchOOl to Community Transitions
Program. BA, 1964, MA, 1967, Southern [liinois;
Ph.D., 1968, Wisconsin, Madison. (1975)
Ted R. Fabre, Assistant Professor(behavioral assess-
ment and intervention, microcomputer applications).
BA, 1974, M.S., 1976, Eastern Washington; PhD"
1985, Oregon. (1985)
Dianne L. Fer\lusori, Assistant Professor (qua[itative
research, SOCial meaning of disability, teacher
training). BA, 1972, Indiana; M,S., 1979, Southern
Connecticut State; Ph.D., 1984, Syracuse. (1985)
Philip M. Ferguson, Research Associate (social policy
and history. family studies). BA, 1972, Indiana; MA,
1975, Yale; M.S., 1979, Southern Connecticut State.
(1985)
K. Brigid Fiannery, Research Assistant (teacher
training, supervision).BA, 1975, Marian; M.Ed., 1978,
Illinois, Urbana-Champaign. (1984)
Gi[bert Foss, Senior Research Associate (counseling,
social skills training, vocational rehabilitation). BA,
1964, M.S., 1971, Minnesota; PhD., 1975, Oregon.
(1975)
Andrew S. Halpern, Professor (mental retardation,
functional assessment, independent living); Director,
Rehabi[itation Research and Training Center in Mental
Retardation; Coordinator, Secondary Special Educa-
tion in Mi[d Disabilities Program, BA, 1961 ,Carleton;
MA, 1963, Yale; Ph.D" 1966, Wisconsin, Madison.
(1970)
Cynthia M. Herr, Assistant Professor ([earning dis-
abilities, secondary and postsecondary education,
special education law). BA, 1972, Gettysburg; MA,
1973, Ph.D" 1979, Oregon. (1985)
Robert H. Horner, Associate Professor (behavior
management, research design, applied behavior
analysis); Director, Specialized Training Program;
Coordinator, Deve[opmental Disabilities Program.
BA, 1971, Stanford; M.S., 11'175, Washington State;
Ph.D., 1978, Oregon. (1976)
Dean P. Inman, Assistant Professor (neuromuscular
education and research, behavioral medicine);
Coordinator, Interdiscip[inary Special Education and
Rehabilitation Program. BA, 1970, California State,
Sacramento; M.S., 1973, Utah State; Ph.D., 1976,
Oregon. (1974)
Special Educatiofl and Rehabilitation 211
David M. Mank, Assistant Professor (employment
services, research design, behavior management),
B.A., 1975, Rockhurst; M.S., 1977, Portland State;
PhD., 1985, Oregon. (1985)
Larry E, Rhodes, Research Associate (managing
service organizations, vocational services), B:A, 1971,
M.A., 1973, California State, Sacramento; PhD., 1982,
Oregon. (1980)
Kristine L. Slentz, AssistantProfessor (infant develop-
ment, parent involvement, assessment), B.A.! 1971,
State, University of New York.collegeat Fredoma;M.A..
1976, PhD., 1986, Oregon. (1986)
Hill M. Walker, Professor(behaviordisorders, behavior
management, social skills); Director, Center on Human
Development. B.A., 1962, Eastern Oregon; M.A., 1964,
PhD., 1967, Oregon. (1966)
Richard W. Zeller, Instructor (special education
organization and policy); Director, Western Regional
Resource Center. B.A., 1967, Willamette; M.A., 1968,
California, Los Angeles. (1972)
Courtesy
Robert E. Nickel, MD., Courtesy Assistant Professor.
B.A., 1967, Stanford; MD" 1971, California, San
Francisco, School of Medicine. (1980)
Jonathan Zonana, MD., Courtesy Assistant Professor.
B.A., 1967, Pennsylvania; MD., 1972, Pennsylvania
Medical School. (1980)
Emeritus
Robert H. Schwarz, Professor Emeritus. B.S., 1948,
Wisconsin, Madison; M.A., 1949, Columbia; PhD.,
1966, American. (1971)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Speech Pathology-
Audiology Faculty
Susanne Beaman, Instructor (sign language). B.S.,
1976, Oregon; M.S., 1977, Lewis and Clark. (1982)
Ned J. Christensen, Professor(educational audiology
and auditory processing); Director, Speech Pathology-
Audiology Program; Coordinator, Undergraduate
Programs. B.A., 1954, M.A" 1955, Brigham Young;
PhD., 1959, Pennsylvania State. (1962)
Marilyn A. Nippold, Assistant Professor (language
development 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)
Iris E. Peters, Instructor (sign language). B.S., 1974,
North Dakota; M.S., 1976, San Francisco State. (1981)
lisa E. Schwarz, Assistant Professor (phonological
development, voice disorders); Coordinator, Graduate
Programs. B.S., 1978, M.S. 1979, PhD., 1982, Oregon.
(1984)
Ruth Tiger, Instructor (teacher training), B.A., 1975,
Oregon; M.A., 1978, Denver. (1983)
Participating
Diane D. Bricker, Special Education and Heh'abilitation
Courtesy
Daryl Anderson, Courtesy Associate Professor. B.S.,
1965, M.S., 1969, Portland State; PhD., 1973,
Washington (Seattle). (1983)
Ralph Coleman, Courtesy Associate Professor. B.S"
1954,Oregon State; M.S., 1960, Oregon; PhD., 1963,
Northwestern. (1983)
Marilyn A. Kerins: Courtesy Assistant Professor. B.A.,
1970, Western Michigan; M.A., 1975, Indiana. (1983)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Opportunities in .
Special·Education
and Rehabilitation
Instructional Programs. The Division of
Special Education and Rehabilitation houses
the Center on Human Development and six
program areas: Speech Pathology-Audiology,
Developmental Disabilities, Early Childhood,
School to Community Transitions, Secondary
Special Education in Mild Disabilities,and
Interdisciplinary Special Education and Re-
habilitation for those with clinical professional
interests that span a number of related areas.
Although united by University and Graduate
School requirements and by several broad
ideological tenets, each area functions indepen-
dently within the Division and has its own
admission, program of study, and student
evaluation procedures.
The Division prepares students to work directly
and indirectly with handicapped individuals in
preschool, school, and community programs. It
is committed to deemphasizing traditional
categorical designations for exceptional
individuals. Students develop instructional and
management skills for working with individuals
who have a variety of handicapping conditions.
All programs in the Division include extensive
practicum experiences where academic
knowledge is applied in actual service settings.
Students learn how to develop effective inter"
vention strategies, coordinate programs, and
provide services to exceptional individuals from
infancy through adulthood. At all levels and in
all programs, training carefully integrates
results of current research and demonstration
of competence.
The special education programs in this Division
emphasize severely handicapped learners,
early childhood (special education), and adult
services. The Secondary Special Education in
Mild Disabilities program is offered in coopera-
tion with the Division of Teacher Education.
Additional programs for students interested in
working with mildly handicapped pupils or the
talented and gifted are described in the
Teacher Education section of this bulletin.
Careers. A serious shortage of special educa-
tion professionals and speech-Ianguage-
hearing specialists exists throughout the nation..
Graduates of the University's educational
programs find positions in all 50 states. Such
positions typically inciude teaching at infant,
preschool, school-aged, and adult levels;
conducting individual language intervention
programs; habilitating people with handicaps;
managing residential living centers; coordinat-
ing in-service training programs; consulting
with teachers for maintenance of handicapped
children in regular classrooms and school
settings; conducting research; teaching in
college; and working in the administration of
special education programs.
Center on Human Development
The Center on Human Development (CHD) is a
research and service unit within the Division. It
consists of a number of federally funded
research, demonstration, training, and service
activities that are organized within several CHD
project units: Early Intervention Program;
Rehabilitation Research and Training Center in
Mental Retardation; University Affiliated Prq-
gram; Western Regional Resource Center;
Specialized Training Program; Speech-
Hearing-Language Center; and Parent and
Child Education Program. CHD project activities
provide diverse practicumsites for student
training. CHD resources are made.avallable to
faculty members and students in each
academic area, and principal investigators
participate fully in instructional activities.
Undergraduate Studies
Only the Speech Pathology-Audiology program
offers a formal major at the undergraduate level.
However, many Special Education courses are
available to undergraduates. Students may
enroll in the Severely Handicapped Learner
(SHL) endorsement program as under-
graduates. In addition, students interested in
immediate experiences with handicapped
individuals may earn practicum credit as
volunteers or observers in school and commu-
nity service programs for exceptional citizens.
Endorsement Programs
Basic and Standard endorsements are available
through the Division programs in Developmental
Disabilities, Early Childhood, Speech Pathol-
ogy-Audiology, and Secondary Special Educa-
tion in Mild Disabilities. Students wanting to
apply to an endOrsement program should
consultthe Office ofTeacher Certification, 117
Education Building, and the appropriate
endorsement adviser.
Graduate Studies
Although each program is responsible for
selecting candidates for its master's degree or
doctoral course of study, substantial similarity
exists across programs in terms of the criteria
and procedures used in the admission process.
With minor variation, applications are evaluated
according to the following criteria:
1. The applicant's academic record, inclUding
undergraduate and previous graduate work
2. Prior professional or related experience
3. Recommendations by colleagues, peers,
and supervisors
4. Aptitude for graduate work as indicated by
either the Miller Analogies Test (MAT)orthe
Graduate Record Examination (GRE) or both
5. Evidence of writing ability
6. Statement of professional goals
Applicants apply to and are accepted into a
specific Division program rather than into the
Division at large. The number of students
admitted yearly varies by area according to
available resources. Students interested in
more than one program should so indicate on
their applications, and their flies will be reviewed
by the relevant committees. Applications for
admission, available from the College of
Education Graduate Student Records Office,
112 Education Building, are reviewed periodi-
cally throughout the year. See the Graduate
School section of this bulletin for general
regulations on graduate degree programs.
Financial Assistance
Stipends and Fellowships. Stipends and
fellowships are typically assigned to graduate
students. Both forms of assistance cover most
of the cost of tuition and provide a monthly cash
payment. The number of stipends and fellow-
ships available each year depends upon the
current level of funding. All students who
receive stipend awards enroll In a practicum
each term as part oftheir professional training.
Employment as a graduate teaching fellow
(GTF) may occur in a variety of Division or
Center on Human Development project settings.
Students interested in applying for a stipend or
fellowship may submit the appropriate form to
the College of Education Graduate Student
Records Office, ·112 Education Building, when
submitting the Application for Graduate Admis-
212 Special Education and Rehabilitation
sion. Formal application for financial assistance
should be made before March 1 to receive
maximum consideration or aid.the following fall
term.
Loans. Information regarding University and
federal government loans may be obtained from
the Office of Student Financial Aid; 260 Oregon
Hall.
Speech Pathology-
Audiology
Undergraduate Studies
The undergraduate Speech Pathology-Audiol-
ogy (SPA) program offers bachelor of science
(B.S.) and bachelor of arts (BA) degrees.
Program Objectives. The goals of the under-
graduate SPA program are to provide students
the opportunities to:
1. Learn about the humanities and sciences
as they relate to aural-oral communication
2. Learn about schools in American society
3. Learn about the nature and needs of
exceptional students
4. Learn about speech-language acquisition,
the anatomic-physiological bases of
speech and language, and the physical
nature of the speech signal
5. Learn about the nature of speech-
language-hearing pathologies of early
childhood through adolescence
6. Acquire and apply knowledge and skills
necessary for successful intervention
with speech- and language-impaired
individuals
7. Gain training in assessment procedures
and intervention strategies specific to
management of speech-language-hearing
disorders
8. Participate in a range of practicum experi-
ences in the public schools and other
community settings
9. Acquire and apply knowledge, skills, and
competencies to work with speech- and
language-impaired individuals of varying
social, 'cultural, linguistic, and socio-
economic· backgrounds
1O. Learn~nd apply interpersonal and profes-
sional skills
The following minimum requirements are
specified for students majoring in .Speech
Pathology-Audiology.
Area Requirements 59 credits
Clinical Phonetics (SPA 370) , 3
Acoustics of Speech (SPA 371) 3
Seminar: Behavior Management in
Speech Pathology-Audiology (SPA 407) 3
Practicum: Assistance I, II (SPA 409) 4
Practicum: Intervention I, II, III (SPA 409) 6
Practicum: Observation (SPA 409) 3
Practicum: Public Schools I, II (SPA 409) 4
Practicum: September Experience (SPA 409) 3
Anatomy and .Physiology of
Speech and Language (SPA472) 3
Visual Language and Lip Reading (SPA 473) 3
Speech and Hearing Methods
in the Schools (SPA 474). . . . . . 3
Normal Speech and Language
Development (SPA 480) 3
Speech-Language Pathology' (SPA 481) 3
Speech-Language Pathology II (SPA 482) 3
Speech-Language Pathology III (SPA 483) 3
Fundamentals of Audiology (SPA 487) 3
Audiological Assessment (SPA 488) 3
Audiological Rehabilitation (SPA 489) 3
Undergraduate work in Speech Pathology-
Audiology is not intended as aterminal training
program even though the student receives the
B.S. or BA degree. To avoid misdirection, the
student must be certain that the initial adviser
is assigned from the Speech Pathology-
Audiology faculty.
AdmissIon as an Undergraduate Major.
Students must achieve a 2.75 cumulative grade
point average (GPA) for SPA 370,371,472, and
480. Those who receive a grade of 0 in any of
these courses must repeat the course. They
must also pass the California Basic Educational
Skills Test (CBEST) before being admitted as
Speech Pathology-Audiology majors. Those not
accepted as majors may take basic courses as
electives but may not enroll in any practicum or
in courses for which a practicum is a prerequi-
site. Students without adequate speech ability
may notmajor in Speech Pathology-Audiology
unless there is good reason to expect that they
can achieve acceptable speech before attempt-
ing to engage in the required practica.
In the event that enrollment in practica must be
limited, students with the best course prepara-
tion are given priority. Those with less prepara-
tion may have to delay their beginning prac-
ticum work. In general, the student must have
the same capacity for self-adjustment and
emotional stability for admission to the practica
that would be required in professional employ-
ment. A supervised practicum involves both
studenttraining and client service. Before being
admitted to the practicum, the student must'
have demonstrated responsibility, maturity, and
organizational skills, .
Endorsement: Speech Impaired
Basic Endorsement. In order to qualify for the
Basic endorsement, the student must pass the
California Basic Educational Skills Test
(CBEST), which should be taken when the
student declares the SPA major and no later
than the term of enrollment in Clinical Phonetics
(SPA 370).
The following are additional requirements for
endorsement to work with the speech impaired
in Oregon public schools. They are not required
forthe bachelor's degree in Speech Pathology-
Audiology, but without them one cannot work in
the public schools or in any agency where state
endorsement is mandatory.
Basic Endorsement 30 credits
Educational Psychology I (EPSY322) 3
Educational Psychology II (EPSY 323) 3
Practicum: September Experience (SPA 409) 3
Final Supervised Field Experience (SPA 425) 15
Secondary Educational Media (SEED 436) 3
One of the following:
Modern Philosophy of Education (CI 445) 3
Education in Anthropological
Perspective (CI 471) 3
Social Foundations of Teaching (CI 327) 3
History of American Education (EDPM 441) 3
Although not required for the Basic endorsement, a
course in exceptional children should be taken in
preparation for the Standard endorsement and to
supplement undergraduate courses.
Registration in Practicum: September Experience
(SPA 409) and Final Supervised Field Experience (SPA
425) must be approved by the staff and applied for in
the College of Education. All course work in the major
and all education courses noted above must be
completed prior to enrollment in SPA 425.
Most undergraduate students plan their pro-
grams in order to qualify for Oregon Basic
endorsement upon graduation. At present the
Basic endorsement is granted for a three-year
period and can be renewed for a second
three~year period as specified by the Teacher
Standards and PractiCeS Commission (TSPC).
Standard Endorsement. The Standard Speech
Impaired endorsement program requires an
additional 24 credits of graduate work, of which
21 must be in specified 500-level SPA courses.
A 3-credit Special Education course in excep-
tional children is required to complete the total
of 24 credits.
Master's Degree Program
The master's degree program is designed to
prepare students for employment in agencies
serving the preschool through twelfth-grade
population. A master's degree in audiology
alone is not avail.able.
The Speech Pathology-Audiology program
offers the master of arts (MA), master of
science (M.S.), or master of education (M.Ed.)
degree. The MA requires the equivalent of two
years of a foreign language. The M.Ed. requires
a valid teaching certificate and one year of
successful classroom teaching. A planned
program for the master's degree must be filed
in the College of Education Graduate Student
Records Office, 112 Education Building, and in
the Speech Pathology-Audiology office, prefer-
ably before completing 24 credits in the
program.
Minimum Requirements. A planned program
of at least 51 credits is required, including at
least 12 credits in other areas of study of the
handicapped or in relevant courses outside the
area. All work applicable to a program of study
must be concluded within seven years. A
minimum of 9 credits must be in 500-level
courses, and 24 credits taken on campus must
be graded. A minimum cumulative GPAof 3.00
is required for graduation. A graduate thesis
mayor may not be required, depending on staff
and student considerations.
ASHA·CCC Requirements. The Speech
Pathology-Audiology program offers all the
necessary courses required by students who
want to qualify for the American Speech and
Hearing Association (ASHA) Certificate of
Clinical Competence (CCC) in Speech Pathol-
ogy, Application for ASHA Educational Service
Board accreditation is in progress.
Doctoral Degree Program
The primary goals of the doctoral program in
Speech Pathology-Audiology are to train
individuals to provide educational services to
the handicapped and to train scholars to
become leaders in colleges and universities.
and in federal, state, or local education
agencies.
The curriculum emphasizes skill and knowledge
development in (1) basic communication
processes and the management of speech,
language, and hearing disorders and related
disciplines; (2) research strategies and proce-
dures; (3) university-level teaching; and (4)
service and professional participation. A minor
area of study is not requ(red althe doctoral leveL
A program adVisory committee is appointed for
each student following conditional admission to
the program, This committee helps the student
Developmental Disablli"ties 213
develop an appropriate course of study compat-
ible with the student's interests, background,
and professional objectives. Programs may
lead to either the doctor of philosophy (PhD.)
or the doctor of education (D.Ed.) degree.
The doctoral program in Speech Pathology-
Audiology usually requires three years of .
full-time study beyond the master's degree
level.
Clinical Practicum Facilities
Speech Pathology-Audiology graduate and
undergraduate students have the opportunity
for supervised clinical experience in several
facilities:
1. The University's Speech-Hearing-Language
Center in the Clinical Services Building
prepares and trains speech pathologists~
audiologists in clinical therapy. The Center
provides consultations, evaluations, and
therapy for individuals with the following
difficulties: disorders of language and
speech, hearing loss and deafness, cleft
palate, articulation, stuttering, aphasia,
mental retardation, cerebral palsy, and
physical injury. Graduate and under-
graduate students participate in the diagnos-
tic and therapeutic activities under the
supervision of certified speech pathologists
and audiologists.
2. The Crippled Children's Division is the
Eugene campus agency of the School of
Medicine, Oregon Health Sciences Univer-
sity, in Portland. The Developmental Delay
Clinic is an interdisciplinary diagnostic clinic
that evaluates and treats children on a
monthly basis, as does the Cranio-Facial
Clinic. From 10 to 15 children are seen each
month.
3. A cooperative arrangement with local school
districts enables both undergraduates and
graduates to do practicum work in public
schools. T.he school population is approxi-
mately 35,000 students. This type of prac-
ticum is limited by availability of openings in
the schools.
4. The Child Development and Research
Center at the Oregon Health Sciences
University, in Portland, offers practicum
experience in selected cases.
5. The Veterans Administration Hospital in
Portland sometimes provides practicum
opportunities.
6. Other off-campus facilities, such as child
care centers and kindergarten programs,
are occasional placement sites.
Developmental
Disabilities
Programs in Developmental Disabilities focus
on services to severely handicapped individuals
and lead to both master's and doctoral degrees
as well as Basic and Standard levels of the
Severely Handicapped Learner (SHL) endorse-
ment. The Developmental Disabilities area also
coordinates the Consortium for Youth with
Disabilities, a group of students and .faculty
members from special education, business,
public policy, educational psychology, rehabili-
tation, and other disciplines. The Consortium
focuses on issues of transition from school to
work and adult life.
Severely Handicapped Learner
(SHL) Endorsement Programs
The SHL endorsement program is competency
oriented and field based. It prepares profession-
als to work with individuals traditionally labeled
moderately, severely, or profoundly retarded;
physically and multiply handicapped; and
autistic or autisticlike. It combines University
study with extensive practicum experiences in
integrated public school and other community
service programs. The SHL program permits
students to focus on preprimary, elementary, or
secondary programming. Full-time students .
can complete the Basic endors~mentprogram
in four consecutive terms. The program is also
open to people who work with severely handi-
capped learners and attend school part time.
Both undergraduates and graduates can be
admitted to the SHL endorsement program. No
prior teaching certificate is required. Graduate
students must meet general University require-
ments for graduate admission, and all appli-
cants should request the proper application
forms from the Office of Teacher Certification,
117 Education Building.
Basic Endorsement. The following courses are
typically included in the SHL Basic endorsement
program.
Basic SHL
Endorsement Courses 49 credits
Practicum (SPED 409 or 509)' 10
Final Supervised Field Experience(SPED 426 or 526) 12
Behavior Management with
Exceptional Individuals (SPED 485) 3
Curriculum Programming for the
Severely Handicapped I (SPED 497) 3
Curriculum Programming for the
Severely Handicapped II (SPED 498) 3
Legal and Organizational Issues (SPED 499) 3
Seminar: Transdisciplinary Approaches(SPED 507) ,. 3
Advanced Psychology of Exceptionality(SPED 562) 3
Research Design in Special Education (SPED 567). 3
Two of the following:
Seminar: Habilitation of the Severely
Handicapped (SPED 407)', Seminar:
Language Intervention with the Severely
Handicapped (SPED 407)', Issues in
Early Education of the Handicapped(SPED 490)', Programming for Secondary
Severely Handicapped Students(SPED 492),·3, Reading Iristruction for the
Handicapped (SPED 480)', Language Arts
Instruction for the Handicapped (SPED 481)'
Mathematics Instruction for the '
Handicapped (SPED 482) 6
, Required over two terms. 5 credits each
, Required for secondary emphasis
3Required for elementary emphasis
'Required for preprimary emphasis
Standard Endorsement. The Standard SHL
endorsement requires 19 credits, is highly
individualized, and builds skills in supervision
and curriculum development as well as in
instructional programming. The program may
be combined with either a master's degree or
supervisory endorsement or both.
Master's Degree Programs
School and Community Services. The school
and community services program is a master's
degree program designed to be compatible'
with the Basic SHL endorsement. Graduate
students in the SHLendorsement program can
meet master's degree requirements by complet-
ing a thesis in addition to endorsement require-
ments. This option is most appropriate for those
interested in working with severely handi-
capped students in elementary or secondary
schools.
Adult Services. Community programs for
developmentally disabled adults continue to
expand rapidly. Group homes, tenant-support
programs, and a variety of supported employ-
ment models are replacing services provided
by large residential institutions. This master's
degree program prepares management and
service delivery professionals for the expanding
array of key positions in community work and .
residential programs.
The adult services training program is compe-
tency based, requiring students to demonstrate
skills in both academic and. applied settings. It
emphasizes services to individuals with a range
of severely handicapping conditions, and it
trains students to become effective leaders in
adult services.
The program requires a minimum of four'
academic terms (one calendar year), with
approximately 60 credits of course work and
field experience assignments. Although specific
courses required depend on the student's .
entering skills and professional goals, all
students must complete:
1. Course work to provide a foundation of
knowledge in special education and related
fields
2. Course work to develop specific skills in the
habilitation of severely handicapped adults
3. A supervised field experience
4. Course work in agency or business manage-
ment
5. A master's degree project
The program is limited to a small number of
qualified applicants whose undergraduate
records or work experiences or both are
relevant to adult services.
G~neral Master's Degree. Students entering
thiS program are encouraged to identify and
develop specific areas of interest related to
developmentally disabled individuals. The
interest area is defined and the program of
study developed in consultation with an adviser.
Possible areas of emphasis include (1) social
interaction and integration, (2) parent training,
(3) specific curriculum domains (e.g., language,
social skills, community mobility), and (4)other
topics pertinent to individuals with severely
handicapping conditions.
The general master's degree program requires
a minimum of 45 credits, completion of five
required courses, 6 credits of research a
master's degree project, and a compreh~nsive
examination.
Doctoral Degree Program
Developmental Disabilities offers a comp.e-
tency-based doctoral program that emphasizes
the development of specific skills in teaching,
research, service, program development,
supervision, consultation, and professional
writing. Although doctoral students are encour-
aged to pursue their particular interests, all
doctoral students must complete a standard
core of skills and competencies expected of
highly trained professionals working in the field
of developmental disabilities. The Developmen-
tal Disabilities doctoral program description,
available from the College of Education
Graduate Student Records Office, lists these
competencies along with criteria for meeting
them.
214 Developmental Disabilities
The goal of the doctoral program is to prepare
individuals to assume roles as scholars,
leaders, and program developers in special
education and rehabilitation. The area focuses
on severely handicapped individuals, with
specialization available in school-age severely
handicapped or adult services.
Required course work consists of a one-term
seminar on issues and a minimum of five
seminars or advanced graduate electives to
develop the student's interest areas. Additional
courses are elected by doctoral students in
order to acquire the knowledge and back-
ground necessary to meet the core competency
requirements. Some competency requirements
may be satisfied by such course projects as
research proposals, research critiques, and
grant proposals.
Three years of full-time study are required for
completion of the doctoral degree in Develop-
mental Disabilities. A program advisory commit-
tee, consisting of the student and at least two
faculty members, is appointed by the end olthe
first term to help the student develop a doctoral
plan, to monitor and coordinate the student's
progress toward the degree, and to participate
in an annual review of the student by area
faculty members.
Early Childhood
Severely Handicapped Learner
(SHL) Endorsement
For Basic or Standard SHL endorsement,
students in Early Childhood follow the programs
described under Developmental Disabilities
and enroll in those courses specified for
preprimary emphasis.
Master's Degree Program
This master's degree program prepares
professionals to work in early childhood pro-
grams that serve at-risk and handicapped
infants and children and their families. The field
encompasses a target population of children
from birth to six years of age. It covers handicap-
ping conditions ranging from mild to severe and
focuses on nonhandicapped young children as
well. Master's degree students in early child-
hood education of the handicapped are
prepared for two primary roles: (1) direct
intervention with infants or young children or
both, and (2) coordination or supervision of
programs for young handicapped and non-
handicapped children. Full-time students can
complete the program in five or six consecutive
terms. Students may combine the program in
Early Childhood with the SHL endorsement
program.
Doctoral Degree Program
The primary goal of the Early Childhood
doctoral program is to prepare students to
provide leadership at the state and national
levels in the area of the at-risk and handicapped
birth-to-three population. Graduates of the
program are prepared to influence the evolution
of services for handicapped infants and
preschool children and their families. Program
objectives include preparing students to:
1. Become experts in program development
and implementation for the birth-to-three
population
2. Conduct applied research in the enhance-
ment of educational services to these
handicapped children and their families
3. Become effective instructors at institutions
of higher education
Both didactic and practicum learning activities
comprise the program. The didactic activities
include core course work, tool courses, special-
ization courses, foundation courses, elective
courses from outside the College of Education,
and the dissertation. Practicum activities assist
the student in developing competencies
as researchers, instructors, and program
developers.
Secondary
Special Education
in Mild Disabilities
The Secondary Special Education in Mild
Disabilities program, sponsored jointlywith the
Division of Teacher Education, prepares
teachers to work in secondary and postsecond-
ary settings serving individuals with mild
disabilities. Through a combination of course
work and extensive practicum experience in
public schools and community service agen-
cies, students develop knowledge and skills in
the following areas: assessment of students
with mild disabilities; methods of instruction;
behavior and classroom management; adminis-
tration and service coordination; program
planning and evaluation; transition to commu-
nity and work life; and educational and legal
foundations.
Handicapped Learner (HL)
Endorsement Programs
The program offers the Basic, Standard, and
Alternate levels of the Handicapped Learner
(HL) endorsement as well as a general master's
degree. The Basic HL endorsement requires 37
credits of course work and practica for students
currently holding teaching certificates. The
program can be completed in three academic
terms. The Standard HLendorsement program
must be completed within six years of earning
the Basic endorsement. It consists of 21 credits
in Special Education courses chosen from
those offered in the general master's degree
program. Students who do not hold teaching
certificates must emoll in the Alternate endorse-
ment program that includes 48 credits in
Special Education in addition to general
education requirements. Refer to the mildly
handicapped programs listed in the Teacher
Education section of this bulletin for further
description of the endorsement programs.
Master's Degree Program
Students entering the 58-credit general master's
degree program must complete the require-
ments for the Basic HL endorsement, 12 credits
in Special Education, and an additional 12
credits to be negotiated. Master's degree
candidates are encouraged to identify and
develop specific areas of interest related to
secondary a.nd postsecondary special educa-
tion services.
School to Community
Transitions
Doctoral Degree Program
The doctoral degree program in School to
Community Transitions prepares professionals
for leadership roles in research, teaching, or
administration related to the delivery of services
to adolescents and adults with disabilities. The
curriculum includes core prOgram seminars
(transition, functional assessment, supervisory
management, and independent living), required
courses in research, courses in an area of .
professional specialization (administration,
education, research or program evaluation),
practicum experience and internship, the
comprehensive qualifying examination, and the
doctoral dissertation. Students generally take
three years to complete the program of study.
Course work requirements are the focal point
during the first two years, and the dissertation
absorbs most of the third year. The comprehen-
sive qualifying examination and an internship
are usually taken after the second year. Most.
doctoral students receive stipend awards and
enroll in supervised practica in the Rehabilita-
tion Research and Training Center in Mental
Retardaiionor other applicable sellings, which
allows them to develop further their professional
knowledge and skills.
Interdisciplinary
Special Education
and Rehabilitation
Doctoral Degree Program
This degree program provides maximum
flexibility to accommodate students who have
professional interests across related fields. It
has a strong clinical focus and requires dem-
onstration of acceptable knowledge and
performance in such skill areas as teaching,
supervision, research design, proposal
development, and professional writing. An
interdisciplinary program committee helps
students select content specialization areas
and advises them on area and general program
requirements.
The Developmental Disabilities, Early Child-
hood, School to Community Transitions, and
Speech Pathology-Audiology programs are
highly specific in their content and focus. The
Interdisciplinary Special Education and Re-
habilitation degree program requires less
specialization within areas but greater breadth
across related areas or disciplines. This
program is best suited to students whose career
interests require knowledge and skills from
several disciplines.
As with other doctoral degree programs in the
Division, students have minimum course
requirements and work closely with the commit-
tee to develop programs suited to their specific
needs. The program requires a core area of
work within Special Educati.on and Rehabilita-
tion and two related focus or content areas.
Students are expected to participate in a variety
of clinical practica.
Courses in Speech
Pathology-Audiology (SPA)
Lower-Division Courses
268 Sign Language I (3) Expressive and receptive
skills: linguistic and cultural information relevantto the
deaf community. American Sign Language system.
Upper-Division Courses
368 SIgn Language II (3) Increased accuracy of
expressive and receptive skills; vocabulary expansion;
cultural issues. American Sign Language system.
370 Clinical Phonetics (3) Sounds used in speech,
determination of sounds, their symbolic nature, their
Special Education 215
production, physical and psychological phenomena
involved in their perception, sectional differences.
371 Acoustics ofSpeech (3) The physics of speech.
405 Reading and Conference (1-3R) Topics to be
arranged. R when topic changes. .
407 (G) Seminar (Arr,R) Current topics are Behavior
Management in Speech Pathology-Audiology,
Listening in the Classroom, and Staffing Public
Schools. R when topic changes.
409 (G) Practlcum (Arr,R) Current topics are Interven-
tion I; II, 11\; Observation; Assistance I, 1\; Public
Schools I, II; and September Experience. Prereq: staff
approval. R when topic changes.
425 (G) Final Supervised Field Experience (Arr,R)
PIN only. Diagnostic and treatment experience in the
school setting. Limited to students in speech handi-
capped program for Basic endorsement. Prereq: SPA
370,371,409,472,473,474,480,481,482,483,487,
488,489.
468 (G) Sign Language 111.(3) Conversational skills in
a dialogue format; translation exercises; storytelling
techniques. American Sign Language system.
472 (G) Anatomy and Physiology of Speech and
Language (3) Study of anatomy, physiology, and
neurology of speech and language processes.
473 (G) Visual Language and Lip Reading (3)
Teaching lip reading to the deaf and hard of hearing
at preschool to adult levels; research studies; lip
reading and other aspects of audiological rehabilita-
tion. Prereq: SPA 487.
474 (G) Speech and Hearing Methods In the Schools
(3) Specific methods related to remediation of
language and speech disorders of school children.
Prereq: SPA 370, 371, 472, 480, 481, 482, 483, 487,
488, and six terms of practica.
480 (G) Normal Speech and Language Development
(3) Primary focus on the development of phonology,
morphology, syntax, semantics, and pragmatics.
Discussion of areas related to language development.
481 (G) Speech-Language Pathology I (3) Survey of
the theory, characteristics, diagnosis, and treatment of
language and speech disorders with no known organic
etiology. Prereq: SPA 370, 371, 480.
482 (G) Speech-Language Pathology II (3) Survey of
the theory, characteristics, diagnosis, and treatment of
language and speech disorders associated with
organic deficits. Prereq: SPA 370,371,472,480,
483 (G) Speech-Language Pathology III (3) Introduc-
tion to diagnostics in speech and language disorders;
case history recording, interviewing, basic testing
procedures, analysis and criticism of tests. Prereq:
SPA 481, 482.
487 (G) Fundamentals of Audiology (3S) Basic
anatomy of the ear; psychophysics o/hearing; causes,
types, and symptomatologies of hearing impairmef;lts.
Prereq: SPA 370,371,472. S with SPA 488,489.
488 (G) Audiological Assessment (3S) Basic pure
tone, air and bone-conduction audiometry; interpreta-
tion of audiograms; introduction to speech audiometry.
S with SPA487, 489.
489 (G) Audiological Rehabilitation (3S) Rehabilita-
tion of hearing impairments; use of amplification and
auditory training; psychosocial aspects of hearing
impairments. S with 487, 488.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (1-9R)
503 Thesis (Arr,R) PIN only,
505 Reading and Conference (Arr,R) Rwhen topic
changes.
507 Seminar (Arr,R) R when topic changes.
509Practlcum (Arr,R) Current topics are Adults,
AudiOlogy-Aural Rehabilitation, Classroom, Clinic,
Diagnostics, Early Childhood, and Supervision. R
when topic changes.
Note: Courses numbered 570 and above may not be
offered every year.
570 Early Language Assessment and Intervention
(3) Speech and language in relation to learning,
cognition, classroom performance, and other behavior.
571 Educational Audiology (3) AUdiological practices
in the public school setting. Audiological assesment,
followup, and intervention. Prereq: SPA371, 472, 489.
572 Disorders of Articulation (3) Advanced study of
articulation and articulatory problems in children and
adults including delayed speech development, testing.
techniques, therapy materials and procedures, and
current research findings. Demonstration with clinical
cases.
573 Advanced Speec;h and Language Development
(3) Ernergence and development of norrnal speech
and language in children; acquisition of phonology,
syntax; rnorphology, sernantics, and pragrnatics;
current theories of language acquisition.
574 Adult Aphasia (3) Diagnosis and treatrnent of
impaired motor and auditory speech resulting frorn
cerebrovascular accident; family counseling; rnethods
of therapy; case demonstration and studies.
575 Stuttering (3) The etiology, symptomatology,
diagnosis, and treatment of stuttering behavior.
576 Voice Disorders (31 Functional and organic
disorders of the voice; diagnostic and therapeutic
approaches for various voice disorders.
577 Orofacial Abnormalities and Speech Produc-
tion (3) Orofacial abnormalities including cleft lip and
palate; implications for speech rernediation.
578 Diagnostic Procedures In Speech-Language
Pathology (3) Rationale for major instruments,
procedures, and materiais used in conducting
diagnostic work in cases of speech disorder; organiz-
ing diagnostic data and writing the clinical report.
579 Language Disorders of Children (3) Intensive
study of language disorders of children; emphasis on '
contributions from linguistics, psychology,
neurophysiology, and learning theory.
580 Motor Speech Disorders (3) Nature of speech
disorders associated with lesions of central and
peripheral nervous systems.
581 Auditory Language Processing (3) The role of
auditory processing in language and learning.
Courses in Special
Education (SPED)
Upper-Division Courses'
405 Reading and Conference (Arr,R) R when topic
changes.
401 (G) Seminar (1-3R) Recent topics are Language .
Intervention for Children with Severe Handicaps and
Psychology of Disability. R when topic changes.
409 (G) Practlcum (Arr,R) Recent topics are Adult
Services, Developmental Disabilities, Experience with
Young Children with Handicaps, and Severely
Handicapped Students.
426 Final Supervised Field Experience (Arr,R) .
Full-time SHL involvement in. the classroom for entire
term. Assessment, determining instructional objec-
tives, developing programs, training staff, designing
classroom schedules, and working with school and
service agencies. Prereq: SPED 409 Practicum:
Severely Handicapped.
485 (Gl Behavior Management with Exceptl!)nal
Individuals (3) Teaching new behavior, rnaintaining
changed behavior, and reducing or eliminating
undesirable behavior. Conducting behavior-change
programs. .
490 (G) Issues in Early Education of the Handi-
capped (3) Assessment, program developrnent,
teaching methodology, and designing learning
environments for infants and young children with
handicaps. Motor, language, self-help, social, and
cognitive development. Early intervention programs.
492 (G) Programming for Secondary Severely
Handicapped Students (3)Programming concerns,
teaching methodology, and curricula for fuhctional
living skills and vocational training skills for adolescents
and adults with severe handicaps. " .
494 (G) Vocational Habilitation of the Severely
Handicapped (3) Vocationai h,abilitation of adQles-
cents and adults with sev.ere handicaps. Developing,
training, and supporting employrnent options. Th'e
current status of vocational services. Supported
employment alternatives.
497 (G) CurriculUm Programming 'for the Sever,ly
Handicapped I (3) Program development and
appropriate curricula for students with Severe hand-
icaps in reading, mathematics, 8.r:ld other aGademic
areas. Emphasis on functional academic skills.
498 (G) Curriculum Programming for th,Severely
Handicapped II (3) Curriculum development for
students with severe handicaps. Emphasjson
programming longitUdinal skill sequences in self-help,
motor skills, social interaction; malhematics;reading,
language arts, and personal management. .
499 (G) Legal and Organizational Issues (3) Effective
organization and rnanagement of ciassroorns serving
students with severe disabilities. The critical
noninstructional aspects of teacher responsibilities
Includmg federal, state, and local laws and regulations.
Graduate Courses
501 Research (Arr,R) PIN only. Research with YoUng
Handicapped Children is a current topic. '
502 Supervised Coliege Teaching (1:9R)
503 Thesis (Arr, R) PIN only.
505 Reading and Conference (Arr,R) R when topic
changes.
507 Seminar (Arr,R) Recent topics are Assessment
and Evaluation of Infants and Young Children,
Developmental Curricula for At-Risk and Handicapped
Young Children, Facilitating Mainstreaming, Grant
Writing and Management, Interdisciplinary Approach
to Intervention with At-Risk and Handicapped Infants,
Proseminar, Single'Subject Research Design, and
Transdisciplil1ary Approacl]~s. R when topic changes.
509 Practlcum (Arr,R) Current topics are Adult
Services, College Teaching, Experience with Young
Children with Handicaps, Developmental Disabilities,
Research, Severely Handicapped Students, Supervi-
sion, and Supervision of Teachers of Students with
Severe Handicaps.
526 Final Supervised Field Experience (Arr,R) See
description under SPED 426,
562 Advanced Psvchology of Exceptionality
Psychological, SOCiological, physiological, and
historical perspectives on identifying and treating
exceptional individuals. Evaluation of educational
service delivery systerns for individuals with mild,
moderate, and severe handicaps. .
567 Research Design in Special Education (3) Basic
strategies used in applied special education research:
Emphasis on critically analYZing research reports as
consumers and on designing, conducting, and
reporting research.
216 Teacher Education
Teacher
Education
170d Education Building
Telephone (503) 686-3404
Judith K. Grosenlck, Associate Dean
Teacher Education
Faculty
Keith A. Acheson, Professor (program development,
supervision), B.S" 1948, M,S" 1951, Lewis and Clark;
EdD., 1964, Stanford, (1967)
Lynne Anderson-Inman, Assistant Professor (second-
ary reading); Coordinator, Secondary Education, BA,
1970, Wisconsin, Madison; M,S" 1974, Wisconsin,
Oshkosh; PhD" 1978, Oregon. (1982) ,
Barbara Blackwell, Instructor; Coordinator,' ESCAPE
Program, S,B" Illinois, 1964; M,S" 1972, JD" 1975,
Oregon (1986)
C. A, Bowers, Professor (philoso'phy of education),
B,S" 1958, Portland State; PhD;, 1962, California,
Berkeley. (1967)
Christine Chaille, Associate Professor (early childhood
development, psychology). BA, 1971, California,
Berkeley; M.S" 1973, San Francisco State; PhD.,
1977, California, Los Angeles. (1980)
Leonora Cohen, Assistant Professor (talented and
gifted). BA, 1966, M.Ed., 1967; Oregon; EdD" 1984,
Temple. (1985)
Edna P. DeHaven,Professor (elementary reading and
language arts); Director, Reading Endorsement
Program. B.S., 1951, Oregon College of Education;
M.Ed., 1962, PhD., 1969, Oregon. (1968)
Judith A. Dunn, Research Assistant (evaluation). BA,
1960, Colorado; M.S., 1970, PhD., 1982, Oregon.
(1976)
Gary W. Ferrington, Senior Instructor (educational
media); Coordinator, Instructional Systems Technol-
ogy. B.S., 1964, Portiand State; M.S., 1967, Southern
California. (1967)
Lawrence Flick, Assistant Professor (science educa-
tion, mathematics, computers). B.S., 1968, Purdue;
MA, 1973, Northwestern; PhD" 1985, Indiana. (1985)
David Flinders,Assistant Professor (design and
evaluation of educational programs). BA, Utah, 1978;
MA, 1981, PhD., 1986, Stanford: (1986)
Lory Freeman, Instructor. BA, 1972, Sonoma State;
MA, 1986, Oregon..
Meredith Gall, Professor (instructional deVelopment,
teacher education). BA, 1963, M,Ed., 1963, Harvard;
PhD., 1968, California, Berkeley. (1975)
Judith K. Grosenick, Professor (behavior disorders).
B.S., 1964, Wisconsin, Oshkosh; M.S., 1966, PhD.,
1968, Kansas: (1984)
William H. Harris, Associate Professor.(social studies,
inquiry, teaching strategies); Director, Certification.
BA, 1949, Willamette; B.S., 1951, M,S., 1953, Eastern
Oregon; D.Ed., 1967, Oregon, (1969)
Ray E. HUll, Associate Professor (science education,
supervision). B.S., 1958, M.S., 1962, Oregon State;
D.Ed., 1969, Oregon. (1970)
William E'. Lamon, Associate Professor (mathematics);
Director, Psychological Research Laboratory of
Mathematics Education. B.S., 1964, San Francisco;
M.S., 1965, California State; PhD., 1968, California,
Berkeley. (1972)
David G. Moursund, Professor (computers in educa-
tion). BA, 1958, Oregon; M..S., 1960, PhD., 1963,
Wisconsin, Madison. (1967)
Dennis Pataniczek, A.ssociat.e professo.r (group
process, middle school education, curriculum);
Director, Student Services. B.A., 1969, Michigan State;
M.A.,1974, Caiifornia, Santa Barbara; PhD., 1978,
Michigan State. (1979)
Samuel Perez, Assistant Professor (elementary
language arts and children's iiterature, reading,
murticultural education). B.S., 1968, Delta State; M:Ed.. ,
1972, Memphis State: EOdD., 1977, Utah State, (1984)
Robert Proudfoot, Assistant Professor; Coordinator,
Resident· Teacher and Field-Centered Master's
Degree Program, BA, 1968, Fairfield; MeS., 1980,
PhD., 1984, Oregon State. (1985)
Kathleen W. Pyfer, Instructor (academic advising).
B.S., 1978, M.S., 1980, Oregon. (1985)
Oscar F. Schaaf, Professor (secondary mathematics).
B.A., 1942, Wichita State; MA, 1946, Chicago; PhD.,
1954, Ohio State, (1970)
Robert A. Sylwester, Professor (eiementary science
education, elementary curriculum). B.S" 1949,
Concordia Teachers; M.Ed., 1953, D.Ed., 1961,
Oregon, (1968) .
Harry F. Wolcott, Professor (education and anthropol-
ogy). B.S., 1951, California, Berkeley; MA, 1959, San
Francisco State; Ph.D., 1964, Stanford. (1964)
Adjunct
Marjorie DeBuse, Adjunct Assistant Professor;
Coordinator, Talented and Gifted Master's Program'
Coordinator, Super Summer. BA, 1974, Reed; M.A"
1982, Oregon. (1981).
Emeriti
Arthur C. Hearn, Professor Emeritus (secondary
schools, principalship, student activities), A.B., 1934,
MA, 1937, EdD., 1949, Stanford. (1950)
Clarence Hines, Professor Emeritus (school buildings,
general administration). B.A., 1925, Drury; M.A. 1929
Missouri, Rolla; D,Ed., 1950, Oregon. (1958) , ,
Paul B. Jacobson, Professor Emeritus (current trends,
issues, problems in education); Dean Emeritus. BA,
1922, Luther; MA, 1928, PhD., 1931, Iowa. (1947)
Vernice T. Nye, Professor Em'erita (elementary
language arts, social studies, early childhood), B.S.;
1944, North Alabama; M.A., 1948, George Peabody.
(1956)
Henry Osibov, Associate Professor Emeritus (school
finance, school iaw). BA, 1939, Western Washington;
M.Ed., 1950, D.Ed., 1961, Oregon. (1965)
lone F. Pierron, Associate Professor Emerita ofLi~rarianship, BA, 1936,Puget Sound; MA, 195'5,
Minnesota; M.S., 1960, Oregon. (1948)
Mildred C. Robeck, Professor Emerita (elementary
reading, early childhood, child development). B.A.,
1951, M.Ed., 1954, PhD., 1958, Washington (Seattle).
(1967)
Clarence W. Schminke, Professor Emeritus (elemen-
tary). B.A., 1950, MA, 1954, Iowa State Teachers;
PhD., 1960, Iowa, (1960)
Guy Shellenbarge~, Professor Emeritus (supervision,
secondary education). B.S" 1936, M,Ed., 1953,
Oregon. (1965)
John E. Suttle, Professor Emeritus (curriculum,
supervision); Director, Graduate Studies. B,S., 1948,
Texas; M.Ed., 1952, Colorado; EdD., 1960 Texas,(1970) ,
Ruth Waugh, Professor Emerita (special education.
mildly handicapped), B.S., 1957, Southern Oregon'
State; M.S., 1963, Ph.D., 1971, Oregon, (1963)
Caivin ~. Zigler, Professor Emeritus (continuing
education), B.A., 1954, M.A., 1955; Denver; D.Ed"
1972, Oregon, (1968)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Special Education FaCUlty
(Mildly Handicapped)
Barbara D.Bateman, Professor (special education
iaw). B.S., 1954,Washington (Seattle); M.A., 1958, San
FranciscoState; PhD., 1962, Illinois; J.D" 1976,
Oregon. (1966)
Douglas Carnine, Associate Professor (instructional
desil;ln, technology,school change). B.S., 1969,
illinOIS; PhD., 1974, Utah. (1970) .
Siegfried E. 'Engeimann, Professor (teaching low
perforrnance, instructional design, superVision). B.A.
1955, Illinois. (1970) ,
V. Knute -Espeseth, Associate Professor (student
services, Standard Handicap Learner Norm endorse-
ment,. physically handicapped); Coordinator, Mildly
Handicapped Program, B.S., 1955, North Dakota State
Teachers: M.S" 1961, North Dakota; PhD., 1965,
Wisconsin, Madison. (1964) .
Russell M, Gersten, Assistant Professor (instructional
research, program evaluation). BA, 1967, Brandeis;
PhD., 1978, Oregon. (1977)
Mary ~'~ason, Assistant Professor (teacher training,
superviSion). B.S" 1973, Minnesota; M,A., 1980, PhD.,
1985, Oregon. (1984),
Tracey Hall, Instructor. B.S., 1977, MA1983 Oregon.(1982) , ,
George Sheperd, Professor (talented and gifted
mental retardation). B.S., 1955, M.A., 1958, Colorado
State; EdD., 1965, Illinois. (1965)
Nonda P. Stone, Senior Instructor;' Di~ector, Field
Experience. B.S., 1945, Oregon College of Education'
M.Ed" 1955, D,Ed., 1972, Oregon, (1965) ,
George Sugai, Assistant Professor(behavior disorders,
behavior management), BA, 1973, California, Santa
Barbara; M,Ed" 1974, PhD" 1980, Washington
(Seattle), (1984)
Robert M. Taylor, Assistant Professor (special educa-
tion), B.S" 1972,Oregon; M,Ed" 1979, Memphis State;
PhD" 1982, Oregon, (1986)
Geraid Tindal, Assistant Professor (consultation,
program evaluation, applied behavior analysis), BA,
1975, PhD" 1982; Minnesota, (1984)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Opportunities in
Teacher Education
The Division of Teacher Education is primarily
charged with coordinating the preparation of
teachers for elementary and secondary class-
rooms. The Division also prepares reading
specialists and teachers of handicapped
learners, and it offers programs leading to an
Oregon Personnel Service certificate with the
School Supervisor endorsement.
The Division seeks to prepare graduates who
havea broad liberal arts background, strong
subject matter preparation, understanding of
theories of human development and the
learning process, proficiency in communication
skills and,ecfucational techniques, understand-
ing ofthe professional obligations of a teacher,
understanding of and abHitytomeetthe needs
of handicapped students, and practical experi-
ence in the classroom.
Degree programs at the bachelor's, master's,
and doctoral levels and programs leading to
Basic and Standard certification are offered.
Students should inquire at the College of
Education Office of Teacher Certification, 117
Education Building, for information regarding
specific programs and requirements for initial
and advanced certification, Degrees offered
and certification areas are listed in the Education
section of this bulletin.
Decisions on petitions for waiver of specific
program requirements on the basis of prior
education or experience are made through the
Office of Teacher Certification, Transfer stu-
dents should inquire at that office for specific
information about the waiver process,
Graduate study is offered in the area of Cur-
riculum and Instruction with options for special-
ization in early childhood education, elementary
education, secondary education, curriculum
and supervision, instructional technology,
reading and language arts, talented and gifted,
computers in education, and educational
studies.
Specific information regarding graduate study
may be obtained from the College of Education
Graduate Student Records Office or from
the director of graduate studies in teacher
education.
Both the Department of Art Education in the
School of Architecture and Allied Arts and the
Department of Music Education in the School
Elementary,.Teacher Education 217
21 credits
'2
of Music offer cooperative graduate degree
programs through the Division of Teacher
Education.
Elementary Teacher
Education Program
At the University of Oregon, prospective
elementary teachers complete a four-year
program of study designed to satisfy the
requirements fora bachelor's degree and those
for certification as an elementary teacher in
Oregon pUblic schools.
Students preparing to be elementary teachers
typically complete a major in elementary
education through the College of Education
Division of Teacher Education. They also take
course work in several other University depart-
ments to complete requirements for both the
bachelor's degree and teacher certification.
Training Elementary Educators for Mainstream-
ing (TEEM) has become a national model. It is
designed to help the beginning elementary
, teacher with specific competence to formulate
school goals and objectives, select and design
curriculum materials, use instructional
strategies, assess learning, gain expertise in
related subject areas, and obtain a background
in foundation disciplines (history, philosophy,
psychology of education).
Degrees
Elementary Education majors work toward
certification along with either a bachelor of arts
(BA) or a bachelor of science (B.S.) degree.
The BAdegree requires 36 credits in language
and literature including second-year proficiency
in a foreign language; the B.S. degree requires
36 credits in either social science or science
and proficiency in mathematics. See also
Requirements for Bachelor of Arts and Bachelor
of Science in the Registration and Academic
Policies section of this bulletin.
The College of Education also offers a bachelor
of education (B.Ed.) degree requiring a 36-
graded-credit concentration inprofessional
education courses. Students interested in the
B.Ed. degree should check with the College for
specific program requirements.
Program Admission
Conditional admission to the Elementary
Education program follows successful comple-
tion of a formal screening process. The screen-
ing and application process encourages
prospective teachers to examine carefully their
decision to become elementary teachers and
gives them an opportunity to discuss with
faculty members their professional and
academic goals. Application normally. is made
during the student's sophomore year. A
minimum 2.75 cumulative GPA is a prerequisite.
The process requires the prospective Elemen-
tary Education major to complete an application
folder and be interviewed by faculty members.
A passing score on a basic skills test is also
required for program admission. The Teacher
Standards and Practices Commission has
adopted a requirement of a passing score on
the California Basic Educational Skills Test
(CBEST) as condition for initial Oregon certifica-
tion. A passing score on this test satisfies the
requirement for both program admission and
certification.
Students are admitted to the program condition-
ally and granted unconditional admission upon
satisfactory completion of Professional Term I
courses including Teaching Practicum I
(ELED 409).
Because of enrollment restrictions and the large
number of applications, admission is competi-
tive. Only those applicants who are the most
qualified, in terms of their overall records, can
be admitted.
Transfer students and postbaccalaureate '
students seeking Oregon elementary teacher
certification must undergo the regular Elemen-
tary Education screening and admission
process.
Application materials and admission information
are available in the Teacher Education Office
of Student Services, 175 Education Building.
Programs of Study
Degree requirements for all University students
are specified under Bachelor's Degree Require-
ments in the Registration and Academic Policies
section of this bulletin. The College of Education
requires additional specific course sequences
to satisfy its professional standards and to
comply with state certification requirements.
Eighteen credits are required in each of the
University's three comprehensive fields of
knowledge (arts and letters, social science, and
science). Students should check these require-
ments carefully when developing programs of
study.
Some of the work required for elementary
teacher certification also satisfies University
degree requirements. For example, the one
term of United States history required for
elementary teachers counts toward the group
requirement for social science, and Elementary
School Health Education (HEP 440) satiSfies the
University health requirement.
Students must earn grades of mid-C or better
in courses required for the Elementary Educa-
tion major in order to satisfy professional
program requirements.
General Requirements
Following is the four-year general course of
study for an Elementary Education major. It
fulfills requirements for both a bachelor's
degree from the University and a Basic certifi-
cate to teach elementary school.
General Degree Requirements" 72 credits
English Composition (WR 121 and WR 122 or 123). 6
Arts and letters . . . . . . . .. . . . .. . . . . . . . . . . . . . . 12
History of the United States (HST 201.202, or 203). 3
Social science 12
Cultural or international geography (GEOG 103,
105,201-205, or 208) , 3
Environmental science . . . . . . . . . . . . . . . . . . . . . .3
Science 6
Mathematics for Elementary TeaChers
(MTH 121, 122, 123) """"""."""" 9
'Additional requirements for the B.A.: 18 credits in
language and literature and second-year proficiency
in a foreign language. See approved language and
literature fields listed under Requirements for Bachelor
of Arts in the Registration and Academic Policies
section of this bulletin.
Additional requ irements for the B.S:: 18 credits in either
social science or science and proficiency in mathemat-
ics (MTH 121, 122, 123 may be used for Elementary
Education majors). See approved social science or
science fields listed under Requirements for Bachelor
of Science in the Registration and Academic Policies
section of this bulletin.
Allied Professional Courses
Art in the Elementary School (ART 322)
Methods and Curriculum in Elementary
School Art (ARE 323) . . . . . . . . . . . . . . . . . . . .. 3
Elementary School Health Education (HEP440) .. 3
Music Fundamentals (MUS 321, 322) . . . . . . . . .. 4
Music Methods for Elementary Jeachers
(MUE 383) ;.......... 3
Ph(t~~a~~1)u~~t~~~ f~r ~~~Idr~~ i~ ~ra~.e.s. ~:~ . .. 3
Ph(t~~a~~g)cation ~~r. ~~i1~r~~ in ~r~~.e.s. :-.6. . .. 3
College of Education Courses 79 credits
Note: For required courses in addition to those listed
below, inquire at the Teacher Education Office of
Student Services.
Modern Philosophy of Education (CI 445) or
Education in Anthropological Perspective
(CI 471) or Social Foundations of Teaching
(CI 327) or History of American Education
(EDPM 441) .' " ",,, 3
Educational Psychology I (EPSY 322) . . . . . . . . .. 3
Educational Psychology II (EPSY 323) ,.... 3
Educational Media (CI 435) , .. 3
Psychology of the Exceptional Child (SPED 462) . . 3
Preprofessional Field experience
(recommended freshman and sophomore years)
Practicum: September Experience (ELED 409) or
Practicum: Elementary School (CI 409) or
practicum: ESCAPE (CI 409) . . . . . . . . . . . . . .. 3
ProfessionsI Term I
Teaching Reading in the Elementary
School (ELED 335). . . . . . . . . . . . . . . . . . . . . .. 3
Teaching Mathematics in the Elementary
School (ELED 333) or Seminar: Direct
Instruction Mathematics (CI 407) 3
Elementary Teaching Strategies I (ELED 337) '" 3
Praclicum: Teaching I (ELED 409) ,. 6
Professional Term II
Teaching Language Arts/Children's Literature
in the Elementary School (ELED 339) :... 4
Classroom Management (ELED 340) 3
Teaching Reading in the Primary Grades
(ELED 431) or Teaching Reading in
Intermediate and Middle School (ELED 432) •. 3
Practicum: Teaching II (ELED 409) 6
Additional Professional Courses
Elementary Curriculum in the Natural and
Social Sciences (ELED 341) ." , 8
Elementary Teaching Strategies II (ELED 338) . " 3
Teaching Mathematics in the Elementary
School (ELED 333) 3
Professional Term III
Seminar: Student Teaching (ELED 407) 1
Student Teaching: Elementary K-9 (ELED 415) .. 15
Note: Students should consult advisers about electives
and about teaching endorsements in special educa-
tion, reading, mathematics, and other endorsement
areas that may be added to an elementary teaching
certificate.
Elementary Teacher
Education,Schedule
Freshman and Sophomore Years. The
student meets with an adviser assigned through
the Teacher Education Office of Student
Services, 175 Education Building, completes
courses to meet general University require-
ments and to expand personal knowledge and
interests, becomes involved in preprofessional
field experience with children in schools, and
applies for formal admission to the Elementary
Teacher Education Programduring the sopho-
more year (admission materials are available in
the Division's Office of Student Services).
Junior Year. The student continues course
work to meet general University requirements
and takes cou rses in his or her chosen area of
group concentration. Prestudent teaching
practica in elementary schools and allied
professional course work are also completed.
Senior Year. The student completes course
work to meet remaining University requirements,
completes professional education require-
ments, spends one term of full-time student
218 Elementary Teacher Education
teaching in a public elementary school, and
secures a certification packet from the College
of Education Office of Teacher Certification.
Job Placement. A personal job placement file
should be established withthe Career Planning
and Placement Service, 244 HendricksHall, at
least one term prior to the student teaching
assignment.
Recommendation for
Certification
After the student satisfactorily completes
degree and program requirements,the Univer-
sity recommends the student to the Teacher
Standards and Practices Commission, which
issues an Oregon Basic teaching certificate
with the endorsement for general elementary
teaching-preprimary through ninth grade
(PP-9). The University also offers work leading
to recommendation for Oregon Standard
elementary certification with the Standard
Elementary Education endorsement.
Work taken toward Standard certification must
be part of a planned program of advanced
teacher education. The plan must be filed with
the College of Education Office of Teacher
Certification, 117 Education Building, prior to
beginning the required work. Forms are avail-
able in the Teacher Certification Office.
Note: Completion of work required for a master's
degree does not satisfy requirements for the
Standard teaching certificate unless the degree
work also includes certification requirements.
Secondary Teacher
Education Program
The preparation of secondary school teachers
(teachersih public, middle, junior, or senior high
schools) is a joint venture ofUniversity colleges,
schools, and departments. Students work with
faculty members whoare knowledgeable about
the content and processes that are important
to prospective teachers.
The Secondary Teacher Education program
requires work in one or more teaching fields or
endors.ements (the subject matter to be taught)
and in professional education. To qualify for a
secondary teaching certificate, the prospective
teacher must complete the University's require-
ments for both professional education and a
teaching· endorsement.
To progress through the program in four years,
students should declare their interest in second-
ary- tea'cher preparation as early as possible.
For information on program requirements,
students should consult the staff in the College
of Education Office ofTeacherCertification, 117
Education Building, or the Teacher Education
Office of Student Services, 175 Education
Building. .
Degrees
Undergraduate students wanting to teach at the
secondary school level complete major require-
ments for a bachelor's degree in a University
department, school, or college offering prepara-
tion in the teaching field or subject endorsement
in which the student hopes to become a
teacher. There is no major In secondary
education. Successful completion of the
program leads to University recommendation
for a Basic secondary teaching certificate with
one or more Basic teaching endorsements.
A bachelorof arts (BA) or bachelor of science
(B.S.) degree may be earned, depending on
the specialty selected' and electives Chosen to
meet University g roup and cluster requirements.
Information about master's and doctoral
degrees with secondary education specializa-
tion is in the Graduate Study in Teacher
Education section below.
Advisers for Teaching
Endorsement
In each University school or department offering
a secondary teacher education endorsement
program, the faculty member responsible for
advising prospective teachers is known as the
endorsement adviser. Students seeking to
become secondary school teachers should
inquire at the College of Education Office of
Teacher Certification, 117 Education Building,
or the Teacher Education Office of Student
Services, 175 Education BUilding, for referral to
endorsement advisers.
Postbaccalaureate students seeking Oregon
secondary certification should request specific
certification requirements from the College of
Education Office of Teacher Certification,117
Education Building, or the Teacher Education
Office of Student Services, 175 Education
Building.
Subject matter teaching endorsements offered
through the College of Arts and Sciences
include Drama (combined with another en-
dorsement), Foreign Languages, Speech
(combined with ahother endorsement), Lan-
guage Arts (English), Social Studies, Language
Arts and Social Studies, Mathematics, and
Science.
Endorsements offered through professional
schools other than the College of Education
include Art, Health Education, Journalism
(combined with another endorsement), Music,
and Physical Education.
Program Admission
Formal admission to the Secondary Teacher
Education program is required for enrollment in
certain professional education course work and
practica. Selection for admission to the Second~
ary Teacher Education prog ram is competitive.
Admission criteria include a minimum 2.75
grade point average (GPA) in prior college and
university course work, recommendation by the
appropriate endorsement adviser; .successful
completion of Seminar: Exploring Teaching
(SEED 407) and its concurrent public school
Practicum: Exploring Teaching (SEED 409),
and a passing score on a test of basic skills.
The Teacher Standards and Practices Commis-
sion (TSPC) requires a passing score on the
California Basic Educational Skills Test (CBEST)
as a condition for initial Oregon certification. A
passing score on this test for program admis-
sion also satisfies the TSPG requirement.
Because of ehrollment restrictions and the large
number of applications, admission is competi-
tive. Only those applicants who are the most
qualified, in terms of their overall records, can
be admitted. Inquire at the Teacher Education
Office of Student Services, 175 Education
Building, for details regarding test dates and
preregistration for the CBEST and for informa-
tion regarding other admission requirements.
Program retention criteria include a minimum
GPA of 2.75 to 3.00 in teaching endorsement
course work (varies by endorsement), a
minimum cumulative GPA of 2.75, satisfactory
performance in the public school practica, and
satisfactory completion of required professional
education course's. Students must earn grades
of mid-C or better in the required professional
education courses in order to satisfy program
requirements.
Programs of StUdy
Approximately one-third of the undergraduate
Secondary Teacher Education program is
devoted to general education, one-third to work
in the teaching endorsement area, and one-third
to professional education and electives. Most
professional education courses on theory and
techniques of teaching are offered through the
College of Education. Professional preparation
includes course work in teaching strategies,
human development and learning, educational
media, educational foundations, teaching of
reading and writing, and methods of teaching
specific subject matter. Associated field
experience is also required.
The University's requirements for recommenda-
tion for teaching certification reflect programs
approved by the Teacher Standards and .
Practices Commission, and are SUbject to
change. In general, qualification for secondary
certification requires a bachelor's degree,
completion of requirements in the sUbjectto be
taught, and completion of professional educa-
tion requirements including practicum experi-
ence in the public schools.
For information on specific subject matter
requirements for a teaching endorsement and
the required professional education course
work, and for referral to the appropriate en-
dorsementadviser, inquire at the College of
Education Office of Teacher Certification, 117
Education Building, or the Teacher Education
Office of Student Services, 175 Education
Building.
Standard Teaching Certificate
The University also offers programs of education
leading to the Standard teaching certificate for
the secondary level and to Standard teaching
endorsements. Work taken for Standard certifi-
cation and endorsements must be part of a
planned program of advanced teachereduca-
tion. The plan must be filed in the Office of
Teacher Certification, 117 Education Building,
at the time the work is begun.
Note: Completion of work required for a master's
degree does not satisfy requirements foreither
the Standard teaching certificate or endorse-
ment unless the degree work also includes
certification and endorsement requirements.
Program planning forms and information
relating to the University's Standard teacher
education program are available in the Office
of Teacher Certification.
Reading Endorsement
The Division ofTeacher Education also offers a
program leading to qualification for a Reading
endorsement that may be added to either
eiementaryor secondary teaching certification.
Teachersholding Reading endorsements work
with individual students to diagnose and treat
reading problems, advise classroom teachers
who teach reading, and work with school staff
to design and improve reading programs.
The program leading to the Basic Reading
endorsement requires 26 to 33 credits of
preparation including practica, some of which
may be combined with elementary teacher
education preparation. Academic work toward
secondary teacher certification with a Reading
endorsement must also include work toward a
regular subject-matter teaching endorsement.
Students interested in the reading endorsement
programshould inquire at the Office ofTeacher
Certification, 117 Education Building, for
information and referral.
Personnel Service Certificate
with Supervisor's Endorsement
The Division of Teacher Education offers a
program leading to Oregon Basic or Standard
certification as a personnel service specialist
with the School SupeiV.isor endorsement.
Interested students should inquire at the Office
of Teacher Certification, 117 Education
Building, for information on specific program
requirements.
Special Education Endorsements
Recent court decisions and legislative action
have focused attention on the needs of excep~
tional children, especially those characterized
as handicapped. Public schools have re-
sponded by integrating exceptional children
into the regular classroom whenever possible,
a process called "mainstreaming." The College
of Education offers courses and three endorse-
mentprograms that enable teachers to gain
special skills for working with handicapped
students in either special or mainstreamed
classrooms.
The Handicapped Learner (HL) endorsement,
qualifying one to work with mildly handicapped
students, must be added to a Basic or Standard
elementary or secondary teaching certificate
and requires postbaccalaureate work. How-
ev.er, by planning care.fully, students in the
undergraduate elementary or secondary
teacher education program can take some of
the work required for this endorsement while
completing their undergraduate programs. '
Teacher Education students are encouraged to
elect such courses in order to enhance their
ability to work with mainstreamed handicapped
students. Information on requirements for the
Handicapped Learner endorsements may be
obtained from endorsement advisers for the
Special Education (Mildly Handicapped)
Program, 275 Education Building, or from the
Office of Teacher Certification, 117 E.ducation
Building. .
Special provisions in Oregon certification
regulations enable undergraduate students to
combine work for a bachelor's degree in
Speel;;h Pathology-Audiology with a secondary
teacher certification program, using as the
teaching specialty the work for the endorsement
as a teacher of the speech impaired.
For specific information on the College of
Education program farthe Speech Impaired
endorsement and the degree program in
Speech Pathology-Audiology, students should
refer to the Special Education and Rehabilitation
section of this bulletin.
Information on applicable course work and the
endorsement programs for teachers of the
severely handicapped is also in the Special,
Education and Rehabilitation section of this
bulletin.
Asian Study Option
Education students interested in studying
abroad can participate in one term of study,
from the end of August to mid-December, at
Beijing Teachers College in the People's
Republic of China. Four courses, totaling
20 credits, apply to program requirements in
elementary or secondary education. Course
work includes Chinese language, cultural and
social foundations of education, and curriculum
development. More information and applica-
tions are available inhe Teacher Education
Office of Student Services, 175 Education
Building.
Graduate Study in
Teacher Education
Graduate programs in the Division of Teacher
Education for the preparation of teachers,
supervisors, and other educational specialists
lead to the master of arts (MA), master of
science (M.S.), master of education (M.Ed.),
doctor of philosophy (PhD.), and doctor of
education (D.Ed.) degrees. See also the section
on Graduate Study in Special Education (Mildly
Handicapped) following this section.
Areas of emphasis at the master's degree level
are in computers in education, early childhood.
education, educational studies, elementary
education, secondary education, curriculum
and instructional leadership, instructional'
technology, reading and language arts,talented
arid gifted, resident teacher master's degree
program, and special education (mildly handi-
capped).
Students in the doctoral program pursue
individually designed programs with areas of
emphasis jointly planned by students and their
advisers.
Doctoral degrees emphasizing art education
and music education' are'also administered
through the Division. Those wanting specific
information concerning these degrees are
directed to 'the Department of Art Education in
the School of Architecture and Allied Arts or the
Department of Music Education in the School
of Music.
By careful planning, it is possible to complete
a program of graduate study that meets
requirements for Oregon Standard teacher
certification and for a master's degree. How-
ever, completion ofa master's degree program
does not satisfy requirements for Standard
certification unless the certification requirements
are included as part of the degree program.
Students interested in graduate study for
Advanced certification should inquire at the
Office of Teacher Certification, 117 Education
Building.
Master's Degree Specializations
computers In Education. Earning a master's
degree with specialization in computers in
education requires a program of study balanced
among three areas: computer science, com-
puter education, and teacher education. The
computers in education specialization em-
Teacher Education 219
phasizes the use of computers in teaching and
learning. Designed mainly for classroom
teachers and school computer coordinators,
this specialty program is particularly suitable for
educators who are deeply interested in com-
puter applications and the effect of computers
on the process and content of curriculum.
Early Childhood Education. The master's
degree specialization in early childhood
education is designed for students interested
in the education of children from birth through
the primary grades. Graduate programs are
individually planned with an adviser to meet the
professional goals of the student and the
requirements of the Division of Teacher Educa-
tion. This specialization is for students interested
primarily in the education of preschool children
as well as for public school teachers who want
more training in working with the younger child
(kindergarten through second grade). Pro-
grams of study usually include course work in
developmental theory, research, and curriculum
development. Supervised practicum experi-
ences at the Early Childhood Center, the
laboratory preschool for the Division of Teacher
Education, or in public school primary class-
rooms are encouraged.
Educational Studies. This specialization
provides an opportunity for graduate students
who want to pursue a liberalizing approach to
the study of education. A specialization in
educational studies examines the conceptual
foundations of formalized educational practice
(teaching and curriculum); provides the basis
for understanding the social, cultural, historical,
and ideological nature of schooling; and
enhances the student's ability to think critically
about the nature of educational theory and its
relationship to classroom practice. Because the
theories that influence the approaches to
teaching, curriculum, and school administration
generally are derived from outside the field of
education, the specialization in educational
studies requires interdisciplinary course work in
the liberal arts as well as in different divisions
of the College of Education. Students should
consult an adviser in educational studies to plan
programs of study incorporating liberal arts
courses that strengthen understanding of the
conceptual foundations of education practice
as well as subject areas appropriate to class-
room teaching.
A specialization in educational studies is suited
primarily for the graduate student who has had
practical work experience in some area of
public education and who wants to gain a
deeper understanding of both the process and
purpose of formal education.
Elementary Education. The Division offers
programs of advanced study leading to either
Standard elementary teacher certification or
advanced degrees in curriculum and instruction
with a specialty in elementary education or both.
Graduate programs in the field of elementary
education are designed to provide continued
studyopportunities for professionals in the field.
With the cooperation of other divisions of the
University, these programs prepare master
elementary school teachers, supervisors, and
college teachers in the field of elementary
education as weli as other specialists with
responsibilities for the education of elementary-
age children.
220 Teacher Education
Secondary Education. The Division offers
programs of advanced study leading to either
Oregon Standard secondary teacher certifica-
tion or advanced degrees in curriculum and
instruction with a specialty in secondary
education or both. The master's degree with a
specialty in secondary education is designed
to provide students with theoretical and applied
knowledge appropriate to their individual
professional goals and interests.
Instruction is directed toward developing
advanced knowledge and understanding in
curriculum, teaching strategies, and founda-
tions of education. In addition to the course of
study offered through the Division of Teacher
EdiJcation, students are encouraged to pursue
a second study area appropriate to their
individual needs. It is anticipated that students
entering this program will be experienced
teachers seeking either to develop advanced
skills as classroom teachers or to develop
special skills and knowledge appropriate to a
redefined professional role or both. Students
completing the secondary master's degree
program may be qualified for such positions as
curriculum specialist, department chair, or
coordinator.
Curriculum and Instructional Leadership.
The master's degree program with a specialty
in curriculum and supervision provides con-
tinued opportunities for professional personnel
in ,the field. Programs may be developed
leading to positions as supervisors and cur-
riculum consultants and to a doctoral degree.
Also offered is a special program that leads to
an Oregon Personnel Service Certificate with
the School Supervisor endorsement. Programs
of study emphasize theory, research, and skill
development. Observation and field experi-
ences are available in the public schools.
Instructional Systems Technology. A mas-
ter's degree program with a specialty in
instructional systems technology is offered by
the Division, Interested students have the option
of following a generalist or a specialist program
in (1) instructional design; (2) instructional
product and systems evaluation; (3) instruc-
tional product development; or (4) instructional
research, development, dissemination, and
management.
Reading and Language Arts. The Division
offers a master's degree program with a
specialty in reading and language arts instruc-
tion. Graduate reading and language arts
courses are offered in elementary and second-
ary reading instruction and in diagnosis and
correction of reading disabilities. Programs
often include (1) preparation of reading and
language arts consultants and supervisors at
the elementary and secondary levels; (2)
specialization in reading and language arts for
elementary or secondary teachers; and (3)
preparation of specialists in the diagnosis and
correction of extreme learning problems in
reading.
Talented and Gifted. The Division offers a
graduate program leading to a master's degree
with emphasis on talented and gifted children.
Theprogram is designed for students who want
to strengthen their knowledge of learner
characteristics and needs as well as measure-
ment and evaluation techniques. It is also
intended to improve the students' ability to'
implement curricula and programs for talented
and gifted children. The program seeks to
increase program participants' knowledge of
giftedness and to stress the use of mUltiple
criteria to identify these children.
Students who want to enroll in the program have
the option of completing their degrees in
Curriculum and Instruction, SpecIal Education,
or Educational Psychology. They must complete
core requirements for the talented and gifted
specialization and also meet departmental
requirements in their chosen area.
Resident Teacher Master's Degree
The Resident Teacher Master's Degree pro-
gram, which received the 1982 Distinguished
Program in Education award from the National
Association of Teacher Educators, combines
graduate study with a year offull-time public
school teaching under the direction of both
school district and College of Education faculty
members. Clinical professors appointed jointly
by the district and the CollegeGoordinate the
program in each area, provide graduate
instruction, and assist cooperating school
district'personnel in supervising program
participants.
The program relates educational theory to
classroom practice and develops personal
teaching skills through cooperative planning
and supervision on the job. Program particI-
pants are placed in elementary or secondary
schools in one of the cooperating school
districts. After successfully completing program
requirements. students earn master's degrees.
Careful program planning may also lead to
qualification for Oregon Standard teaching
certification.
Time Commitment. The initial term of study
consists of a 6-credit, three- or four-week
seminar and workshop on campus prior to the
public school year. During the school year,
resident teachers participate in additional
required seminars and workshops carrying
credit toward the degree. The final period of
study takes place on campus.
Responsibilities. Resident teachers pay
graduate tuition each term, maintain graduate-
level academic standards, and fulfill contractual
agreements with a school district. .
Program Advantages. The resident teacher
has a contract with the school district and
receives the district's full base salary for
beginning teachers-one-third of which covers
the program and district expenses-while
combining graduate study with actual class-
room experience.
Field-CenteredCourses. A three- to four-week
combination of seminars and workshops
convenes in August prior to the opening of
public school. Resident teachers also attend
seminar sessions throughout the school year.
Course work may include the following:
Seminar: Communication Skills: Teachers and
Learners orDiagnosisand Design for Instruction
orTeaohing-Learning Environment orSynthesis
of Teaching Strategies (CI 507)
Workshop: Scope and Sequence of Instruction
(CI508)
Practicum: Analysis of Instruction orClassroom
Observation Procedures or Evaluation of
Instruction (CI 509)
Secondary School Curriculum (CI 522)
Elementary and Middle School Curriculum
(CI553)
Curriculum Materials (CI 567)
Qualifications for Admission. Selection of
resident teachers is based on the following
criteria:
1. Eligibility for admission to the Graduate
School
2. Possession of an Oregon teaching certificate
prior to the beginning of the school year
3. A background in an appropriate. subject
matter and in professional education
4. A high degree of commitment to teaching as
a professional career as determined by
references,' conference, and interview
Application. Interested persons should request
an application from the Resident Teacher
Master's Degree Program, Division of Teacher
Education, 270 Education Building, College of
Education, University of Oregon, Eugene OR
97403.
General Information:
Master's Degree Programs
For the master's degree, a planned program of
at least 45 credits with a thesis, or 48 credits
without a thesis, is required.. .
All work applicable to a program of study must
be completed within seven years. Of the 45 to
48 credits, 30 must be in education, and no
more than 12 credits in Workshop (508) may be
applied to a degree program.
Obtaining Information. Students interested in
one of the master's degree programs can obtain
specific information by sending a request,
along with a completed Application for
Graduate Admission, to the Education Graduate
Student Records Office, College of Education,
112 Education BUilding, University of Oregon.
Eugene OR 97403; telephone (503) 686-3527.
Application. To be considered for admission,
a prospective student must submit the applica-
tion, curriculum vita, statement of professional
goals, transcripts, and recommendations.
Application deadlines are: June 1 for summer
session admission, August 1 for fall term
admission, December 1 for winter term admis-
sion, and March 1 lor spring term admission.
After each of the filing deadlines, area faculty
members evaluate applical')!s.
Note: Students who have been admitted
previously to the Graduate School at the
University of Oregon must use a special form,
Request for Permission to Reregisterin the
Graduate School, in place of the Application for
Graduate Admission.
See the Graduate School section of this bulletin
for general UniverSity admission requirements
for advanced degree work.
Doctoral Degree Programs
The Division of Teacher Education offers the
doctor of education (D.Ed.) and doctor of
philosophy (Ph.D.) degrees in curriculum and
instruction. Both require the student to cClfllplete
the equivalent of at least three years (normally
135 to 155 credits) of full-time study beyond the
bachelor's degree. A minimum of three con-
secutive terms must be spent in residence, and
the student's planned academic and research
program frequently requires a longer consecu-
tive period of on-campus residence.
Special Education (Mildly Handicapped) 221
Doctor of Education. TheD.Ed. degree is
granted in recognition of mastery of theory,
practice, and research in professional educa-
tion.lt culminates in a dissertation that makes
a significant contribution to professional knowl-
edge or shows that the student can interpret
effectively and disseminate knowledge already
available. The dissertation may take the form of
the development and evaluation of a major
curricular work (e.g.,text, guide, film, book) that
results from the student's studies and research.
The D.Ed. degree in curriculum and instruction
is best suited to those who want to work
primarily as practitioners, Typically, practition-
ers work with classroomteachers, as district or
state curriculum consultants and supervisors,
or as college and university teachers with
primary emphasis on practical COncerns such
as teaching methods courses and supervising
student teachers,
Doctor of Philosophy. The Ph.D. degree in
education is granted in recognition of mastery
of knowledge ina specialized subject or subject
field. It culminates in a dissertation that dem-
onstrates original scholarship and an ability to
advance, professional knowledge significantly
through the use of research tools.
The Ph.D. degree in curriculum and instruction
is best suited to those who want to work
primarily in research and development. Such
work includes planning and supervising re-
search in universities and laboratories, teaching
advanced and theoretical courses in cl,miculum
and instruction, or administering research-
oriented programs.
Admission and Selection of Candidates.
Information regarding application procedures
and admission requirements is available from
the College of Education Graduate Student
Records Omce, 112 Education Building.
The number of persons admitted to doctoral
programs is limited. Selection criteria include
personal qualifications, academic background
and scholarship, experience, purpose,and
likelihood of placement.
Applications are considered by an admissions
committee each term of the academic year. It
is the applicant's responsibility to see that his
or her file is complete and ready for review by
February 1. A second review occurs May 15
and a third Nqvember 1 for those applying for
later terms. An applicant may call the College
of Education Graduate Student Records Office
at (503) 686-3527 for information concerning
the status of an admissions file.
Financial Assistance. An applicant for a
graduate assistantShip should request the
appropriate forms from theCollege of Education
Graduate Student Records Office. Announce-
ment of the availability of specific graduate
assistantships is generally made in the spring.
Interested applicants should request additional
information directly from the Division ofTeacher
Education, 170 Education Building.
Applicants interested inapplying for fellowship
awards offered by the University should request
information and application forms from the
Graduate School of the University. Loan
applications are made through the University
director of Student Financial Aid.
Planning the Degree Program. Additional
information regarding doctoral study, including
adviser assignment, program planning, re-
search requirements, transfer credits, residency
requirements, comprehensive examinations,
and dissertation committee, is available from
the College of Education Graduate Student
Records Office and the University Graduate
School.
Graduate Study
in Special Education
(Mildly Handicapped)
The Division of Teacher Education offers
special education programs in which students
specialize in working' with mildly handicapped
(traditionally called mentally retarded, learning
disabled, and emotionally disturbed) and
talented andgifted pupils. Studerits interested
in working with severely handicapped learners,
early childhood (special education), or adult
services should consult the Special Education
and Rehabilitation section of this bulletin.
Undergraduates may begin taking Special
Education course work as electives in their
bachelor's degree programs.
Graduate study inthe Mildly Handicapped area
may lead to a Handicapped Learner endorse-
ment, a master's degree, ora doctoral degree.
Graduate credits taken toward the Handi-
capped Learner endorsement can be applied
toward the master's degree.
Handicapped Learner (HL)
Endorsement Program
The Handicapped Learner Endorsement
program prepares teachers to work with the
mildly handicapped child in several settings:
the regular classroom, the self-contained
special education classroom, and the special
education resource room. The program en--
hances the skills and knowledge of regular
classroom teachers to prepare them for sys-
tematic instruction of the hanOicapped.
The endorsement program is built around a
three-term sequence of practica beginning with
small-group instruction and progressing to total
organization of a classroom.
Three preparatory methods courses are taken
concurrently with the practica. These courses
introduce the students to systematic instruction
in mathematics, reading, and language arts;
they cover assessment, program planning,
instructional delivery, practice procedures,
program implementation. data collection, and
program evaluation.
In addition to the methods courses and practica,
students complete four courses on exceptional
children and their role in the school, family, and
community. The Basic HLendorsement requires
33 credits.
Basic Endorsement. To be eligible for the
Oregon Basic HL endorsement, the student
must hold, or be eligible for, an Oregon Basic
elementary or secondary teaching certificate
and have completed 33 credits designed to
develop comp'etence, as follows.
Standard Endorsement. To obtain the Stan-
dard HL endorsement, the student is required
to complete the requirements for the Basic HL
endorsement. In addition, the student
Basic HL Endorsement 33 credits
Practicum: Small Groups I (SPED 409G) 3
Praclicum: Small Groups II (SPED 409G) .. : , 4
Communication and Counseling for Teachers
of Exceptionai Children (SPED 461G) .. . . . . .. 3
Psychology of the Exceptional Child (SPED 462G). 3
Reading Instruction for the Handicapped
(SPED 480G) 3
Language Arts Instruction for the Handicapped
(SPED 481 G) , ,. 3
Mathematics Instruction for the Handicapped
(SPED 482G) 3
Career Education for the Handicapped
(SPED 483G) .. ,.................. 3
Behavior Management with Exceptional
Individuals (SPED 485G) 3
Final Supervised Field Experience (SPED 526) " 5
Standard HL Endorsement 54 credits
All requirements for Bas1c HL endorsement ... , . 33
Diagnostic Procedures in Education
(SPED 465G) , '... 3
Seminar: Law and Special Education (SPED 507). 3
Role of the Resource Consultant I (SPED 580) . .. 3
Approved electives 12
must complete the Standard HL endorsement
courses and file a planned program with the
Office of Teacher Certification, College of
Education....."
Applicants who expect to teach in Oregon must
obtain an Oregon teaching certificate. The HL
endorsement is attached to this teaching
certificate. .
Master's Degree Program
Master's degree requirements and procedures
are the same as those for other divisions within
the College of Education. Applicants should
also complete the Division's Application for
Admission andind1.cate the specific area and
prograrn to which they are applying; they may
apply to more than one area. Specific details
and admission forms are available in the
College of Education Graduate Student Rec-
ords Office, 112 Education BUilding.
General Master's Degree In Special Educa-
tion, Mildly Handicapped. Students entering
the general master's.degree program in Special
Education, Mildly Handicapped, are ericour-
aged to identify ano develop specifiC areas of
interest related to general special education.
The definition of an emphasis area and the
development of a program of study are de-
veloped in consultation with the student's
adviser. Possible areas of emphasis include
advocacy and legal issues related to the
handicapped; effective methods of teaching
mathematics, reading, and language arts to .
mildly handicapped students; instructional
design; and behavior disorders.
All master's degree candidates in Special
Education, Mildly Handicapped, must complete
a required set of courses covering the psychol-
ogy of the exceptional learner, behaVior man-
agement, instructional design, an.d research
and professional writing. Inaddition, each
degree candidate must complete one of the
area options for a master's degree project.
SpeciallzatlOn)n Resource Consultancy. The
goal of the resource consultant program is to
train graduate-level students to move beyond
their basic training in implementing programs
for handicapped students. Participants develop
consulting and negotiating skills in order to
become facilitalors and resource personnel for
both regular. and·special school personnel.
222 Special Education (Mildly Handicapped)
The courses in the one-year program of study
are Role of the Resource Consultant I (SPED
580), Role of the Resource Consultant II (SPED
581), and Practicum; Role of the Resource
Consultant III (SPED 509).
All students beginning the sequence should
have taken, or should take concurrently,
courses related to (1) diagnosis and prescrip-
tion in the basic skills of reading, mathematics,
and language; (2) behavior management
techniques; (3) psychology of the exceptional
child; and (4) the historical and legal basis of
special education or the equivalent.
Specialization In Behavior Disorders. Offered
by the Mildly Handicapped area, thisprogram
is designed to prepare teachers to work with
seriously behaviorally disordered children and
youth. Based on a strong applied and be-
havioral approach, teachers receive advanced
training in assessment, intervention, and
social-skill training procedures. Both theoretical
and practical course work is required.
Specialization in Talented and Gifted. The
Mildly Handicapped area offers a.graduate
program leading to master's and doctoral
degrees with emphasis on the talented and
gifted child. The program is designed for
students who want to know more about learner
characteristics, needs, measurement and
evaluation techniques, and implemeniation of
curricula and programs for talented and gifted
pupils.
The program has three components: 19 credits
of required courses in psychology andeduca-
tion of the talented and gifted, practicum, and
research; requirements specified by the Mildly
Handicapped area; and elective courses in
related areas of study.
Specialization in Law and Advocacy. This
specialization is available to students in the
Mildly Handicapped area. It is str'ongly recom-
mended in combination With the resource
consultant program, the supervisory endorse-
ment, and work in educational administration.
Available courses cover law and special
education, advocacy, teacher rights, student
rights, law and schools, and legal'iesearch.
The program also provides advocacy field
experiences.
Doctoral Program
The objective of the doctoral program is to
prepare leaders forcbllege or university
teaching and research in special education,
administration o/state or local programs for
exceptional learners, or fieldwork with excep-
tional populations. Most program offerings
develop skills and competencies applicable to
children of school age.
The doctoral program in Special Education,
Mildly Handicapped emphasizes the develop-
ment of expertise in service (direct-service
delivery to selected clienteie), training (dissemi-
nation of knowledge and skills); and research.
Demonstration of- expertise in these areas is
more important than completion of specific
courses.
A program advisory committee is appointed to
help each doctoral student plan a program'and
monitor progress toward the degree. Comple-
tion of the degree requirements normally takes
three years of study beyond the master's
degree.
Admission
Although each area of the College is responsible
for selecting doctoral candidates, areas use
similar admission criteria and procedures. With
minor variations, doctoral admission criteria are
the following:
1. The applicant's academic record inclUding
undergraduate and previous graduate work
2. Prior professional experience
3. Recommendations by colleagues, peers,
and supervisors
4. Aptitude for graduate work as indicated by
either the Miller Analogies Test (MAT) or the
Graduate Record Examination (GRE) or both
5.. Evidence of writing ability
6. Statement of professional goals
Dates and general admission procedures are
coordinated across all areas in the Division;
however, applicants appiy to and are accepted
into a specific area program ratherthan into the
Division at large. The number of admitted
students varies yearly according to available
resources. Students interested in more than one
area program should so indicate on their
applications, and their files will be reviewed by
all relevant committees..
All admission forms are available in the College
of Education Graduate Student Records Office,
112 Education Building. All doctoral students
are admitted conditionally. To be considered
for conditional admission, a prospective
student's complete dossier must be on file in
the College of Education Graduate Student
Records Offiqe. It is thestudent's responsibility
to ensure that the dossier is complete. Applica-
tions are reviewed four times annually: February
15, May 1, July 15, and October 15.
Courses in Curriculum
and Instruction (CI)
Lower-Division Courses
199 Special Studies (1-3R)
200 SEARCH (1-3R)
Upper-Division Courses
327 Social Foundations ofTeaching (3) The school
as a social institution. Social science theory and
research as related to education, the process of
socialization, and alternatives for educational change.
400 SEARCH (1-3R)
405 Reading and Conference (Arr,R)
407 (G) Seminar (Arr,R) Recent topics include Direct
Instruction Mathematics, Educational Ciassics,
ESCAPE Leadership Training, ESCAPE PUblic
Volunteer Training, Existentialism and Education,
Ideology and Education, Instructional Design, Interper-
sonal Communication, Interpersonal Influence,
Problems and Issues in Community Education, and
Social and Educational Ideas of Dewey and Freire.
408 (G) Workshop (Arr,R)
409 (G) Practlcum (Arr,R) PIN only. Current topics
include Elementary School, ESCAPE, ESCAPE Middle
SchOols, ESCAPE Public Schools, Pre-Student
Teaching, and Teaching Reading I: Elementary,
Primary, Intermediate, or Secondary,
410, (G) Experimental Course (Arr,R) Current topics
include Computer-Assisted Instruction, Learning and
Teaching Styles, Microcomputers in Education,
Research and Evaluation for Classroom Teachers, and
Teaching Logo.
414 (G) Educational Media Center (3)
418 (G) Children's literature (3) Selection and
evaluation of children's books suitable for school
libraries; reading guidance in relation to both personal
and curricuiar needs.
419 (G) Storytelling (3fNot offered 1987-88.
420 (G) Developing Student Leadership In the
Secondary School (3) Not offered.1987-88.
422 (G) Media for Young Adults (3) Not offered
1987-88. .,
425 (G) Final Supervised Field Experience (Arr,R)
PIN only. Enrollment limited to students completin~
the final fieid experience for basic certification readin~
endorsement. For details consult the Office of Field
Experience Programs.
428 (G) Psychology of Resding Instruction (3)
Nature of the reading process; developmental factors
in reading achievement; psychological foundations of
methods and materials of reading instruction; nature
and treatment of reading and reading disability.
433 Individualized Reading In the Elementary
School (3) Not offered 1987:88.
435 (G) Educational Media (3) Selection, evaluation,
and utilization of instructional resources. Design and
development of visual and audio materials. Prereq:
upper-division standing. Recommended for nonedu-
cation majors in telecommunication, film studies,
graphics, leisure studies, business.
437 (G) Sound Slide Systems I (3) Design, produc-
tion, and evaluation of sound-slide media presenta-
tions; preplanning, visualization processes, scriptwrit-
ing, production, and evaluation; specialized recording,
photographic processes, and presentation systems.
438 (G) Sound Slide Systems II (3) Design and
development of mUltiple-image presentations using
concepts and technologies related to the simultaneous
projection of multiple still and motion image arrays.
Prereq: CI 437.
439 (G) Overhead Projection Materials Design (3)
Conceptualization, deSign, and production of profes-
sional-quality overhead projection materials for
business and education. Emphasis on visual communi-
cation design and advanced production techniques.
Prereq: CI 435 or SEED 436.
440 (G) Educational Film and Television (2)
Nonproduction course that explores the dimensions
and unique contribution of the motion image in the
instructional process.
441 (G) Indlvldl,lallzed Instruction in the Kindergar-
ten (3) Observation 'of iearning abilities in four- and
five-year-old children. AnalYsis of diagnostic proce"
dures, teaching strategies, and organizational patterns
of programs for individual learning.
442 (G) Audio Product Design (3) Advanced audio
product design, planning, and evaluation as applied
to instructional products. Emphasis on quadraphonic
recording and audio mixing. Undergraduate prereq:
instructor's consent.
445 (G) Modern Philosophy of Education (3) Critique
of ideasof Skinner, Freire, Adler, and Illich; language
and culture as aspects of classroom socialization;
educational foundations of communicative compe-
tence.
446 Ideology and Education (3) Examination of .
ideological fciundations of educationa Ipolicy, criticism,
and educational practice; forms of conservatism and
liberalism; technism as ideology; modernization and
tradition. Prereq: CI 445 or instructor's consent.
451 (G) Early Childhood Education (3) Trends and
innovative programs; formulation of objectives;
organization of curricula, methods, resources, learning
environments; development of evaluation procedures
for ages three to seven. Prereq: EPSY 322, 323 or
instructor's consent.
454 (G) Child Abuse and Neglect (3) Identifying,
investigating, and reporting abuse; impact on chiid,
home, school; review of exemplary programs.
471 (G) Education In Anthropological Perspective
(3) Examination of education as cultural process,
Emphasis on cUltural acquisition rather than cultural
transmission iii societies with and without schools.
484 (G) The Middle School (3) Origins and functions
of the junior high school; characteristics and needs of
the 'early adolescent; administration of the junior high
school; curriculum and instruction; guidance; school
activities; evaluation.
491 (G) Baiic Concepts of Community Education
(3) Not offered 1987-88. . .
493 (G) Community Resources for Education (3)
Explores the selection, use, and integration ·of
community resources including volunteers, social
service agencies, community organizations, and
information networks in educational programs. Not
offered 1987-88.
Elementary Education 223
Graduate Courses
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 Seminar (Arr,R) Recent topics include Analysis
ofTeaching; Assessment, Curriculum, and Evaluation
in Early Childhood Education; Constructivist Theory
and Its Application; Curriculum for the Gifted Child;
Infant and Child Development; Instructional Systems
Design; Issues in Early Childhood Education; Middle
School Issues and Planning; School Improvement and
Change I and II.
508 Workshop (Arr,R)
509 Practlcum (Arr,R) Recenttopics are Reading III,
Standard; College Teaching; Early Childhood Educa-
tion Evaluation Laboratory; Guided Field Experience;
Instructional Development Projects; and Internship in
Instructional Technology.
510 Experimental CQurse (Arr,R) PersOnal Comput-
ers in Graduate Education is a current topic.
512 Introduction to Research Design (3) Provides
instruction in the research methods and techniques
that doctoral students in teacher educaiion need to
know in order to do dissertation research. Prereq:
instructor's consent.
520 IntrOduction to Instructlonsl Technology (4)
Applied instructional design and product development
in education and other instructional environments.
Diversity of thought and activity within the instructional
technology field. Problems of technology and learning.
521 Mass Media and the Curriculum (3) The
relationship between mass media and the schools;
emphasis on the different ways in which mass media
and schoois define and communicate cultural values.
522 Secondary Sc,hool Curriculum (3) Various
sUbject fields; organization of the schooi or curriculum
development; educational objectives; the course of
study; evaluation of the secondary school curricuium.
525 Final Supervised Field Experience (Arr,R) PIN
only. Enroilment limited to students completing the
final field experience for a Schooi Supervisor endorse-
ment on a basic certificate. For details consult the
Office of Field Experience Programs.
530 Comparative Primary Education (3) Comparative
study of distinctive programs for primary education.
Focus is on individual <lnd societal needs as expressed
in early education. Prereq: graduate' standing,
teaching experience.
534 Science In Elementary. and Middle School (3)
Science in the elementary school and its value in
children's lives. Selecting and organizing content;
coordinating science with'elementary school activities;
methods, materiais, rooms, and equipment.
535 Social Studies In Elementary and Middle
school (3) Social education objectives; children's
social problems; unit development; work-study. skills;
organization of the program;materials; research onthe
social education of children.
536 Language Arts in Elementary and Middle
School (3) Role of language arts in the elementary
school program; objectives; lant;luage d~velopment
research; teaching spelling, writing, and speaking-
listening skills; newer Instructional materials; testing
and evaluation.
537 Reading in Elementary and Middle School (3)
Nature of the reading process; organization of a
desirabie reading program; deveioping children's
reading abilities; diagnosing difficulties and evaluating
progress; research findings on teaching children to
read. Prereq: ELED 335 or instructor's consent.
538 Mathematics In Elementary and·Middle School
(3) Number abilities needed by children; research
findings In mathematics education; designing number,
experiences; theories of teaching, desirable teaching
procedures, selection and use of materials.
541 Cognitive Development of the Child (3)
Conceptualization in children; Piaget's theory of
cognitive development; practice in Piaget-inhelder
interview techniques; design of learning strategies for
early childhood education.
542 Affective Development of the Child (3) Emotional
and social growth in early childhood; implications for
family and school education. Erikson's stages of
affective development in relation to theories of
motivation, acculturation, and social interaction.
543 Survey of Research In Early Childhood (3)
Scientific knowledge about infants and children;
evaluation of previous investigations; organization or
research summaries; manuscript form. Prereq: C1541,
542, and instructor's consent.
553 Elementary and Middle School Curriculum (3)
Curricular implications of recent scientific and
technological developments and social issues. The
development of curricular modeis, programs, and
metaphors appropriate to the elementary and middle
school.
554 Curriculum for the Gifted (3) Learning charac-
teristics of the gifted and taiented, models of cur-
riculum, teaching strategies, and resources.
560 Inquiry Development in the Classroom (3)
Review of Inquiry strategies from the perspective of
research in natural concept formation. Applying and
evaluating concept mappings as an inquiry strategy.
565 Curriculum Foundations (3) Examines cur-
riculum decisions. curriculum design, and instructional
organization patterns from the perspective of various
social, philosophical, and psychologicai positions.
566 Curriculum Development (3) The process
whereby curriculum decisions and change are made.
Topics include needs assessment, goal setting,
prOblem SOlving, management of group involvement,
use of resources and consultants, and evaluation.
567 Curriculum Materials (3) Effective use and
organization of curriculum materials: text and reference
books, supplementary pamphlets, films and slides,
records and recordings, pictures, radio, programmed
learning, techniques of unit construction. Not offered
1987-88.
571 Middle School Curriculum (3) Instructional
programs appropriate for the early adolescent years
with emphasis on the various subject fields.
573 Clinical Supervision (3) Review and practice
of skills needed for effective supervision of class-
room teachers. Coreq: CI 509 Practicum: Ciinicai
Supervision.
574 School Supervision (3) The function of instruc-
tional leadership in improving, through cooperative
efforts, the teaching-learning situation. Prereq:
teaching or administrative experience.
575 Classroom Observations and Conferences with
Teachers (3) Techniques for recording data during
teaching observations. Planning with teachers what
kinds of data to collect and providing information on
ways to improve teaching competence.
582 Anthropology and Education I (3) Education as
a cultural process from an anthropological perspective.
The anthropology of teaching; anthropology in the
curriculum. Education in cross-cultural settings.
Prereq: CI 471, prior course work in Anthropology, or
instructor's consent. '
583 Anthropology and Education II (3R) In-depth
exploration of some problem or issue central to the
field of anthropology and education. Topic announced
in advance. Prereq: CI 582 or instructor's consent.
585 Ethnographic Research In EducatIon (3) The
descriptive and interpretive approach of the ethnog-
rapher for applications in educational research;
inciudes fieldwork. Prereq: CI 582, prior course work
in Anthropology, or instructor's consent.
586 Instructional SystemsDesign (3) Contemporary
curriculum and instructional development as influ-
enced by research and development and by instruc-
tional technology. Emphasis, on design and develop-
ment of instructional programs and products. .
592 Reading and Its Application In the Content
AreaS (3) Explores questions concerning the definition,
levels, and attainment of reading comprehension to
assist $tudents. including poor readers, in reading
comprehension. For secondary school teachers from
all subject endorsement areas.
593 Methods in Secondsry School Language Arta
(3) Problems of teaching limguage arts in secondary
schools; observation and participation in demonstrated
teaching of literature, grammar, and composition.
Designed for administrators, supervisors, and class-
room teachers. Prereq: teaching experience or
instructqr's consent.
594 Methods In Secondary School Mathematics (3)
The problem-solving approach to teaching al/leveis of
high school mathematics; other teaching methods also
discussed. The heuristics o/discovery and a laboratory
approach to instruction. Prereq: teaching experience.
595 Methods In Secondary SchOOl Science (3)
Materials for secondary school science teaching;
demonstrations, science test construction, instruc-
tional devices; use and care of microscopes, meters,
and other equipment. Prereq: teaching experience or
instructor's consent.
596 Methods In Secondary School Social Studies
(3) Recent developments jn curricuiumand teaching.
Inquiry method is discussed. illustrated, and practiced.
Preparation of materials for use in secondary school.
Prereq: ieaching experience or instructor's consent.
Courses in Elementary
Education (ELED)
Upper-Division Courses
333 Teaching Mathematics In the Elementsry
School (3) Mathematical concepts and their relation-
ship to elementary school mathematics programs.
Analysis of commercially prepared curricular materials.
Techniques and procedures in teaching elementary
school mathematics.
335 Teaching Reading in the Elementary School (3)
Introduction to the reading process. Theory and
practice in word recognition, comprehension. assess-
ment, teaching strategies, instructional materials, and
program impiementation. Coreq: ELED 409 Practicum:
Teaching I.
337 Elementary Teaching Strategies I (3) Introduc-
tion to teaching; includes lesson planning, student
evaluation, record keeping, and the roleof the teacher.
Coreq: ELED 335, 342 or 343,409 Practicum:
Teaching I. Prereq: admission to the program.
338 Elementary Teaching Strategies II (3) Advanced
strategies a teacher trainee needs to plan, implement,
and evaluate a unit or block of classroom instruction.
Coreq: ELED 341 and ELED 342 or 343.
339 Teaching Language Arts/Children's Literature
in the Elementary School (4) Prepares teacher
trainees to teach the language arts to aI/ elementary
children, including those with special needs. Coreq: 6
credits of ELED 409 Practicum: Teaching II; prereq:
Professional Term I.
340 Classroom Management (3) Options for efficient'
classroom management, the implementation of
reinforcement techniques, and the identification of
professional responsibilities of the student teacher iii
instruction. Coreq: Professional Term II; prereq:
Professional Term Ii
341 Elementary Curriculum in the Natural and
Social Sciences (8) Introduction to curriculum
development; focus on current elementary school
natural and social science curricular issues and
programs. Prereq: admission to the program, Profes-
sional Term I; Professional Term II recommended.
342 Teaching Mathematics in the Primary Grades
(3) Trends in methods and current practices, mathe-
matics concepts and skills, psychology and philosophy
reiated to the improvement of mathematics instruction
in the primary grades. Not offered 1987-88.
343 Teaching Mathematica in the Intermediate and
Middle School (3) Trends in methods and current
practices, mathematics concepts and skills, psychol-
ogy and philosophy related to the improvement of
mathematics instruction in grades four, five, and six.
Prereq: ELED 333. Not offered 1987-88.
CI 407 (G) Seminar (Arr,R) Student Teaching is one
topic, Student Teaching coreq: ELED 415.
409 (G) Practicum (Arr,R) Topics include September
Experience, Teaching I, and Teaching II. Rwhen topic
changes.
415 Student Teaching: Elementary K·9 (5-15)
Prereq: completion of aI/ certification requirements.
431 (G) Teaching Reading in the Primary Grades
(3) Continues study of topics introduced in ELED 335,
including further explanation of word recognition
instruction, comprehension instruction, diagnosis and
assessment, materials, instructional procedures,
classroom organization, and program implementation.
Prereq: ELED 335, field experience.
432 (G) Teaching Reading In Intermediate and
Middle School (3) Word recognition, comprehension,
reading in' the content areas, recreational and
self-g'uided reading, instructional materials, diagnosis,
program implementation, and classroom organization.
Coreq: practicum; prereq: ELED 335.
Graduate Courses
507 Seminar (Arr,R) Student Teaching: J:lementary.
Student Teaching coreq: ELED 415.
Courses in Secondary
Education (SEED)
Upper-Division Courses
312 Introduction to Teaching (2-3) Explores teaching
as a career. Develops skills in selfcassessment, goal
setting, decision making. History and current status of
education. Teacher roies and educationai issues.
224 Secondary Education
314 Teaching Strategies (3) Strategies ot lecture,
discussion, inquiry, and practical learning to help
prospective or experienced teachers improve teaching
skills, Coreq: SEED 469 and SEED 409 Practlcum:
Strategies and Reading; prereq: SEED 312 and SEED
409 ESCAPE Practicum: Exploring Teaching, admis-
sion to secondary education program. Special
sections for students in art. music, physical education,
and health.
407 Seminar (Arr,R) Secondary Student Teaching is
a current topic.
409 Practicum (Arr,R) Recent topics are ESCAPE:
Exploring Teaching and ESCAPE: Strategies of
Reading.
410 Experimental Course (Arr,R)
417 Student Teaching: Secondary (Departmen-
talized)(5-15) Opportunity to combine knowledge and
theory with classroom techniques and procedures
under direction of cooperating teacher and University
supervisors. Prereq: clearance for student teaching;
coreq: student teaching seminar.
436 (G) Secondary Educational Media (3) Design
and production laboratory for nonprint educationai
materials for secondary teaching. Includes attention to
audiorecording, videotape recording, using heat
process material, overhead transparencies, photo-
graphic slides, and visual displays.
469 (G) Teaching Reading and Writing in the
Secondary School (3) Intended for prospective and
practicing teachers in grades 7-12. The reading
process and its relationship to writing at the secondary
level. Prereq: SEED 312, SEED 409 ESCAPE Prac-
ticum: Exploring Teaching, admission to secondary
education progrann; coreq: SEED 314, SEED 409
Practicum: Strategies of Reading. Special sections for
students in art, music, physical education, and health.
495 Special Methods In Secondary School (3)
Offered in the following teaching areas: English
(language arts), French, German, mathematics,
science, social studies, Spanish,speech and theater.
Note: Other special methods courses are offered within
respective departments, such as Art Education, School
and Community Health, Journalism, Music, and Physical
Education and Human Movement Studies.
Courses in Special
Education (Mildly
Handicapped) (SPED)
Lower-Division Course
200 SEARCH (1-3R)
Upper-Division Courses
400 SEARCH (Arr,R)
405 Reading and Conference (Arr,R)
407 (G) Seminar (Arr,R) Topics include Career
Education for Handicapped Children; Direct Instruc-
tion, Reading; Guidance and Counseling of Gifted
Parents; and Professional Seminar.
408 (G) Workshop (Arr,R)
409 (G) Practicum (Arr,R) Recent topics include
Administration of Special Education, Direct Instruction,
Handicapped Learner I and II, Supervision, and
Teaching the Talented and Gifted.
426 Final Supervised Field Experience (Arr,R)
Enrollment limited to students in handicapped learner
program for Basic certification endorsement.
430 (G) Introduction to the Exceptlonal Child (3) The
characteristics of handicaps as well as other implica-
tions for families and community agencies. For
students who do not plan to major in Special Education.
439 (G) Introduction to the Talented and Gifted (3)
Major theoretical and research literature pertaining to
talented and gifted stUdents.'
440 (G) Underachieving Gifted Children (3) Defini-
tion, identification, and causes of underachievement;
dynamics of underachievement; alternative education
programs and progrilmming.
461 (G) Communication and. Counseling for
Teachers of Exceptional Children. (3) BaSIC theory
and principles of communication and counseling that
are necessary to assist the exceptional child and his
or her family.
462 (G) Psychology of the Exceptional Child (3)
Survey of knowledge about exceptional children and
youth. Primarily for elementary or secondary classroom
teachers and other nonmajors,
463 (G) Introduction to Behavior Disorders (3)
Examination of theoretical and historical roots,
detinition and terminology issues, classification and
diagnosis, service delivery, and behavioral charac-
teristics.
464 (G) Introduction to Mental Retardation (3)
Problems, issues, and concepts related to the
definition and measurement of mental retardation.
465 (G) Diagnostic Procedures in Education (3) Use
of norm-referenced, criterion-referenced, and teacher-
made tests in the placement, grouping, and evaluation
of students. Emphasis on academic progress.
466 (G) Introduction to Learning Disabilities (3)
Introduces the history and current practices in the
diagnosis and remediation of learning disabilities.
467 (G) The Physically Handicapped (3) Introduction
to the etiology, incidence, and prevalence of major
physically handicapping conditions, and their
psychological, emotional, social, and vocational
implications. Basic medical terminology. Psycho-
somatic and somatopsychological reactions.
471 (G) Administration of Special Education (3)
Organizing, financing, housing, equipping, staffing,
and supervising the special education program;
desirable educational proVisions for each type of
handicapped child; legal prOVisions for special
education.
480 (G) Reading Instruction for the Handicapped
(3) Methods course designed to increase knowledge
of the components of reading, systematic instructional
methods for the disabled reader, and commercial and
teacher-prepared materials.
481 (G) Language Arta Instruction for the Handi-
capped (3) Handwriting, speliing, written expreSSion,
and language instruction forthe mildly and moderately
handicapped; analyzing error patterns in children's
performance and designing appropriate programs to
meet individual needs.
482 (G) Mathematics Instruction for the Handi-
capped (3) Instruction of mathematics skills for the
mildly handicapped; evaluation of mathematiCs
textbooks and possible modifications needed for use
with handicapped children.
483 (G) Career Education for the Handicapped (3)
Reviews development of education of handicapped
individuals and of career education. Explores curricular
options and teaching strategies and techniques.
Explores multiple resources for Implementation.
485 (G) Behavior Management with Exceptional
Individuals (3) Examination of behavioral assessment
and evaluation procedures, behavior change and
teaching strategies, and behavior maintenance and
generalization techniques. . .
486 (G) Design of Instruction for the Handicapped
(3) Design, development, and evaluation of instruc-
tional material for handicapped children. Emphasis on
the construction of educational sequences for various
iearning tasks. Selection, sequencing, teaching
procedures, and assessment.
Graduate Courses
501 Research (Arr,R) PIN only. A recent topic is
Design of Special Education Research.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
507 Seminar (Arr,R) Recent topics include Advanced
Design of Instruction; Compliance Training; Critique
Writing; Law and Special Education; Supervision I, II,
and III; Secondary Gifted and Talented; Issues in
Special Education; and Instructional Research Iand II.
509 Practicum (Arr,R) Topics include Advanced
Special Education, College Teaching, Research, Role
of the Resource ConSUltant III, Supervision ofTeachers
of Handicapped Learners, and Teaching the Talented
and Gifted.
563 Diagnosis ot Mental Retardation (3) Trends in
diagnosis and classification of mental retardation.
Differentiai diagnosis as it relates to placement.
Observation and participation in clinical conference on
case study.
580 Role of the Resource ConSUltant I (3) The role
olthe resource consuitant; developing needed
competencies; various models for support services to
regular classes; observation of instructional practices.
581 Role of the Resource Consultant II (3) Develops
concepts introduced in first part of sequence;
evaluation and development of media packages and
modUles related to delivery of services to students and
school personnel. .
225
College of Human Development
and Performance
104 Esslinger Hall
Telephone (503) 686~4103
celeste Ulrich, Dean
Norval J. Ritchey, Assistant Dean
The College of Human Development andPerformance is responsible for courses that
meet the University's general education require-
ments; undergraduate and graduate profes-
sional study in Dance, Human Services, Leisure
Studies and Services, Physical Education and
Human Movement Studies, and School and
Community Health including the required
University health course. The College also
provides intramural sports for men and women
as well as open recreation programs. The UO
Center for Gerontology offers study oppor-
tunities in conjunction with other University
offerings.
Graduates of the College are teachers of
physical education and health education;
athletic coaches; directors of athletics; super-
visors of health and physical education; commu-
nity agency leaders, gerontologists, community
recreation p.nd leisure directors; leaders in
YMCA, YWCA, and other youth organizations;
directors of restricted and corrective physical
education; workers in the fieldof recreation
therapy and· physical therapy; college and
university professors and researchers in growth
and development, biomechanics, biometrics,
human performance: athletics, park manage-
ment, leisure studies, health education, human
movement studies, recreation, and dance.
Each department within the College has its own
policies regarding premajors. Interested
students are encouraged to consult department
heads for details. It is College policy that all
juniors consult their assigned faculty advisers
at the beginning of the year. The Department
of Dance requires Dance majors to confer with
advisers at the beginning of every term.
Both single-discipline and interdepartmental
programs are avp.ilabie.
The College of Human Development and
Performance offers several cross-discipline
courses under the HDEV prefix. These courses
may be used to satisfy requirements for majors
in Dance, Human Services, School and Commu-
nity Health, Gerontology, Physical Education
and Human Movement Studies, and Leisure
Studies and Services. Human Development
and Performance courses are cross-listed in the
departments offering them.
Courses in Human
Development and
Performance (HDEV)
Upper-Division Courses
344 Administration of Aquatic Programs (3)
Organization and administration of aquatic programs.
Open to nonmajors with instructor's consent. Credit
toward LSS or PEP.
392 Principles of Outdoor Leadership (3) Standards
and principles of administration of outdoor pursuits.
Administration and leadership practices. Credit toward
LSS or PEP.
406 Special Problems (Arr,R)
407 (G) Seminar (Arr,R)
408 (G) Workshop (Arr,R)
410 (G) Experimental Course (Arr,R) Recent topics
include Current Problems in Health, Physical Educa-
tion, Recreation, and Dance; Mind-BodY Dualism; The
Olympic Movement; Reification of the Body; and Sport
in America.
431 (G) Evaluation Procedures in Health (3)
Introduction to fundamental procedures in collection,
summarization, presentation. and basic analysis of
health data. Includes test construction and techniques
of evaluation. Credit towardGERO or HEP.
437 (M) Volunteerism (3) Philosophy and historical
perspective of the volunteer movement; practical
aspects of developing and maintaining effective
volunteer programs. Credit toward HS or LSS.
459 (G) Nutrition and the Quality of Life (3) The role
of nutrition in an optimal health paradigm. Emphasis
on the balance between intellectual and intuitive
approaches to food choices. Credit toward HEP.
460 (G) Nutrition and Athletic Performance (2) Fuel
metabolism, fluids, electrolytes, vitamins, minerals,
and ergogenic aids as they relate to optimizing human
performance. Credit toward HEP.
467 (G) Social Dimensions of Leisure and Retire-
ment (3) Concepts of leisure and retirement as
potential social replacements for work and productivity.
Philosophies of education for leisure and retirement.
Credit toward GERO or LSS. Halberg.
468 (G)Organization of Senior Leisure Services (3)
Leisure service delivery to aging populations in theory
and practice. Leisure services in senior centers,
nursing homes, retirement communities, and volunteer
programs. Credit toward GERO or LSS. Halberg.
471 (G) Health Aspects of Aging (3) Demographic
aspects of aging: normal aging changes and devia-
tions of the normal aging process (pathophysiology);
health maintenance; implications of research on aging.
Credit toward GERO or HEP. Smith.
Graduate Courses
506 Special Problems (Arr,R)
507 Seminar (Arr,R)
510 Experimental Course (Arr,R) Recent topics
include Gender in Sport, Human Well-Being, Move-
ment and Meaning, Movement Forms, Olympicism,
and Outdoor Pursuits.
521 Research Methods In Health and Leisure (3)
Application of social research methods toleisure
settings; procedures in study design, methods of data
collection, interpretation and presentation. Credit
toward GERO, HEP, or LSS.
563 Adult Development (3) Physical and psycho-
physiological developmental processes during
adulthood and normal aging. Relationships of the
physical and socioenvironmental Interactions in the
stages of adult life. Recommended for gerontology and
interdisciplinary students interested in adulthood.
Credit toward GERO or PEP.
226 Dance
Dance
161 Gerlinger Annex
Telephone (503) 686-3386
Caroline G. Caine, Department Head
Faculty
Lisa Codman Arkin, Assistant Professor (folk, baliroom,
history of dance). BA, 1976, California, Los Angeles;
MA, 1978, San Francisco State. (1987)
Caroline G. Caine, Assistant Professor (ballet and jazz
technique, aesthetics, research); Coordinator,
Graduate Studies in Dance. B.A., 1967, Lamar; MA,
1968, Florida State; PhD., 1980, Texas Woman's.
(1980)
Jenifer P. Craig, Assistant Professor (modern and jazz
technique, history, dance production). B.A., 1971,
MA, 1973, Oregon; Ph.D.. 1982, Southern California.
(1986)
Janet W. Descutner, Associate Professor (modern and
tap techniques, composition, dance cultures). B.A.,
1963, M.A., 1965, Ohio State. (1971)
Bruno V. Madrid, Senior Instructor (accompaniment,
basic rhythms, music for dance). B.Mus., 1955, Santo
Tomas Conservatory of Music, Philippines; M.Mus.,
1963, Oregon. (1966)
Joellen A. Meglin, Assistant Professor (modern and
ballet technique, notation, body fundamentals). BA,
1973, New York, Binghamton;M.FA, 1977, New York.
(1982)
Susan Zadoff, Senior Instructor (classical baliet,
ballet-vocabularyand staging). Ballet Russe de Monte
Carlo. (1976)
Emeritae
M. Frances Dougherty, Professor Emerita (philosophy,
aesthetics, history). B.A., 1935, M.A., 1940, Northern
Colorado; PhD., 1959, New York. (1959)
Linda S. Hearn, Associate Professor Emerita (folk,
production, curriculum). B.S., 1962, M.A., 1965, Texas
Woman's. (1965)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
The primary aim of the Department of Dance is
to enrich the lives of both major and nonmajor
students of Dance through course work and
extracurricular activities. Dance is explored as
an art form and as one of the humanities within
a liberal arts education. Dance majors and
. minors experience the rigorous professional
discipline that is inherent in studio (DP) classes
as well. The Department's emphasis is on
modern dance with a strong supporting area in
ballet.
Auditions
All majors and minors must audition. Auditions
are conducted in the form of a class, in which
faculty adjudicators observe and place students
in technique courses according to their knowl-
edge and skill level in that dance style. Students
who want to enroll in Professional Dance (DP)
technique courses must audition each year.
Failure to audition automatically eliminates a
student from registration in DP courses. Audi-
tions are held spring term and during New
Student Week prior to registration. Announce-
ments of the spring and fall auditions are posted
in the Department office.
Nonprofessional Program
An interesting variety of dance experiences is
available to general students for enjoyment and
enrichment through the Dance Service (OS)
program, Auditions are not necessary to enroll
in these courses. Lower-division courses
generally offer beginning or elementary instruc-
tion, upper-division courses intermediate and
more advanced instruction. These courses may
be repeated once for credit. It is recommended
that a student take each level twice before
advancing to the next level.
Facilities
The University provides three dance studios
and one gymnasium for classes and special
activities in dance. One multipurpose studio
with mirrors for ballet, jazz, modern, and tap
dance is located in Gerlinger Hall. In Gerlinger
Annex two large studios with mirrors are used
for ballet, modern, and jazz dance classes, and
a large gymnasium is used for ballroom, folk,
and square dance classes. In addition to
serving as classrooms and rehearsal spaces,
the studios in Gerlinger Annex convert into the
attractive M. Frances Dougherty Dance Theatre,
which has modern lighting and stage equipment
for concert productions and seats 350 people.
Performing Opportunities
Concert Dance Theatre offers performing
opportunities to advanced students in modern,
ballet, jazz, ethnic, folk, historical, and tap
dance. The company is jointly sponsored by the
Department of Dance and Dance Oregon!, a
student-directed group funded by the Asso-
ciated Students of the University of Oregon
(ASUO). Membership is open to I;lll University
students by audition and carries academic
credit. On-campus concerts are held each year,
with occasional tours throughout Oregon and
the Northwest. The touring dance programs
include concert performances as well as master
classes and lecture-demonstrations for public
schools, colleges, universities, civic organiza-
tions, and community concert series.
For students interested in musical theater, other
performance outlets are·available. The Jazz
Dance Line, a cooperative project of the School
of Music and the Dance Department, performs
at athletic and recreational events. Musical
theater productions in Robinson Theatre
provide performance opportunities incorporat-
ing acting, singing, and dancing. These
activities also carry academic credit.
Additional Dance Activities. Advanced dance
students are eligible for practicum credit in
dance choreography and workshop credit for
performance in student choreography. Through
this program, a student may audition a dance
for performance in student concerts or gain
experience in performance, teaching, lighting,
costuming, makeup, management of produc-
tions, or a combination of these.
Several professional guest artists in modern,
ballet, and folk dance are brought to campus
each year to give concerts and master classes.
In addition, there are recreational activities in
folk dance, square dance, and ballroom dance.
Recreational Folk Dancing, an organization
funded by theASUO, has weekly extracurricular
teaching and dancing sessions and frequently
brings guest folk dancers and .teachers to
campus. These activities are open to everyone
in the University community.
Student mince Board
The Student Dance Board is composed of all
students involved in Professional Dance
courses. The board's executive committee is
made up of elected representatives from these
courses. The board is active in student-faculty
relations and appoints students to Department
and College committees. In addition, It serves
as the steering committee of Dance Oregon!
Undergraduate Studies
Curricula in Dance leading to the bachelor of
arts (BA) or bachelor of science (B.S.) degrees
provide theoretical and technical preparation in
ballet, folk, and modern dance forms. Courses
are offered in three core areas within the
Department: technique, stUdio-theory, and
theory. These and selected curricula in related.
fields enable students to specialize in perform-
ance, choreography, teaching, recreation,
notation, or ethnology.
Preparation. The serious study of dance
involves spiritual arid intellectual as well as
physical development. High school students
planning to specialize in dance should try to
include preparation in music, drama., art, and
dance. Additional studies in personal health
and biology are strongly recommended.
Students transferring as Dance majors follOWing
two years of college work elsewhere should
have completed two terms of college biology
with laboratory; such social science courses as
anthropology, elementary aesthetics, and great
religions; and two terms of college-level English
composition.
Careers. Career opportunities in one or more
specializations are growing rapidly, particularly
for performers in regional dance companies
and for teachers in universities, colleges,
community colleges, community centers, and
private studios. Opportunities in business and
technical theater management, as well as
dance research and dance criticism, writing,
and review, are also expanding. Students
seeking teacher certification for elementary and
secondary schools must take a second major
in a certifiable subject, as dance currently is not
certified by the State of Oregon. Many aiumni
of the Department, however, are teaching
dance in public schools in Oregon, and there
is considerable demand for dance teachers.
An interdisciplinary program in dance, music,
and theater may be arranged with an adviser
in one of the three disciplines.
Admission
Students eligible for admission to the University
are admitted to professional courses in Dance
as pre-Dance majors. Entering freshmen should
have a basic knowledge of music as well as
experience in ballet, folk, or modern dance
techniques or in all three. Two-year college
transfers must have a 2.75 cumulative grade
point average (GPA); in addition~ they should
have met the University's English composition
and health course requirements and completed
a majority of the University's group require-
ments. The 2.75 GPA includes all graded
credits and passino pass (PIN) courses for
which a student received an N. Any deficiencies
in lower-division professional courses must be
met either by proficiency examination or by
completion of these courses. During the first
year, freshmen and transfer students must pass
either Basic Rhythms (DP 152) or Fundamentals
of Rhythm (DP 252) .and Introduction to Dance
(DP 251) to become Dance majors and be
eligible to continue in professional technique
courses.
A student is reviewed for continuation as a
Dance major upon completion of the following
requirements: passing with a grade of C- or
better the DP 152, 251, and 252 professional
theory courses, and passing with a grade of
mid-B or better ballet technique, modern
technique, and couple dance (all DP 192). If,
upon auditioning, a student is placed above the
DP 192 level of technique in any of these idioms,
that particular requirement is waived.
Advising. Students admitted as majors or
minors must meet with a Dance faculty adviser
prior to registration each term. Appointment
schedules for advising are posted at de-
partmental offices. Students must have an
adviser's signature to enroll in Professional
Dance courses, except those that satisfy
University group requirements (DP 251 and
257),
Bachelor's Degree
Candidates for the bachelor's degree with a
major in Dance must satisfy all general Univer-
sity requirements, elect appropriate courses in
related areas, and complete the professional
course requirements of the Department of
Dance.
University requirements are English composi-
tion (two courses) and Personal Health (HES
250) or an approved alternative health course.
University group requirements for professional
students are three approved courses in each
of the three groups-arts and letters, social
science, science-and th'ree additional courses
from any of the groups. These 12 courses must
include a cluster in each of two different groups.
Department Requirements
Lower Division 32 credits
Basic Rhythms (DP 152) .... . . . . . . . . .. 2
Dance Improvisation (DP 153) . . 2
Ballet Vocabulary (DP 154) . . . . . . . . 2
Dance Laboratory: Couples (DP 192) . . . . . . . 2
Introduction to Dance (DP 251) : . . . . . . . . 3
Fundamentals of Rhythm (DP 252) . . . . . . 3
Dance Production (DP 255) . . . 3
Body Fundamentals (DP 256) 3
Dance Laborato,ry: Modern (DP 292). three terms. 6
Dance Laboratory: Ballet (DP 292). two terms ... 4
Dance Laboratory: Folk or Jazz (DP 292) or
Renaissance Dance (DP 359) or Baroque
Dance (DP 457) 2
Upper Division 47·50 credits
Movement Notation (DP 341) 3
Intermediate Movement Notation (DP 342). 3,
Dance Composition I, II (DP 351. 352) . . .. 6
Dance Accompaniment (DP 353) . . 3
Theoretical Foundations of Modern Dance
(DP 354, 355, 356) or three terms in Dance
Laboratory: Modern or Ballet (DP 392) 6-9
Music for Dancers (DP 358) 3
Seminar: Dance Films (DP 407), three terms
(With DP 452,453,454) 3
Workshop: Production (DP 408) 1
Practicum: Choreography (DP 409) or Group
Choreography (DP 455) . . . . . . . . . ... . . . . . . 3
Dance Cultures of the World (DP 452) (with
Dance Films seminar) 3
Ballet from the Courts to Balanchine (DP 453)(with Dance Films seminar) 3
Evolution of Modern Dance (DP 454) (with
Dance Films seminar) 3
Teaching Dance (DP 491) . . . . . .. 3
Dance )'\pprenticeship (DP 492) .. . . . . . . . . .. 4
Additional Requirements 21·22 credits
Human Biology: Physiology (BI 103),
Cells and Inheritance: Life of the Cell
(BI 113) or Cells and Inheritance:
Physical Basis of Life (BI 114) . . . . . . . . . . . .. 3-4
Great Religions of the World (R 201) 3
Acting I (TA 250) '.. ,. . . . . . . . . . . . . . . . . . . . . .. 3
Introduction to Cultural Anthropology (ANTH 120). 3.
Human Anatomy (BI 391, 392) 6
Kinesiology (PEP 372) . . . . . . . .. 3
Electives to complete 186 credits 82·86 credits
Requirements forthe BA and B.S. degrees are
as follows: BA, 36 credits in language and
literature including proficiency in a foreign
language equivalent to two years of study; B.S.,
36 credits in science or social science and three
terms of college mathematics or proficiency as
explained under Bachelor of Science in the
Registration and Academic Policies section of
this bulletin.
Courses in Dance offered to meet the major or
minorrequirements must have been graded A,
B, C, or P. A grade of 0 in any course (Dance
or other) required forthe Dance major does not
constitute a passing grade. The passino pass
(PIN) option should be exercised sparingly by
students who plan to pursue a graduate degree
in Dance.
Sample Program
The sample program below provides an idea of a
typical course load during the first two years of stuIJy.
Individual programs may vary according to placement
scores, audition results, interest, and course work load
capacity.
Freshrnan Year
Fall term 17·18 credits
Basic Rhythms (DP 152) . . . . . . . . . . . . . .2
Ballet Vocabulary (DP 154) . . . . . . . . . . . 2
Dance Laboratory: Modern and Ballet (DP 192).:. 4
English Composition (WR 121) 3
Group requirement ." . . . . . . . .. 3
Foreign language (for BA) or social science
or science (for B.S.) . . . . . . . . . . . . . . . . . . . .. 3-4
Winter term 18·19 credits
Dance Laboratory: Modern and Ballet (DP 192) . 4
Fundamentals of Rhythm (DP 252) , 3
Introduction to Dance (DP 251) 3
Dance elective .. _. . . . . . . . . . . . . . . . . . . .. 2
Personal Health (HES 250) 3
Foreign language or social science or science. 3-4
Spring term 17·19 credits
Dance Laboratory: Modern and Ballet (DP 1'92) .. 4
Group requirements. . . . . . . . . . . . . . ... 6
Foreign language or social science or science . 3-4
Arts and letters elective . . . . . . . . . . . . . . . . . . . .. 3
Dance elective .. . . . . . . . .1-2
Sophomore Year
Fall term 19·20 credits
Dance Laboratory: Couples (DP192) . . . . . . . . . 2
Dance Laboratory: Modern andBallet (DP 292) .. 4
Dance Production (DP 255) .. . . . . . . . . .. 3
Body Fundamentals (DP 256) . . . . .. . 3
Group requirement. . . . . . . . . . 3-4
Foreign language or science. . . . . . . . . . . . . . . .. 4
Winter term 17·18 credits
Dance Laboratory: Modern and Ballet and
Folk (DP 292) 6
Workshop: Production (DP 408) 1
Acting I (TA 250) 3
Group requirement. . . . . . . . . . . . . .. . 3-4
Foreign language or science , 4
Spring term 15·16 credits
Dance Improvisation(DP ,153) 2
Dance Laboratory: Modern and Ballet (DP 292) .. 4
Group requirements. . . . . . . . . . . . . . . . . . . . . . .. 6
Foreign language or social science . . . . . .. 3-4
Honors College Degree in Dance
See the Honors College section of this bulletin
for specific Honors College requirements.
Departmental requirements for Dance majors
enrolled in the Honors College include (1) 6
credits of independent study in choreography,
ethnology, notation, or technical production
leading to the senior honors thesis; and (2)
either a choreography (minimum of 10 minutes)
with written description and discussion or an
honors essay on a selected research topic.
Dance 227
Minor Requirements
The Dance minor requires 30 credits in
technique, studio-theory, theory, and upper-
division electives, distributed as follows. Of the
30, at least 15 credits must be upper division.
All courses must be passed with a minimum
grade of C-, except those offered PIN only.
Area I-Technique 6 credits
Three courses in one idiom (ballet, folk,
or modern) at the DP 192' level or above.
The DP 192 level must be attained with a
mid-B or better by the end of the first
year in the program 6
'Admission to DP technique classes is by audition only.
Area II-Studio and Theory 6 credits
Basic Rhythms (DP 152) 2
Dance Production (DP 255) . . . . . . . . . . . . . . . . .. 3
Workshop: Production (DP 408) 1
Area 11I-Theory 3 credits
Introduction to Dance (DP 251) " 3
An additional 15 credits, to complete the total
of 30, are to be selected in consultation with the
Dance minor adviser.
Graduate Studies
Both master of science (M.S.) and master of
arts (MA) degrees in Dance are available..
Candidates generally complete a master's
degree program in two years.
Admission
Students seeking admission to a master's
degree program should obtain an application
form from the Department ofDance. An official
transcript of the student's college record must
be submitted with the application form. Enroll-
ment is open to anyone who has graduated from
an accredited college or university and has ,a
2.75 cumulative undergraduate GPA. In addi-
tion, all applicants must submit three letters of
recommendation, an up-to-date vita, evidence
of a score of at least 35 on the Miller Analogies
Test (MAT) or 470 on the Verbal portion of the
Graduate Record Examination (GRE), and a:
statement of purpose addressing why they
intend to pursue graduate studies in Dance.
A student with a GPA below 2.75 may be
admitted upon review of credentials and an
acceptable score on either of the graduate
examinations. Those seeking admission to the
graduate program are required to audition.prior
to entering the program. Adequate under-
graduate preparation in dance theory and
technique is a prerequisite for admittance to
graduate programs in Dance. See Master's
Degrees, below, for specific undergraduate
prerequisite areas.
Graduate Awards. A limited number of
graduate teaching fellowships (GTFs) are
available. Applicants must submit a 1/2-inch
VHS videotape demonstrating their sk1l1s in axial
and locomotor work in at ieast two dance idioms
(i.e., modern, folk, ballet, tap, jazz, historical).
Deadline for application is April 1.
Master's Degrees
A minimum of 54 graduate credits must be
completed for the masier's degree, of which a
minimum of 30 must be earned in residence
after admittance. to the graduate program. A
student seeking the master of arts (MA)
degree must pass a proficiency examination in
one foreign language by demonstrating compe-
tence equivalent to two years of college-level
study.
228 Dance
Master's degree candidates who have not
completed the following undergraduate courses
ortheir equivalents priorto graduate study may
be admitted as postbaccalaureate students
until they are completed, depending upon the
number of deficiencies:
Fundamentals of Rhythm (DP 252)
Dance Production (DP 255)
Movement Notation (DP 341)
Dance Composition II (DP 352)
Dance Accompaniment (DP 353) or Music for
Dancers (DP 358)
These prerequisite requirements may also be
met by (1) passing proficiency examinations
provided by the Department or (2) presenting
evidence of acceptable practical experience in
all aspects of dance production. Movement
notation must be taken at the first opportunity
after entering the program. A correspondence
course does not meet the requirement.
All work for the master's degree must be
completed within a period of seven years. This
includes transfer credit from another institution,
the thesis, and the final examination.
Graduate Core Courses. Dance as a discipline
for choreographers, performers, recreation-
alists, teachers, researchers, therapists, and
critics has a common base. The following
required core of 9 graduate credits reflects this
common base: Administration of Dance in
Education (DP 493G),Seminar: Dance Re-
search (DP 507), and Aesthetic Bases for
Dance in Art and Education (DP 593).
Three master's degree programs are available:
(1) the general master's degree with thesis,
(2) the general master's degree without thesis,
and (3) the master's degree with emphasis in
dance science..
Qualifying and Final Examinations. Upon
completion of the core courses, all graduate
students must take a written comprehensive
examination covering the core material. Suc-
cessful performance on this examination
qualifies the student to develop the proposal for
the research project, depending on the type of
degree program selected. The examihation is
given early in the fall term of the student's
second year. A final oral comprehensive field
examination is administered by the student's
faculty committee following completion of the
thesis or project.
General Master's Degree with ThesIs
(54 credits). In addition to the 9 core credits, a
minimum of 27 credits must be selected from
the following Dance courses:
Special Problems: Problems in Pointe (DP
406G)
Seminar: Dance Films (DR 407G)
Practicum (DP 409G)
Experimental Course: Notation Reconstruction
(DP 410G)
Dance Cultures of the World (DP 452G)
Ballet from the Courts to Balanchine(DP 453G)
Evolution of Modern Dance (DP 454G)
Group Choreography (DP 455G)
Teaching Dance (DP 491 G)
Research (DP 501)
Supervised College Teaching (DP 502)
Reading and Conference (DP 505)
. Special Problems (DP 506)
Seminar (DP 507)
Workshop (DP 508)-three terms in one idiom
Practicum (DP 509)
Experimental Course: Dance Research Design
(DP 510)
6 credits of Reading and Conference, 9 credits
of Practicum, and 6 credits of Supervised
College Teaching are the maximums allowed
for either the thesis or the nonthesis program
except in special circumstances determined by
the Department head. While a minimum of three
terms of Workshop (DP 508) are mandatory, no
more than 12 credits of Workshop (DP 408G or
508) may apply toward the degree requirement.
At least 9 credits are required in another field
related to an approved thesis topic. Selections
must be approved by the major adviser. A
minimum of 9 credits arerequired in Research
(DP 501) and Thesis (DP 503).
The thesis proposal must be approved by a
committee of at least three faculty members
representing the fields of study relating to the
program and thesis topic. Graduate School
requirements are to be followed in the prepara-
tion and defense of the thesis.
General Master's Degree without Thesis (54
credits). The nonthesis program requires (1) a
minimum of 36 credits selected from Dance
courses as defined in the Thesis Option above;
(2) a minimum of 9 credits, approved by the
major adviser, in another field related to dance;
and (3) a minimum of 9 credits within or outside
the Department of Dance; selections must be
approved by the major adviser.
Forthe student electing the nonthesisoption, a
major project is required in the area of concen-
tration. The project might take the form of a
written research article suitable for publication,
a reconstruction from a notated score, or a
reconstruction from a historical dance treatise
(I.e., from original language or notation to article
or performance): The proposal must be ap-
proved by a project adviser representing the
area of dance concentration.
Master's Degree with Emphasis in Dance
Science (54credits). The Department of Dance
offers the master's degree with emphasis in
dance science. A bachelor's degree in Dance
with a foundation in kinesiology and exercise
physiology is a desirable background for this
special program. Adequate preparation in .
dance theory, dance technique, and movement
analysis is also necessary for admittance.
Specific undergraduate prerequisites include:
Movement Notation (DP 341)
Dance Composition I (DP 351)
Human Anatomy (BI 391, 392)
Kinesiology (PEP 372)
Physiology of Exercise (PEP 473)
Candidates for the master's degree with
emphasis in dance science are required to
complete the undergraduate prerequisites, or
equivalents, prior to or early in their graduate
study. These requirements may be waived by
demonstrating ability in composition through
videotape or live presentation for faculty review
or by passing proficiency examinations in
anatomy, kinesiology, or exercise physiology.
These examinations are prOVided by the .
Department of Physical Education and Human
Movement Studies.
Students in this program may choose to focus
on one of three areas: (1) kinesiology for
dance-for the dance kinesiologistand
pedagogue; (2) fitneSs in dance·-for the
student interested in aerobic dance; or
(3) movement repatterning-for the student
interested in neuromuscular mechanisms in
dance. The student will work closely with his or
her graduate adviser in selecting appropriate
courses for one of these areas.
The master's degree program with emphasis in
dance science requires the following courses:
Tests and Measurements in Physical Education
(PEP 446G)
Seminar: Dance Research (DP 507)
Statistical Methods in Physical Education
(PEP 540)
Critique and Interpretation of Research
(PEP 544)
Experimental Design in Physical Education
Research (PEP 545) or Experimental Course:
Dance Research Design (DP 510)
A minimum of 21 credits selected from dance
courses listed above under the Master's Degree
with Thesis program
Related area, Research, and Thesis require-
ments as outlined above under the General
Master's Degree with Thesis program
Dance Service
Courses (OS)
Note:Notall courses can be offered every year. A listof
courses offered each tenn is in the current Time Schedule
of Classes. Each course requires a laboratory fee.
Lower-Division Courses (OS)
101·199 Dance Service Courses for Men and
Women I (1R) 170: Modern 1,171: Improvisation, 172:
Bailell, 175: Jazz 1,176: Tap 1,178: International Folk
I, 179: Balkan and Central European Folk, 180: Near
East Folk. 181: Western European Folk, 183: North
American Folk, 184: Ballroom I. R once for maximum
of 2 credits.
201·299 Dance SerVice Courses for Men and
Women II (1 R) 270: Modern II, 272: Ballet II, 275: Jazz
II, 276: Tap II, 284: Ballroom II. R once for maximum
of 2 credits.
Upper-Division Courses (OS)·
301·399 Dance Service Courses for Men and
Women III (1R) 370: Modern III, 372: Ballet III, 375:
Jazz III, 376: Tap III. Ronce for maximum of 2credits.
Dance Professional
Courses (OP)
Note: Not all courses can be offered every year. A list of
courses offered each term is in the current Time Schedule
of Classes.
Lower-Division Courses (DP)
152 Basic Rhythms (2) Music notation and elementary
musical devices used in the dance; introduction to
Labanotation. Madrid.
153 Dance Improvisation (2) Laboratory; develop-
ment of personal movement vocabulary: emphasis on
spontaneity and exploration of dynamics (time, space,
force, flow). Meglin. .
154 Ballet Vocabulary (2) Studio-theory course;
discussion and application of basic ballet terminology.
Coreq: DP 192 Dance Laboratory: Ballet. Zadoff.
192 Dance Laboratory (2R) Techniques in couple
dance, ballet, ballroom, pointe, modern, jazz, and tap.
For Dance majors and minors. Prereq: audition prior
to registration. Rfor maximum of 6credits in anyone
idiom.
Gerontology 229
199 Special Studies (1-3R)
200 SEARCH (1-3R)
251 Introduction to Dance (3) Overview of profes-
sional and educational aspects of dance, its function
in society, and its significance as an art form in
contemporary culture. Caine, Descutner.
252 Fundamentals of Rhythm (3) Rhythmic and
metric principles in dance. Identification of dance
forms through their rhythmic structures. Prereq: DP
152. Madrid.
255 Dance Production (3) Production problems of
staging, lighting, and costuming forthe dance concert.
Craig.
256 Body Fundamentals (3) introduction to anatomi-
cal and kinesiological analysis of movement: Bar- .
teniefl's Correctives and Sweigard's ideokinetic .
facilitation, with a view to prevention and care of
injuries. Descutner, Meglin.
257 Cultural Backgrounds of Folk Dance, Music,
and Art (3) Investigation of social and cultural origins
of dance styles in selected European and North
American regions and countries.
292 Dance Laboratory (2R) Intermediate dance
technique in ballet, pointe, modern, jazz, and tap. For
Dance majors and minors. Prereq: DP 192 or equiva-
lent; audition priorto registration. R for maximum of 6
credits in anyone idiom.
Upper-Division Courses (DP)
341 Movement Notation (3S) introduction to Labano-
tation, the process of recording movement. Concepts
of spatial and temporal analysis, conversiOn into
graphic symbols, and reconstruction into movement
from Labanotated scores. Prereq: DP 152 or instruc-
tor's consent. S with DP 342. Descutner, Meglin.
342 lritermediate Movement Notation (3S) Theory
and application of intermediate principles of Labanota-
tion.lntroduces Effort-Shape, a system for describing
dynamic qualities and a performer's use of time, .
space, weight, and flow. S with DP 341. Descutner,
Meglin.
351 Dance Composition I (3S) Introduction to creation
of dance movement as a communication tool. How to
select, develop, vary, and phrase dance movement.
Choreography of short dance studies. Prereq: DP 153,
252; coreq: DP 358. S with DP 352. Meglin.
352 Dance Composition II (3S) Compositional forms
and styles in dance. Structural forms derived from
music, fine arts, poetry, theater. S with DP 351.
Descutner.
353 Dance Accompaniment (3) Function of accom-
paniment for dance skills and composition. Types of
accompaniment-'instrumental, electronic, percus-
sion, voice. Prereq: DP 252; coreq: DP 491. Madrid.
354, 355, 356 Theoretical Foundations of Modern
Dance (3,3,3R) A studio-theory course in modern
dance techniques. Analysis of theoretical framework,
stylistic emphasis, and aesthetic significance of that
style in technique and in composed works. Prereq: DP
392 level; audition prior to registration. Each number
R once. Craig, Descutner, Meglin.
357 Dance In Musical Theater (3) Basic movement
vocabulary needed for musical theater and opera;
historical development; staging, choreography, and
performance. Prereq:previous dance experience and
instructor's consent. Descutner, Zadoff. Open to
nonmajors.
358 Music for Dancers (3) Survey of musical form,
style, and expressive content. The relationship of
instrumentation, melodic development, tonality, and
rhythmic structure to choreographic form and style.
Prereq: DP 252 or instructor's consent; coreq: DP 351.
Madrid. .
359 Renaissance Dance (2R) StUdio-theory class in
dance styles of the late 15th through early t 7th
centuries. Prereq: OS 172 Ballet I or instructor's
consent. Open to nonmajors; of interest to musicians,
actors, and historians. R once.
392 Dance Laboratory (2R) Advanced dance
techniques in ballet, modern, jazz, and pointe. For
Dance majors and minors. Prereq:audition prior to
registration.
400 SEARCH (1-3R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
406 (G) Special Problems (Arr,R) A current topic is
Problems in Pointe. Limited by faCUlty work load and
availability.
407 (G) Seminar (Arr,R) Recent topics include
Classical Dances of Asia, Dance Films, Dance in
Literature and the Arts, and Native American Dance
Cultures. R when topic changes.
408 (G) Workshop (Arr,R) Includes performance in
repertory companies, musical performance, student
choreography, and·technical production work. Prereq:
audition for performance ciasses, DP 255for produc-
tion work.
409 (G) Practlcum (Arr,R) Current topics are Choreog-
raphy and Stage Management
410 (G) Experimental Course (Arr,R) Current titles
include Notation Reconstruction and Scientific
Aspects of Dance.
452 (G) Dance Cultures of the World (3) How
function, form, movement, performers, and expressive
content of dance communicate world views'of selected
African, native American, and Asian dance cultures.
Open to nonmajors. Prereq: R201, ANTH 120; coreq:
DP 407 Seminar:Dance Films. Descutner.
453 (G) Ballet from the Courts to Balanchine (3)
Social and theater dance forms of Western cultures
from the Middle Ages through 18th-century ballet into
the era of contemporary art. Open to nonmajors.
Coreq: DP 407 Seminar: Dance Films.
454 (G) Evolution of Modern Dance (3) Influences of
leading dance artists; dance in education; new
directions in concert and theater forms; emphasis on
the dance in the United States. Open to nonmajors.
Coreq: DP 407 Seminar: Dance Films. Craig.
455 (G) Group Choreography (3R) Probiems and
special considerations of group choreography;
introduction to the communication of personally
created movement to other dancers. Prereq: DP 352
or instructor's consent. Craig, Descutner, Meglin. R
once.
456 (G) Ballet Staging (2R) Laboratory to include
elements of solo, pas de deUx, and corps techniques.
Short movement segments drawn from standard ballet
repertory. Coreq: DP 392 Dance Laboratory: Ballet.
Zadoff. R once. .
457 Baroque Dance (2R) A studio~theory course in
dance styles of the 17th and 18th centuries. Prereq:
OS 172 Ballet I or instructor's consent. Open to
nonmajors; of interest to musicians, actors, and
historians. R Once. .
491 (G) Teaching Dance (3) Helps prepare the Dance
majorto apprentice teaCh in a University Dance ciass.
Investigates teaching progressions, film use and
sources, accompaniment, recordsources and use,
and teaching manuals. Prereq: junior standing, DP
292; coreq: DP 353. Craig, Descutner.
492 Dance Apprenticeship (2R) Directed activities
related to the teaching of dance; selection of materiais,
class organization and management; student teaching
in a University dance class. For Dance majors and
minors. Prereq: DP 491.
493 (G) Administration of Dance in Education (3)
Organization and administration of a dance program
in colleges and universities. Prereq: DP 491 or
instructor's consent. Caine.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Special Problems (Arr,R) Topics include Solo
Composition and Formal Compositional Structure.
Limited by faculty work load and availability.
507 Seminar(Arr,R) Topics vary according to student
interest and faculty availability. Recent topics include
Choreographic Analysis and Criticism, Dance Re-
search, and Movement Pattern Analysis.
508 Workshop (Arr,R) Topics include Technique
(studio work in baliet, pointe, modern, ethnic, jazz, folk,
tap), Performance, and Production. R for maximum of.
12 credits.
509 Practicum (Arr,R) A current topic is Applied
Theory.
510 Experimental Course (Arr,R) Current titles
include Dance Research Design.
HDEV 551 Administration of Physical Education (3)
See description under Human Development and
Performance. ..
593 Aesthetic Bases for Dance in Art and Education
(3) Dance as an art form; function of the dance in the
changing social milieu; dance criticism. Caine, Craig.
.Gerontology
122 Esslinger Hall
Telephone (503) 686·4207
Jeanne E. Bader, Director
Executive Committee
Michael R. Benz, Speciai Education
and Rehabilitation
Aletta A. Biersack, Anthropology
Carl W. Carmichael, Speech
Lawrence R. Carter, Sociology
Kathleen J. Halberg, Leisure Studies and Services
Judith H. Hibbard, Schooi and Community Health
Robert E. Kime, School and Community Health
Peter M. Lewinsohn, Psychoiogy
Larry L. Neal, Leisure Studies and Services
Norman Sundberg, Psychology
Clarence E. Thurber, International Studies
Saul Toobert, COunseling Psychology
Marjorie Woollacott, Physical Education and Human
Movement Studies
FaCUlty
Jeanne E. Bader, Assistant Professor (environmental
design, public policy, attitudes toward aging). BA,
1965, Delaware; MA, 1967, Vermont; Ph.D., 1979,
California, San Francisco. (1981)
Christopher R.Bolton, Associate Professor (academic
gerontoiogy, older learners, counseling the aged).
B.M.E., 1966, Drake; MA, 1968, Northern Iowa; Ph.D.,
1974, Oklahoma. (1983) .
Delpha Camp, Assistant Professor; Director, Widowed
and Family Grief Counseling Program. B.A., 1959,
Gonzaga; M.S., 1977, Oregon. (1979)
Starius Showalter, Research Assistant. B.S., 1953,
MA, 1960, Southern California. (1983)
Courtesy
Gary Glasser, Courtesy Assistant Professor. A.B.,
1971, California, Berkeiey; M.D., 1975, California,
Irvine. (1986)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Participating
Michael R. Benz, Special Education
and Rehabilitation
Aletta A. Biersack, Anthropology
Jan Broekhoff, Physical Education and Human
Movement Studies
Carl W. Carmichael, Speech
Lawrence R. Carter, Sociology
Lorraine G. Davis, School and Community Health
Diane M. Dunlap, Education
Jerry V. Finrow, Architecture
Richard P. Francisco, Educational Policy and
Management
Robert M. Hackman, School and Community Heaith .
Kathleen J. Halberg, Leisure Studies and Services
Judith H. Hibbard, School and Community Health
Robert E. KIme, School and Community Health .
Peter M.Lewinsohn, Psychoiogy
Warren E. Smith, School and Community Health
Norman Sundberg, Psychology
Saul loobert, Counseling Psychology
Marjorie Woollacott, Physical Education and Human
Movement Studies
The study of aging prepares graduates for
careers in aging, for responsible citizenship,
and for personal growth and understanding.
The University of Oregon Center for Gerontology
offers many undergraduate and graduate
options in instruction, research, and service.
The Gerontology curriculum is professionally
oriented and drawn from departments through-
out the University. Gerontology courses are
offered throughout the year inclUding summer
session. Brochures listing summer session
230 Gerontology
3
Gerontology courses are available the preced-
ing fall term.
The diverse academic backgrounds of gerontol-
ogy students include psychology, sociology,
public affairs, speech pathology-audiology,
health, biology, architecture and landscape
architecture, physical education, leisure
studies, and law. Students vary in age from 18
to 80. Many have previous professional work
experience and some are embarking on second
orthird careers. Some are prepared to provide
direct services; some to develop and implement
policies regarding care and service to the aged;
some to design, administer, or evaluate pro-
grams; and some to do research on aging from
one of several perspectives.
People age 65 or olaer may audit Gerontology-
and all other -courses althe University free of
charge on a space-available basis,
Careers. Career opportunities in aging exist in
local, state, and national government; service
agencies; professional organizations; colleges
and universities; and the private sector. Special-
ists in aging work in residential environments
designed for the elderly, recreation facilities,
health care settings, art centers, consulting
firms, pUblic agencies, nongovernmental
organizations, businesses, and education and
research centers. Job opportunities in virtually
everydiscipline are enhanced by specialization
in gerontology. '
With a bachelor's degree, the Gerontology
major is qualified for most positions involving
direct-service delivery to the elderly, for entry-
level technical positions, and for supervised
research. A master's degree usually qualifies
the holder for mid-level supervisory or adminis-
trative positions, teaching in public and voca-
tional schools or community colleges, planning
and program development positions, and
advanced research assignments.
Community Education Program
Most courses in the Gerontology curriculum are
available for credit through the University's
Community Education Program. Community
education (nonmatriculated) students in-
terested in gerontology may call (503) 686-4207
for information regarding courses and (503)
686-5614 for information regarding the commu-
nity education option. '
Undergraduate Studies
Options available to undergraduates who want
to study gerontology include (1) a bachelor of
arts (BA) or bachelor of science (B.S.) degree
in gerontology (with the possibility of a double
major); (2) a second bachelor's degree in
gerontology; (3) a B.A. or B.S. degree in
gerontology through the Honors College; (4) a
Certificate in Gerontology at the undergraduate
level; and (5) a minor in Gerontology. Faculty
and peer advisers in Gerontology can discuss
these options with potential students.
Bachelor's Degree
Prospective Gerontology majors can be admit-
ted to the bachelor's degree program after
swcoessful completion of/ower-division Univer-
sity group requirements, 90 credits of college
or university work with a 2. 75 cumulative grade
point average (GPA), and at least one full term
of oourse work at the University of Oregon. On
satisfying these requirements, students
may apply for admission to the major program
by completing an Application for Change of
Major form, available in the Office of the
Re,gistrar.
University group requirements vary for students
who pursue a double major, depending in part
on the department of the second major. For
instance, if a student's second major is in the
College of Arts and Sciences, the student must
satisfy all requirements for the bachelor's
degree in that college as well as those for
the College of Human Development and
Performance,
Center for Gerontology requirements for the
BA or B,S. include a minimum of 45 credits in
Gerontology or in other courses approved by
the Center. Gerontology courses-except
those available passino pass (PIN) only-must
be taken for grades of mid-C or better. A
minimum cumulative grade point average
(GPA) of 2.75 is required.
All Gerontology majors must complete the
following core courses.
Core Requirements, 35 credits
Perspectives in Aging (GERO 380) . . ' " 3
Practicum: Human Aging (GERO 409) .. , 12
Experimental Course: Foundations of
Social Gerontology (GERO 41 OM) .... ,
Prepracticum Theory-Practice Integration
(GER0411) ,., .
Concurrent Theory-Practice Integration
(GER0412) , , .. 1
Evaluation Procedures in Health (HDEV 431G) .. 3
Health Aspects of Aging (HDEV 471G) .,.... 3
Psychological Aspects of Aging (GERO 481 M) .. 3
Principles and Practices of Services for the
Elderly (GERO 482M) " 3
Sociological Aspects of Aging (GERO 483M) 3
A minimum of 10 elective credits must also be
selected from a Center-approved list of courses
offered in various departments. No course
applied toward the major in Gerontology may
simultaneously be applied toward a major in
another discipline.
Second Bachelor's Degree
Students who hold a bachelor's degree from an
accredited institution may earn a BA or B.S.
degree in Gerontology at the University. If the
initial degree was awarded by the University,
the student needs to complete 36 Gerontology
credits in residence. Unless equivalents of the
required core courses listed above have
already been taken, students pursuing this
option are expected to take these core courses.
Students who received their initial bachelor's
degree at another institution must complete at
least 45 credits in residence, including the 35
in core courses required for the bachelor's
degree.
Honors College
The Robert Donald Clark Honors College is an
alternative for students who want to participate
in a small liberal arts college within the larger
University. Students fulfill major requirements
for a bachelor's degree from one of the Univer-
sity's regular departments or professional
schools. Due to its emphasis on lifelong inquiry
and personal growth, this program is attractive
to the self-directed student. Details may be
obtained from the Honors College.
Certificate in Gerontology
The undergraduate certificate is available to
matriculated UO students. Non-Gerontology
majors may want to complete the requirements
for the Certificate in Gerontology at the under-
graduate level. It is awarded only upon or
following receipt of the bachelor's degree.
Students seeking the Certificate in Gerontology
must declare their intention by making applica-
tion for admission to the Center for Gerontology.
Each student should seek the advice of a
Gerontology peer adviser early in hisor her
program.
The Certificate in Gerontology at the under-
graduate level requires completion of a 24-
credit program, including the following core
courses, prearranged with a Gerontology
faculty adviser.
Undergraduate Certificate Core 21 credits
Perspectives inAging (GERO 380) . . . . . . . . . . .. 3
Experimental Course: Foundations of
Social Gerontology (GERO 410M) . . . 3
Evaluation Procedures in Health (HDEV 431G) .. 3
Heaith Aspects of Aging (HDEV 471G) 3
Psychological Aspects of Aging (GERO 481M) .. 3
Principles and Practices of Services for the
Elderly (GERO 482M) , , , .,.,. 3
Sociological Aspects of Aging (GERO 483M) ... 3
In addition, the student must compiete 3 credits
in Gerontology electives, chosen with the
approval of his or her assigned faculty adviser;
All Gerontology course work must be completed
with grades of mid-C or better; 18 credits must
be graded. A maximum of 9 credits may be
transferred by petition from other academic
institutions. All work toward the undergraduate
certificate must be completed in four years.
Minor Requirements
Three options for a minor in Gerontology are
available to students with junior or senior
standing who maintain a 2.75 GPA and have
been in residence at the University of Oregon
for one or more terms: professional, research,
and elective. Each option requires 24-27 credits
and grades of mid-C or higher. Core courses
required for all three minor options are: Perspec-
tives in Aging (GERO 380), Experimental
Course: Foundations of Social Gerontology
(GERO 41 OM),Psychological Aspects of Aging
(GERO 481 M), and Sociological Aspectsof
Aging (GERO 483M). Further information about
each option may be obtained from the Center
for Gerontology.
Graduate Studies
Students who have a bachelor's degree from
an acoredited college or university and want to
do graduate work in gerontology have three
options: (1) a Certificate in Gerontology at the
graduate level, (2)an interdisciplinary master's
degree program, or (3) a supporting area
in gerontology in addition to a master's or
doctoral degree program in another academic
discipline.
Certificate in Gerontology
For the graduate Certificate in Gerontology, the
following courses are prerequisites: Special
Problems: Perspectives in Aging (GERO 506)
and Experimental Course: Foundations of .
Social Gerontology (GERO 41 OM). These must
be taken for credit and may not be counted
toward the graduate certificate, A maximum of
9 credits may be transferred, by petition to the
Gerontology faculty, from another institution of
higher education.
Students seeking the graduate Certificate in
Gerontology should apply before or upon
completion of 9 credits in Gerontology courses,
must be enrolled at the University, and may be
working toward a master's or doctoral degree.
In addition to the required 9 credits of prerequi-
site course work, a graduate Certificate in
Gerontology requires Psychological Aspects of
Aging (GERO 481 M), Sociological Aspects of
Aging (GERO 483M), and Seminar: Current
Trends in Gerontological Research (GERO
507). Also required are 21 credits inapproved
courses, to be prearranged with a Gerontology
faculty adviser. Twelve credits must be selected
from the following courses:
Experimental Course: Biological Aspects of
Aging (GERO 41 OM) orHealth Aspects of Aging
(HDEV 471G)
Experimental Course: Diagnosis and Interven-
tion in Clinical Gerontology (GERO 410M)
Principles and Practices of Services for the
Elderly (GERO 482M)
Confrontations of Death (GERO 487M)
Anyone of the three 500~level courses offered
as part of the graduate concentration in adult
development and aging by the Department of
Physical Education and Human Movement
Studies
Research (GERO 501), up to 6 credits of
supervised, aging-related research
Seminar: The Classics in Gerontological
Research (GERO 507)
Public Policy Issues and Aging (GERO 582)
The remaining 6 elective credits may be
selected from 400M- or 500-level courses listed
in the Gerontology Curriculum Document or
summer session brochure available from the
UO Center for Gerontology.
Graduate students in Gerontology must main-
tain a 3.00 GPA, take at least 18 graded credits
in Gerontology, and earn grades of mid-B or
better in all courses required forthe certificate.
Interdisciplinary Master's Degree
The interdisciplinary master's degree program
is individualized for students whose educational
goals cannotbe met by existing programs. The
Interdlsciplinary Study: Individualized Program
(IS:IP) usually consists of 15 or more credits in
each of three University academic units. Of the
three areas included in the IS:IP program, no
more than two may be from the same college'
or school. An additional 9 credits, chosen from
two or three of the participating departments,
are required forthecompletion of the graduate
project. For Gerontology to be one of the three
areas of study under the IS:IP option, students
must either (1) earn the graduate CertifiCate in
Gerontology (33 credits including prerequisites)
or (2) take 15 credits in Gerontology courses
and comprehensive examinations. Special
Problems: Perspectives in Aging (GERO 506)
and Experimental Course: Foundations of
Social Gerontology (GERO 410M) are the only
prerequisites.
StudeF:lts interested in the IS:IP option should
contact the Graduate School for application
forms and further information. They should then
apply for admission to the director of the Center
for Gerontology. At that time, they should
choose between options (1) and (2) above.
Applications should include full transcripts and
a copy of the IS:IP purpose statement.
Further information on requirements for the IS: IP
master's degree with Gerontology as an area
of study may be obtained from the Center for
Gerontology.
Gerontology as a Supporting Area
Students pursuing a master's or doctoral
degree in another academic unit may choose
gerontology as a supporting area. Such stu-
dents are required to take at least 18 creditsin
Gerontology. Special Problems: Perspectives in
Aging (GERO 506) and Experimental Course:
Foundations of Social Gerontology (GERO
410M) are the prerequisites and must be
completed with a grade of mid-B or better.
Master's or doctoral degree students interested
in declaring a supporting area in gerontology
should apply for admission to the director of the
Center as early as possible. The student's major
adviser must also sign the student's application
and curriculum plan in Gerontology.
Students must take Psychological Aspects of
Aging (GERO 481 M), Sociological Aspects of
Aging (GERO 483M), Health Aspects of Aging
(HDEV 471 G), and 9 credits approved in
advance by the minor adviser. Students
working toward a supporting area in gerontol-
ogy may receive a Certificate in Gerontology at
the graduate level by following the guidelines
provided above for the certificate..
Doctoral students with a supporting area in
gerontology must take written comprehensive'
examinations in gerontology. These examina-
tions are offered during the regularly scheduled
examination periods for the College of Human
Development and Performance. Details on the
number and content of questions are negotiated
by the student and the minor adviser.
Further information on requirements for a
supporting area in gerontologymay be obtained
from the Center for Gerontology.
Related Concentrations
The Department of Physical Education and
Human Movement Studies offers a graduate-
level concentration in adult development and
aging. Inquiries may be directed to the Depart-
ment office.
Courses in
Gerontology (GERO)
Lower-Division Courses
199 Special Studies (1-3R)
200 SEARCH (1-3R)
Upper-Division Courses
380 Perspectives In Aging (3) Theories of aging,
health and physioiogical aspects, psYchological and
psychiatric aspects, family and sex roles of the aged,
environmental design issues, leisure and recreation
possibilities, political and economic approaches,
death. Bolton.
400 SEARCH (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R)
406 Special Problems (Arr,R)
407 (M) Seminar (Arr,R)
408 (M) Workshop (Arr,R)
409 Prectlcum (Arr,R) Prereq: GERO 411 and
instructor's consent: coreq: GERO 412. Bolton.
410 (M) Experimental Course (Arr,R) Current topics
are Biological Aspects of Aging, Counseling the
Bereaved, Diagnosis and Intervention in Clinical
Gerontology, Educational Gerontology, foundations of
Social Gerontology, and Grief and Bereavement.
411 Preprectlcum Theory-Practice Integration (1)
Basic skills development in preparation for placement·
in the community. Prereq: GERO 380.
Gerontology 231
412 Concurrent Theory-Practice Integration (1)
Problem solving, budgeting, and planning. Prereq:
GERO 380,411; coreq: GERO 409.
HDEV 431 (G) Evalustion Procedures In Health (3)
See description under Human Development and
Performance.
HDEV 467 (G) Social Dimensions of Leisure and
Retirement (3) See description under Human
Development and Performance.
HDEV 468 (G) Organization of Senior Leisure
Services (3) See description under Human Develop-
ment and Performance.
HDEV 471 (G) Health Aspects of Aging (3) See
description under Human Development and
Performance.
481 (M) Psychological Aspects of Aging (3) .
Age-related changes over the life span including
cognition, perception, motivation. Prereq: GERO 380
or instructor's consent. Bader.
482 (M) Principles and Practices of Services forthe
Elderly (3) Sociohistorical background; individual and
group methods of working with the aged and their
families; assessing and meeting the needs of the
elderly: community resources. Bader.
483 (M) Sociological Aspects of Aging (3) Consider-
ation of some of the social gerontological theories and
contexts applicable to older adulthood in modern
society. Prereq: GERO 380 or equivalent, Experimental
Course: Foundations of Social Gerontology (GERO
410M). Bolton.
484 (M) Preretirement Education (3) Preretirement
education as an intervention in a crisis period of adult
life: models and strategies of counseling preretirees.
Not offered 1987-88.
485 (M) Contemporary Issues In Death Education
(3) Inquiry into various issues In dying, death, and
bereavememl: research, theory, relevant social
organization and processes, philosophical and ethical
questions. Camp.
487 (M) Confrontations of Death (3) PIN only.
Feelingsand attitudes toward the death of others and
of one's self. Includes a weekend group experience
under the guidance of human relations trainers.
Prereq: senior or graduate standing and instructor's
consent. Ewing.
488 (M) Mld- and Late-oLife Transitions (3) Major life
transitions, coping skills, adaptation, stress. Positive
aspects of growing older. Psychosocial frameworks
relevant to the middle years. Prereq: GERO 380 or
instructor's consent. Bolton.
490 (M) Evaluation of Programs for the Elder1y (3)
Introductory comparison of program evaluation and
research methods: elementary nonstatistical
techniques of program evaluation: models of decision
making based on program evaluation results. Prereq:
GERO 380. Not offered 1987-88. Recommended
alternative: HEP 431.
Graduate Courses
501 Resesrch (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R)
505 Reading and Conference (Arr,R)
506 Special Problems (Arr,R)
507 Seminar (Arr,R) Current topics are The Classics
in Gerontological Research and Current Trends in
Gerontological Research.
508 Workshop (Arr,R)
509 Practlcum (Arr,R) Prereq:GERO 511 and
instructor's consent; coreq: GERO 512. Bader.
510 ExperlmentaICouree(Arr,R)
511 Prepractlcum Theory-Practice Integration (1 R)
Basic skills development to prepare the graduate
student for piacement in the community. Prereq:
GERO 380.
512 Concurrent Theory-Prectlce Integration (1)
Problem solVing, budgeting, and planning. Prereq:
GERO 380, 511; coreq: GERO 509.
HDEV 521 Research Mathodsln Health and Leisure
(3) See description under Human Development and
Performance.
HDEV 563 Adult Development (3) See description
under Human Development and Performance.
582 Public Polley Issues and Aging (3) Processes
leading to and following from particular kinds of
aging-related legislation, public policies, and services.
Information systems avaiilable to decision makers,
service providers, and agency staffs. Bader.
232 Human Services
Human SeNices
115 Hendricks Hall
Telephone (503) 686·3803
Sally Fullerton, Department Head
Faculty
Robert Coiner, Assistant Professor (special population
service delivery, theory-practice integration, organiza-
tional development). B.S., 1967, M.S., 1969, EdD.,
1975, Oregon. (1974)
Sally Fullerton, Associate Professor (human service
delivery, mental health, prevention). B.S., 1956,
Oregon State; M.A., 1960, Cornell; Ph.D., 1970,
Oregon. (1970)
Duncan Lindsey, Associate Professor (research
methodology and data analysis, children and youth
services, socioiogyofscience). B.A., 1969, California,
Santa Cruz; M.A., 1971 ,Antioch; Ph.D., 1973,
Northwestern. (1980)
Garry Oldham, Instructor (organizational development,
mental health, human service delivery). B.S., 1972,
M.S., 1980, Oregon. (1984)
Anita Runyan, Associate Professor (preventive mental
health, human service delivery, field instruction);
Director, University Community Action. B.S., 1956,
Pacific Union; M.S., 1968, PhD:, 1972, Oregon. (1972)
Kenneth Viegas, Associate Professor (administration
of justice, social work); Director, Master's Program in
Corrections. B.S., 1956. Oregon; M.S.w., 1963,
California, Berkeley. On leave fall 1987, winter 1988.
(1967)
Emerita
Myra Miller, Associate Professor Emerita (field
instruction). B.A., 1937, Washington (Seattle); Diploma,
1939, New York School of Social Work. (1967)
Note:The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of Human Services offers an
interdisciplinary professional education pro-
gram for undergraduates as well as an interdis-
ciplinary studies master's degree program in
corrections. Majors take specified and elective
courses from several professional and liberal
arts disciplines. Assisted by the Human Ser-
vices faculty, they then integrate this knowledge
and use it to help resolve social problems
encountered in professional practice. The
primary methods used for these processes of
integration and application are supervised field
study, theory-practice integration courses, core
courses, and individual advising.
Undergraduate Studies
The undergraduate program in Human Services
is designed 10 (1) prepare students for entry-
level professional positions in various human
service organizations. particularly in the fields
of corrections; mental health; and child, youth,
and family services; (2) provide background
preparation for graduate studies; (3) provide
opportunity for in-career students toenhance
their competence and credentials; and
(4) provide opportunity for mature students to
change careers. .
Degrees offered are the bachelor of science
(B.S.)and the bachelor of arts (B.A.) in human
services. A minor in Juvenile and Criminal
Justice is available for a limited number of
students.
A basic philosophy of the Human Services
Department program is that the development,
functioning, and problems of individuals result
from their interactions with their social and
physical environments. Human service profes-
sionals. in order to operate within this basic
philosophy, need to have a broad range of skills
and knOWledge of societal and individual
change. The curriculum of the Human Services
. Department reflects this philosophy. .
Research conducted by Human Services
faculty members also reflects this psychosocial
orientation: Knowledge from various disciplines
is used in applied research on such issues as
social welfare policy, services for victims of
crime, burnout among human service workers,
treatment of the chronically mentally ill, and
preventive mental health. Broad social-policy
as well as individual serVice-delivery issues are
explored.
Preparation. Professional education in human
services is based on a strong liberal arts
background that has both breadth and depth.
Social and individual problems are too complex
to be successfully addressed within a single
discipline.
High school students planning a career in
human services should develop written and orai
communication skills and conceptual skills.
They should also obtain volunteer experience
in a human service agency if possible. Concep-
tual skills are developed through courses that
require independent and analytical thinking.
Communication skills are developed through
. such courses as English, foreign languages,
and speech. and through practical experience.
University students in their freshman and
sophomore years are encouraged to develop
further their communication and conceptual
skills and to acquire a broad liberal arts
foundation. Completion of all University general
requirements and Human Service foundation
area requirements is encouraged during this
period.
Students are also encouraged to acquire more
field experience during their freshman or
sophomore year. An excellent means of doing
this at the University is to enroll in an ESCAPE
community services placement, in which the
. student may earn up to 9 credits a term fot
supervised work in a community-service
agency. Students taking ESCAPE field place-
ments are also expected to enroll in an introduc-
tory 1-credit seminar on the integration of theory
and field experience. Most community colleges
also offer supervised field experience in human
services programs.
Careers. Professional roles for HumanServices
majors include direct-service and case man-
agement for individuals or groups, advocacy,
program development, management, and other
organizational roles in human services pro-
grams. Settings include child welfare agencies,
day-care programs, group homes for adoles-
cents. drug and alcohol programs, crisis
intervention programs, programs for former
psychiatric patients, parole and probation
offices, community action programs,
emergency housing programs, and health-
related social services.
The field of human services is continually
changing, partly as a result of priorities and
allocations of the various funding sources, and
partly because of the increasing body of
knowledge about human needs andlhe various
ways these might be met. The Human Services
Department attempts to anticipate these
changes and to prepare students for emerging
as well as existing roles.
At present most human services work takes
place in various types of publicly funded
agencies, although opportunities in private
nonprofit agencies are increasing. In addition,
a growing number of private corporations are
beginning to offer social services to their
employees.
Admissions and AdVising
Prior to fbrmal admission as majors, students
may declare themselves pre-Human Services
majors. This status gives students beginning
program identification, preliminary adVising,
and help in applying for the degree program.
Peer advisers are available to provide informa-
tion about Human Services program require-
ments, general University requirements. and
resources available to students. They help
premajors plan what courses to take each term,
and they are trained to do unofficial analy~es
of students' transcripts to determine what
reqUirements remain to be completed. A peer
adviser may be reached through the Depart-
ment office. Any Human Services major may
apply to become a peer adviser. Academic
credit is given for the skills and knowledge peer
advisers gain through training sessions, helping
others, and working on other projects within the
Department.
Students who have successfully completed at
least 40 credits of course work may apply for
formal admission to the program. Application
materials are available in the Department office.
Criteria for selection include academic prepara-
tion, grades, evidence of communication skills,
and appropriateness of career goals and life
experience. Admission selections take place
twice a year. Application deadlines are October
15 and January 30.
When a student is formally admitted to the
program, he or st1e is assigned a faculty adviser
whose interests, whenever possible, match
those of the student. Advising plays a key role
in an interdisciplinary program. Since students
take courses from many different departments
and professional schools at the University, they
usually need assistance in integrating and
applying what they learn to their own career
interests.
Major Requirements
All students admitted as Human Services
majors may earn bachelor's degrees by
completing the requirements in effect althe time
of their admission. If requ,irements change, a
student may elect to fulfill the new set of
requirements.
Current requirements for majors in Human
Services are given below. Requirements are
listed in terms of essential content rather than
specific courses, since in many cases students
may select from several options for fUlfilling
each requirement. Inquire at the Department
office for approved courses.
Foundation Area Requirements: 18 credits
Introductory psychology
Human development
Introductory sociology
United States government
Small-group communication
Interpersonal communication
Core Requirements: 12 credits
IntrOduction to human services
Human service policies and programs
Introduction to research methods
Human Services 233
Human service delivery methods
University Community Action (UCA)
Program: 38 credits
The UCA program is required of all human
services majors. It includes:
Supervised Field Study (HS 409)
Introduction to Community Action (HS 413)
Individual and Small-Group Intervention
(HS 414)
Organizational Intervention (HS 415)
Community Intervention (HS 416)
Concentration Area: 18 credits
In consultation with an adviser, each student
selects 18 additional credits in a concentration
area related to his or her career goals. Courses
may be taken in other departments as well as
Human Services and must include at least 15
upper-division credits. Unless an exception is
granted, the concentration area must be
chosen from the following:
Children, Youth, and Families
Juvenile and Criminal Justice
Mental Health
Minor Requirements
A minor in Juvenile and Criminal Justice is
available for a limited number of students. A
total of 30 credits are required, of which 24 must
be upper division and 24 must be graded.
Students must consult a Human Services
adviser before selecting courses to fulfillihe
content requirements in each of the five areas
listed below.
Content Requirements 30 credits
Theories of crime causation, theories of
deviance, , , , , 6
History and development of social policies
dealing with juvenile and, criminal justice;
the interaction of law and human services 6
Contemporary issues, policies, and
interventions related to criminal and juvenile
justice. Examination of research evidence
and program effectiveness .... '" .... 9
Professionalization in justice delivery
systems (select from seminars developed to
deal with professional practice issues) 3
Special research projects-field or library
research or both-on specific justice topics .. ' .. 6
Special Programs
University Community Action Program. The
University Community Action (UCA) program
provides Human Services majors with super-
vised field study and other core program
courses. The UCA program is also available to
majors from other departments. Students
receive a monthly stipend and full academic
credit while working nearly full time for nine
months in a public or nonprofit agency. Human
Services faculty members provide field instruc-
tion and teach the theory-practice integ ration
course that complements the UCA program.
Course topics are individual and small-group
intervention, organizational intervention, and
community intervention.
In these field placements, students work to
expand services and develop new programs
for youth and children, seniors, and adult
special populations such as the mentally and
emotionally disturbed, the developmentally
disabled, or clients of the correctional system.
Various positions are available in program
planning and evaluation, community develop-
ment, service delivery to individuals and
groups, and program management.
Admission to the UCA program is open to
upper-division and graduate students from
disciplines concerned with social issues,
human development, and pUblic service.
Academic credit is offered through the Depart-
ment of Human Services or through other major
departments. Students interested in mote
information or admission should consult the
director, Anita Runyan, or visit the UCA office,
109 Hendricks Hall; telephone (503) 686-3813.
Workshops. The Human Services Department
has continued to offer a series of workshops fOt
students and practitioners. The continuing
justice series has examined such topics as
Child Abuse, Family Violence, Intervention,
Modern Crisis, and Women and Crime.
Graduate Studies
Interdisciplinary Studies: Corrections is a
professional master's degree program, which
is directed by a Human Services faculty
member and managed by an interdisciplinary
committee. Students admitted to this program
work with a faculty adviser to develop an
individual course of study with clearly defined
goals; They draW from courses offered in
various departments and professional schools.
For more 'information see the descriptions of
interdisciplinary programs in the Graduate
School section of this bulletin, or consult
Kenneth Viegas, director of the interdisciplinary
master's degree program in corrections, 111
Hendricks Hall; telephone (503) 686-3896:
Courses in Human
Services (HS)
Lower-Division Courses
199 sreclal Studies (1-3R) Introduction to Adminisira-
tion 0 Justice is a current topic.
Upper-Division Courses
310 IntrOduction to Human services (3) Issues,
problems, programs, methods, and trends in human
services, Service delivery coordination; professionali-
zation ,of human service workers. Visits to human
service agencies in the community.
324, 325 Applied Research Evaluation I, II (3,3)
Introduction to the use of research to provide informa-
tion for making decisions in management and delivery
of human services. Prereq: MTH 100 orequivalent and
a social science research methods course.
399 Special Studies (1-4R)
400 SEARCH (1-3R)
401 (M) Research (Arr,R)
403 (M) Thesis (Arr,R)
405 (M) Reading and Conference (Arr,R)
406 (M) Special Problems (Arr,R) ESCAPE Commu-
nity Services is a current topic; coreq for first time
volunteers: Seminar: ESCAPE Voiunteer Training
(HS 407). Graduate credit not available for ESCAPE
courses,
407 (M) Seminar (Arr,R) Current topics are ESCAPE
Volunteer Training and ESCAPE Field Supervision.
Graduate credit not available for ESCAPE courses.
408 (M) Workshop (Arr,R) Current topics are The
Chronically Mentally III, Corrections Issues, Domestic
Violence, Marital Relationships, and Victim Services.
409 (M) Supervised Field Study (Arr,R)
410 (M) Experimental Course (Arr,R) Current
topics are Discrimination and Family Interdependent
Systems.
413 (M) Introduction to Community Action (2)
Knowledge and skills needed forfieidwork placement
in human service agencies. Limited to students in the
University Community Action program.
414 (M) Individual and Small-Group Intervention (4)
Linkage of theoretical concepts regarding work with
individuals and groups to students' University Commu-
nity Action field placements. Readings, case exam-
ples, presentations, role playing, discussion; Prereq:
HS 413,
415 (M) Organizational Intervention (4) Theoretical
concepts of how human service agencies are
structured, managed, and changed to meet clients'
needs. Application to students' University Community
Action fieid placement agencies. Prereq: HS 414.
416 (M) Community Intervention (4) Analysis of
current community problems and integration of
theoretical concepts. How community-centered
intervention can affect human service needs. Applica-
tion to University Community Action field placements,
428 (M) Human service Delivery (3) Examination of
counseling, social work, and other theories and
methods for application to various human problems
and services.
430 (M) Group Work Methods (3) Theory and
techniques of working with groups in human service
programs; emphasis on deyelopment of practical
group work skilis.
431 (M) Counseling Interview (3) Experience-based
skiIi development for counseling in a variety of human
service settings. Emphasis on acquiring a practical,
integrative framework for counseiing. Prereq: one term
in University Community Action program.
435 (M) Developmental Counseling (3) A 'theory-
oriented course in developmental counseling aimed at
the normal individual's optimal development. Not
offered 1987-88.
HDEV 437 (M) Volunteerlsm (3) See description
under Human Development and Performance.
440 (M) Social Welfare Institutions (3) History,
structure, policies, and services of the major social
welfare programs. Not offered 1987-88.
441 (M) Current Social Welfare Policies (3) Analysis
of the policy-making process in social weifare and its
application to current programs and new proposals.
Not offered 1987-88.
442 (M) Prevention Methods and Strategies (3)
Developing programs to prevent family violence,
delinquency, suicide, rape, substance abuse, and
other problems. Focus on primary prevention before
problem symptoms develop.
443 (M)Family Policy (3) Family policy from
philosophical, empirical, and practical perspectives.
Primary objective is to link family structural elements
to family policy needs, programs, and proposals.
446 (M) Child Welfare Services (3) History, analysis,
and deveiopment of chiid welfare services in the West.
Focus on values and philosophy, Critique of agencies
in Oregon and the United States,.
447 (M) Community Organization and Social
Planning (3) Theory and methods used in working with
organizations and communities. Citizen participation,
social action, social iegisiation, community relations,
and other organizational techniques; approaches to
social problems. Not offered 1987-88.
448 (M) Community Mental Health (3) Examines the
role of the community in providing services, such as
crisis services, to people with mental and emotionai
disorders; support for the chronically mentally ill. Not
offered 1987-88.
450 (M) Burnout and the Professional (3) Stress and
burnout theory, identification of stress producers in
human service work, methods of managing stress, and
teaching stress management.
460,461 (M) Correctional Systems (3-5,3-5) Correc-
tions systems analyzed in terms of theoretical,
phiiosophical, and legal foundations. Prevention,
diversion, deterrence, and rehabilitation. Research
data evaluated in terms of correctional effectiveness,
462 (M) Juvenile Justice (3) Juvenile court system;
alternatives to the court. Theoretical, philosophical,
and research bases for policy; intervention strategies.
Human service professional involvement with com-
munities, families, and youth,
463 (M) Community Corrections (3) Analysis of
institutionalization in the United States. The philosophi-
cal issues, economic burdens, and effectiveness of
corrections policy, Community corrections as an
alternative.
475 (M) Supervision in Human Services (3) Examines
a generic model for supervision in the helping
professions and facilitates supervisory skili develop-
ment.
Includes case examples, role playing, and Videotape
recording.
234 Leisure Studies and Services
Leisure Studies
and Services
180 Esslinger Hall
Telephone (503) 686·3396
Christopher R. Edginton, Department Head
Faculty
GayleneCarpenter. Assistant Professor(programming
leisure behavior). B.A.. 1965, M.S" 1973, California
state. Long Beach; EdD., 1979, Temple, (1983)
Mary Faeth Chenery, Associate Professor (outdoor
recreation. camp administration. philosophy); Director.
Institute of Recreation Research and Service, A.B,.
1970. Harvard; M,Mgt., 1973, Wake Forest; PhD,.
1979. North Carolina State, (1985)
Maureen Dayton. Instructor (therapeutic recreation.
internships. professional foundations), B,S,. 1972,
Indiana; M,S,. 1985. Illinois, (1984)
Christopher R, Edginton. Associate Professor (man-
agement, program and leadership), B,A" 1969. San
Jose State; M,S,. 1971, Illinois; Ph,D" 1975, Iowa,
(1980)
Kathleen J, Halberg, Assjstant Professor (therapeutic
recreation, gerontology). B.A., .1962, Iowa; M.S., 1969,
PhD., 1980, Illinois. (1981)
Dennis R. Howard, Associate Professor (tourism,
private and commercial recreation. administration).
B.S., 1966, Oregon: M.S., 1968, Illinois: Ph.D., 1974.
Oregon State. (1982)
Larry L. Neal. Associate Professor (administration.
Pacific Rim studies, supervision). B.S.. 1961. M.S..
1962, D.Ed., 1969. Oregon. (1968)
Charles J. Rittman, instructor (management, intern-
ship, armed forces recreation). B,S., 1960, M,S.• 1970,
. Missouri. (1986)
Adjunct
Leigh Files, Adjunct Instructor(art therapy). B.A., 1973,
Oregon; M,Ed., 1980, Rutgers: M.A., 1981, New York.
(1985)
Emeriti
Lois E. Person, Assistant Professor Emerita (applied
arts). B.S., 1948, North Dakota: M,S., 1950, Cornell.
(1959)
Lynn S. Rodney, Professor Emeritus (administration);
Dean Emeritus, College of Health, Physical Education,
and Recreation. B.A., 1936, M.A., 1938, Washington
State; PhD., 1955, Michigan. (1955)
Note: The ci~te in parentheses at the end of each entry is
the first year at the University of Oregon.
Participating
Michael J. Ellis, Physical Education and Human
Movement Studies
The Department of Leisure Studies and Services
offers a well-rounded, well-developed program
of professional education in leisure services at
both the undergraduate and graduate levels. It
also provides complementary leisure service
courses for the University through electives,
offers an academic minor in Leisure Studies and
Services, promotes research on the phenome-
non of leisure, and promotes current leisure-
service practices and policies among service
providers.
The Department's major function is to prepare
students for professional careers in leisure
services. Programs lead to bachelor's, master's,
and doctoral degrees. Strong emphasis is
placed on courses that provide a broad liberal
education as well as those having a professional
focus. Students apply the knowledge gained
through practical service.
The Department attempts to develop the
student's social and personal attitudes and
responsibilities, ethical standards, sense of
cultural balance, and commitment to service.
Its program,therefore, includes courses
intended to promote an appreciation of the
traditions of a free society, to foster attitudes of
critical observation and jUdgment, and to equip
the prospective professional in leisure services
with the necessary technical knowledgeand
spe9ialized skills. Graduates of the Department
of Leisure Studies and Services become
coordinators and managers of public, private,
commercial, and therapeutic leisure services.
Accreditation. The Department is one of 62
colleges and universities currently accredited
by the National Council on Accredita:tion .
sponsored by the National Recreation and Park
Association/American Association of Leisure
and Recreation. It is the only accredited leisure
studies program in the Pacific Northwest at this
time.
Institute of Recreation
Research and Service
The Institute of Recreation Research and
Service, a part of the College of Human De-
velopment and Performance, promotes schol-
arly endeavors and community service by
coordinating the diverse human, fiscal, and
physical resources of the Department of Leisure
Studies and Services. The Institute~mcourages
basic and applied research on the phenomenon
of leisure and the delivery of leisure services. It
publishes a series of technical and research
reports and leisure-related monographs, and it
contributes to community service through
demonstration projects, referrals to consultants,
and information dissemination.
ProJect TRENDS. Project TRENDS (Therapeu-
tic Recreation for New and Enhanced Delivery
of Services) is federally funded through the
United States Department of Education to .
provide preservice education in therapeutic
recreation at the master's degree level. As the
only program in the Northwest training students
at both master's and doctoral levels, Project
TRENDS follows a rich tradition of other timely
University of Oregon projects. of the past 15
years. These projects have helped produce
graduate·level trainees who currently hold
many key therapeutic recreation positions in the
state and in the Northwest. A primary emphasis
of Project TRENDS is the development and
training of students in the use of computer-
assisted methodologies, especially assess-
ment, record keeping, and referral.
Twelve tuition waivers for master's degree
students and graduate teaching fellowships
(GTFs) for doctoral students are provided each
year. Each graduate application is reviewed
after the student's file is complete.
Pacific Rim StUdies in Leisure. Cross-cultural
interaction between students froni America,
East Asia, and other Pacific Rim countries forms
the basis for a sequence of courses at the
upper-division and graduate levels. Courses,
special studies, guest lectures, and internships
are inciuded in this program, which is designed
to establish cooperative links between students
from the various Pacific Rim countries.
Undergraduate Studies
The Department of Leisure Studies and Services
offers major curricula leading to the bachelor of
science (B.S.) and bachelor of arts (BA)
degrees and provides a foundation for graduat~
work leading to advanced degrees.
The undergraduate program provides the
student with a generalist's view of the career
field: Many students combine this with a
specific interest in public, commercial, private,
military, or other recreation agency setting.
Admission
Students must complete all of the follOWing
requirements for admission tothe Department:
1. Confer with a peer adviser
2. Formally declare Leisure Studies and
Services as a major
3. Fill out an application for admission
4. Complete an advising checklist with a peer
adviser
Major ReqUirements
Requirements for a bachelor's degree in
Leisure Studies and Services include 64 credits
in approved LSS-prefix courses offered in four
phases:
Phase I 13 credits
Professional Foundations of Leisure (LSS 251) , .. 3
Programming and Leading Leisure
Services (LSS 270) . . . . . . . . . . . . . . .. 4
Leisure' and Special Populations (LSS 353) .: 3
Leisure and Natural Resources (LSS 390) .. , , 3
LSS 251; 270, and either 3530r 390 are prerequisites
to any Phase II courses. All four Phase I courses must
be completed to meet degree requirements.
Phase II 18 cred.lts
Managing LeIsure Servi.ces (LSS 370) 3
Leisure Behavior (LSS 380) . , ; , 3
Issues in Leisure Services (LSS 444) ., .. 3
Financing Leisure Services (LSS 445) . . 3
Evaluating Leisure Services (LSS 446) ., , . , 3
Marketing Leisure Services (LSS 447) , .. , 3
Phase III 21 credits
Electives, to include seven courses or a combination
of three courses and a 12-credit internship.
Students who choose to specialize in therapeutic
recreation complete Seminar: Facilitation of Leisure
Education (LSS 407), Introduction to Therapeutic
Recreation (LSS 461 M), and Therapeutic Recreation
Processes (LSS 462M) as electives in addition to an
internship in a therapeutic recreation setting. These
graduates are eligible for certification through the
National Council of Therapeutic Recreation Certifica-
tion.
Phase IV 12 credits
Leisure Service Internship (LSS 415,
repeatable once) ,., 1-12
The Department also requires at least one course in
each of the following: group processes, sociology,
psychology, and physical education. These courses
may also be applied to University graduation require-
ments. First aid certification and cardiopulmonary
resuscitation (CPR) are strongly recommended.
The 0 grade in Leisure Studies and Services
courses may not be used to satisfy major
requirements.
Transfer' Students
Students transferring from other institutions
without previous Leisure Studies and Services
courses or their equivalents must follow the
application procedure for admittance into the
Department (see above).. Completion of major
requirements takes approximately six terms
(two academic years).
Students who transfer from an institution with
leisure studies and services course work
already completed should, at the time of
application, send an unoffical transcript to the
Department for review. If it is determined that
the student has had a course of study similar
to that required by this Department, the student
should complete a minimum of 15 credits in LSS
Leisure Studies and Services 235
courses (excluding open-ended numbers) and
12-15 credits in practica or field studies (LSS
409 or 415) at the University of Oregon. Transfer
students must have a 2.50 grade point average
(GPA) or better.
Minor Requirements
The minor program is intended for those who
want to augment their majors by leisure-oriented
courses germane to their area of study as well
as for those wanting to investigate the phenome-
non of leisure in society.
The minor in Leisure Studies and Services
requires a minimum of 24 credits, 15 of which
must be upper division, distributed as follows:
9-10 credits
Three courses selected from the following:
Professional Foundations of Leisure (LSS 251),
Programming and Leading Leisure Services
(LSS 270), Leisure and Special Populations
(LSS 353), Leisure and Natural Resources
(LSS 390) 9-10
Phase I courses must be completed with a minimum
grade of C- before Phase III courses may be taken.
14-15 credits
Five additional LSS courses, excluding the
following: Managing Leisure Services (LSS 370),
Leisure Behavior (LSS 380), Issues in Leisure
Services (LSS 444), Financing Leisure Services
(LSS 445), Evaluating Leisure Services (LSS 446),
Marketing Leisure Services (LSS 447), Courses
numbered LSS 400-409, 415 . . . . . . . . . . .. 14-15
Peer Advising
The Department of Leisure Studies and Services
peer advising program. helps students inter-
estedin obtaining curriculum information or in
applying to the Department for admission, and
it offers advising on general University and
departmental requirements. The peer advising
office is located in 187-A Esslinger Hall.
Graduate Studies
Master of science (M.S.) , master of arts (MA),
doctor of education (D.Ed.), and doctor of
philosophy (Ph.D.) degrees in Leisure Studies
and Services are available through the College
of Human Development and Performance.
Information on University regulations governing
graduate admission is in the Graduate School
section of this bulletin.
The master's degree programs prepare
graduates for professional positions in public, '
private, and commercial leisure service organi-
zations. Students may choose to completea.
thesis. All master's degree candidates must
take a comprehensive examination.
The doctoral degree programs prepare stu-
dents for research and teaching positions at
universities and colleges and for top-level
executive positions.
Admission
Students seeking admission to the graduate
program should write to the Department
graduate coordinator.
A committee of Department faculty members
reviews all applications for graduate admission.
Graduation from an accredited college or
university and a total cumulative undergraduate
grade point average (GPA) of 2.75 or higher is
required. Master's degree applicants must
score at least 35 on the Miller Analogies Test
(MAT) or 470 on the Verbal portion of the
Graduate Record Examination (GRE). Students
must also submit three letters of recommenda-
tion completed on appropriate forms.
A doctoral program applicant should have a
master's degree, a 3.50 GPA, and at least two
years' professional full-time work experience in
recreation or leisure services. Minimum accept-
able scores for doctoral candidates are 50 on
the MAT or 520 on the Verbal portion of theGRE.
Master's Degree Programs
Educating for innovation is the central theme of
the master's degree curriculum. The intent of
the academic program is to integrate the
concept of entrepreneurship into all graduate-
level courses. Entrepreneurship is an approach
to the management of organizations, whether
public, private, or commercial, that uses
initiative, creativity, and calculated risk-taking
to generate opportunities for innovation. This
orientation reflects the current need in the
leisure service industry for managers who are
capable of meeting its continually changing
demands.
Degree Requirements. Both the M.S. and the
MA degrees require completion of 58 credits,
of which 34 must be in Leisure Studies and
Services courses. The MA degree requires a
demonstrated proficiency in a foreign language.
A total of 15 credits may be transferred from
other colleges and universities upon approval
of the Graduate School.
Program Structure. The following core of 22
credits is required for all master's degree
candidates: Seminar: Professional Issues (LSS
507), Workshop: Statistics (HEP 508), Experi-
mental Course: Innovation and Entrepreneur-
ship in Leisure Services (LSS 51 0), Philosophi-
cal Foundations of Leisure (LSS 511), Historical
Concepts of the Leisure Profession (LSS 515),
Research Methods in Health and Leisure (HDEV
521), and Fundamentals of Statistics in Health
(HEP 531).
In addition to the 22-credit core, students must
take a minimum of 9credits in study emphases,
9 credits in courses offered by another depart-
ment or theme area to be approved by the
student's adviser, and 15-18credits of electives
from any department. Candidates who have not
completed an undergraduate degree in recre-
ation and parks or leisure services must take
an additional 15 credits in Leisure Studies and
Services courses prior to or during their
graduate program of study. The Department
offers seven study emphases: management
and program development, therapeutic recre-
ation, tourism, outdoor recreation, Pacific Rim
studies in leisure,commercialleisure services,
and leisure and human development.
Program Requirements
Core 22 credits
Seminar: Leisure Professions (LSS 507) 3
Workshop: Statistics (HEP 508) 1
Experimental Course: Innovation and Entrepre-
neurship in Leisure Services (LSS 510) 3
Experimental Course: Social Psychology of
Leisure (LSS 510) 3
Philosophical Foundations of Leisure (LSS 511) 3
Historical Concepts of the Leisure Profession
(LSS 515) : 3
Research Methods in Health and Leisure
(HDEV 521) 3
Fundamentals of Statistics in Health (HEP 531) 3
Study Emphases 9-12 credits
Electives 15-18 credits
Course work in Leisure Studies and Services or another
department
Supporting Area Outside the Department 9 credits
Course work in another University department ortheme
area with adviser's approval
Comprehensive Examinations
Computer Competence
Students may elect to write a 9-credit thesis,
which may be substituted for 9 credits in the
elective area. All candidates must take a
comprehensive examination, consisting of two
four-hour sessions, in which they complete
essays on the historical and philosophical
foundations of leisure, research and statistics,
and study emphases.
All work for the master's degree must be
completedwithin aperiod of seven years. This
includes work for which credit is transferred
from another institution, comprehensive exami-
nations, and the thesis.
Doctoral Programs
Degree Requirements. D.Ed. and Ph.D.
degrees are granted primarily for attainment
and proven ability. The specific number of
credits and courses, determined bythe candi-
date's doctoral committee, are flexible to meet
the particular needs and interests of the
candidate. The Graduate School requires at
least three years of full-time study beyond the
bachelor's degree, of which at least one
academic year (three consecutive terms) must
be spent in continuous residence on the
Eugene campus. A student should not plan to
transfer more than 65 to 70 credits, including
the 45 credits for the master's degree; because
of the nature of the degree requirements.
A doctoral student should attain greater depth
of knowledge in the selected study emphasis
than a master's degree student. A minimum of
30 credits in Leisure Studies and Services
courses is required.
A broad understanding of research methodol-
ogy and application of techniques for evaluation
of leisure services are essential to the doctoral
program. Four or five courses in statistics and
research methods are usually required.
Each doctoral student must present evidence
of successful colleg.e teaching at the University
or elsewhere. Three ofthe following five courses
are also required: Seminar: Current Literature
in Leisure (LSS 507), Experimental Course:
Social Psychology of Leisure (LSS 510),
Philosophical Foundations of Leisure (LSS 511),
Historical Concepts of the Leisure Profession
(LSS 515), and Studies and Surveys of Leisure
(LSS 545).
Every candidate for a doctoral degree must
complete a dissertation.
21 credits are required in a supporting area in
a related discipline such as sociology, market-
ing, landscape architecture, or education.
12 credits in computer science courses, 9
credits of advanced statistical design, or two
years of a foreign language are also required
for the Ph.D..
Preliminary and Final Examinations. Before
the end of the first two terms of study, a
diagnostic examination is taken. The student is
expected to exhibit knowledge and communica-
tion skills equivalent to a high-quality master's
degree graduate. The intent of the diagnostic
examination is to assess the candidate's
content strengths and weaknesses. Identified
deficiencies are strengthened through 8ub-
·sequent course work.
The written doctoral comprehensive examina-
tion is taken after completionof substantially all
course work and, when applicable, language
requirements. Passing this examination ad-
vances the student to full doctoral degree
candidacy. Included in this examination are
236 Leisure Studies and Services
comprehensive essay questions on the Leisure
Studies and Services area of concentration, the
supporting area, research, and professional
foundations.
A final oral examination is taken after completion
of the dissertation and all other degree require-
ments.
Study Emphases. Five study emphases are
available, allowing considerable flexibility to
design program re,quirements 'speci(ic to the
professional interests and needs of each
graduate student:
1. Recreation management focuses on compe-
tence needed for executive positions in
pUblic, private, and commercial leisure
service organizations
2. Recreation program development and
supervision emphasizes the creation and
administraUon of programs in 'local govern-
ment, volunteer agencies, industry; hospi-
tals, arts organizations, and other settings
3. Professional education establishes a founda-
tion for the teaching of leisure studies .
courses in institutions ofhigher learning.
4. Outdoor recreationand education is directed
toward the development and administration
of programs in school·education, resident
and day camp,s, and naturalist inte.rpretation
5. Therapeutic recreation is directed toward
the development and administration of
programs for people who are ill or handi-
capped and for other special groups
Graduate Assistants
and Trainees
A few teaching and administrative assistant-
ships a.re available, primarily to full-time stu-
dents who have completed several years of
teaching or other full-time professional field
experiences. Stipends inciude a salary for nine
months and reduced tuition. Graduate teaching
fellowships or fee waivers are available to
students specializing in therapeutic recreation.
This support is provided by Project TRENDS.
Some students with outdoor pursuit leadership
skills may be eligible for graduate teaching
fellowships through theDepartment of Physical
Education and Human Movement Studies
Outdoor Pursuits Program. Applications may be
obtained from the graduate coordinator,
Department of Leisure Studies and Services.
Courses in leisure
Studies and Services (LSS)
Lower-Division Courses
150 Leisure In Society (3) Concepts of community
recreation; scope of recreation in American life; the
role of recreation, parks, and sports In human
experience and in the structure of community living..
199 Special Studies (1-3R)
200 SEARCH (1-3R)
251 Professional Foundations of Leisure (3)
Introduction to the basic historical and philosophical
foundation's l!lf leisure and recreation,
270 Programming and Leadlnfl Leisure Services (4)
Principles and practices associated With the leisure
programming process, including needs assessment;
program development, implementation, evaluation,
and modification, Leadership theory and application
to programming,
290 Camp Counsellnlil (3) Orientation ~o youth in
camps; values and obJeclives of organized camps;
understanding campers, camp programs, and staff
responsibilities,
Upper-Division Courses
HDEV 344 Administration of Aquatic Programs (3)
See description under Human Development and
Performance.
353 Leisure and Special Populations (3) Service
foundations for providing therapeutic recreation
services to people with special conditions. The
reiationship of leisure behavior to special conditions;
similarities and differences among the helping
therapies.
370 Managing Leisure Services (3) Management of
leisure service delivery systems in public and private
sectors. Planning, organiZing, staffing, directing, and
conlrolling,
371 Human Relations In Supervision of Personnel
(3) SuperVision of personnel in pUblic recreation and
park services provided by mUniCipal, distriCt, county,
state, and federal recreation and park departments.
380 Leisure Behavior (3) Examination of individual
and group leisure behavior within a human develop-
mental context. Identification and exploration of
motivating factors related to traditional and contempo-
rary leisure expression.
390 Leisure and Natural Resources (3) The role of
natural resources in the pursuit of leisure activities;
developing a land ethic, ecoiogical awareness, and
minimum-impact programs,
391 Camp Administration (3) Selected organizational
and administrative aspects of organized camping: site
deveiopment, personnel, health, safety, sanitation,
programs, finance, and public relations, EmphaSIS on
national standards and local regulations.
HDEV 3~2 Principles of Outdoor Leadership (3) See
description under Human Development and Perform-
ance. .
394 Community Youth Services I (3) Critical analysis
of national youth-serving organizations as they relate
to the characteristics and normal needsof the youth
they serve.
395 Volunteer Management (3) In-depth investigation
of administrative and leadership considerations in
service organizations, Includes direct contact with
leaders of and participation in local service organiza-
tioris. .
396 Recreation Programs (3) Development, analysis,
and evaluation of content, pUblic relations, funding,
facilities, and leadership of leisure programs for
municipal, voluntary, private, church, and commercial
agencies, Not offered 1987-88.
400 SEARCH (HR)
405 Reading and COnference (Arr,R) Prereq:
department head's approval.
406 Special Probljlms (Arr,R) Topics include Camp
Programs, Cultural Arts, Environmental Programs,
School-Community Programs, SpeCial PopUlations,.
and Youth Programs, .
407 (G) Seminar (Arr,R) Facilitation of Leisure
Education is a current topic.
408 (G) Workshop (Arr,R)
409 (G) Practicum (Arr,R) Current topics include .
Outdoor Education, Recreation Programs, Therapeutic
Recreation, arid Youth Agencies, ..
410 (G) Experimental Course (Arr,R) Current topics
are Adult Leisure Leading and Programming, Leading
and Programming Special Events and Festivals, The
Leisure Market, Leisure Services in the Armed Forces,
Microcomputer Applications in (..eisure Services, and
Oregon Tourism: Issues and Opportunities,
415 Leisure Service Internship (1-12R) Prereq:
completion of core requirements, practicum, three
courses in area of concentration, introduction to field
study seminar, and instructor's consent.
HDEV437 (M) Volunteeriilm (3) See description
under Human Development and Performance.
444 Issues In Leisure Services (3) Examination of
issues critical to the leisure profession; preparation for
internship and entering the profession.
445 Financing Leisure Services (3) Analysis of
traditional and contemPorary sources for finanCing
leisure service organizations; property taxes, bonds.
user fees, fund-raising methods, joint-venture agree-
ments.
446 Evaluating Leisure Services (3) Methods, .
techniques, and application of evaluation in recreation
and park service functions: clientele, programs,
personnel. facilities, and organization,
447 Marketing Leisure services (3) Application of
marketing concepts and methods, Including market
segmentation and target marketing, to public and
private leisure service organizations,
451 Private and Commercial Recreation (3) Current
status and future prospects of private and commercial
recreation enterprises; entry opportunities, operational
and financial management, and market orientation.
Prereq: compietion of Phase /I courses.
452 Leisure and Tourism (3) Travel and tourism as
an area of study. Local, regional, and n~tionaltourism;
tourist behavior and the social, environmental, and
economic impact of tourism. Prereq: completion of
Phase /I courses.
461 (M) Introduction to Therapeutic Recreation (4)
Foundations of service delivery to special groups. The
continuum of service; etiology of disabling conditions;
services and settings, both clinical and community,
462 (M) Therapeutic Recreation Processes (4)
Emphasis on clinical settings; systematic program
design process, Assessment, activity analysis,
measurable objectives, adaptive devices and
techniques, facilitation strategies, and program
content and evaluation. Prereq: LSS 461,
463 (G) Mainstreaming and Integration in Leisure
servIces (4) Emphasis on community settings,
Community organization, advocacy, consumer
involvement, normalization, accessibility. innovative
programs, educating the community, and ways of
upgrading recreational experiences for individuals
with disabilities. Prereq: LSS 461.
HDEV 467 (G) Social Dimensions of Leisure lind
Retirement (3) See description under Human
Development and Performance.
HDEV 468 (G) Organization of Senior. Leisure
Services (3) See description under Human Develop-
ment and Performance,
490 (G) Principles of Outdoor Education (3)
Development of outdoor education and school
camping; theories, practices, educational significance;
organization, administration, and methodology.
492 (G) Recreation and Natural Resources,(3)
Administration of natural resources at the national,
state, local, and private levels, Howoutdoor recreation
affects and is affected by the resources, management
philosophy, and policies of the agencies,
493 (G) Environmental Interpretation (3) Methods
and materials for interpreting naturai resources tothe
general public. Designed for students in park planning,
outdoor recreation, and resource management.
496 Recreation Areas and Facilities (3) The planning,
construction, and operation of recreation areas,
facilities, and buildings,
497 (G) Urban Park Management (3) Planning,
execution, and supervision of park operations and
maintenance inclUding turf management, tree pro-
grams, landscaping, construction procedures,.
maintenance scheduling, and personnel practices,
Not offered 1987-88.
499 (G) School and Community RecreatIon Pro-
grams (3) Principles of program planning for school
and community in relation to sex, age, and individual
interests, needs, and abilities, Community educational
processes and the role of community schools, Not
offered 1987-88.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R) Prereq:
department head's approval.
506 Special Problems (Arr,R) Master's Project is a
current topic, Prereq: department head's approval.
507 Seminar(3R) Recent topics are Current Literature
in Leisure, Issues in Therapeutic Recreation, Leisure
Education and Counseling, Leisure Professions,
Professional Issues, Program Design and Evaluation
in Therapeutic Recreation, and Therapeutic Recreation
Curriculum,
508 Workshop (Arr,R)
509 Praoticum (1-12R)
510 Experlme~tal Course (Arr,R) Current topIcs
include Innovation and Entrepreneurship In Leisure
Services, Sociai Psychology of Leisure, and Tourism,
Physical Education and Human Movement Studies 237
511 Philosophical Foundations of Leisure (3)
Historical theories ot play and leisure. Fundamental
philosophical concepts related to principles and
practices of conducting leisure programs. Critical
overview of current literature.
515 Historical Concepts of the Leisure Profession
(3) Key historical events, figures, and factors,that have
provided a basis forthe development of the organized
park and recreation movement in the United States.
HDEV 521 Research Methods in Health and Leisure
(3) See description under Human Development and
Performance.
530 Advanced Recreation Program Concepts (3)
Concepts and theory of recreation and leisure
programming. Relationship between community
organization theory and recreation programming.
Processes of planning, implementing, and evaluating
recreation programs.
540 Measurement In Leisure Services (3) Application
of data analysis and measurement to leisure service
administration, research, and planning models; use of
descriptive and inductive measurement techniques for
recreation-related variables.
545 Studies and Surveys of Leisure (3) Analysis from
a philosophical, historical, survey, or experimental
perspective of current research related to the leisure
phenomenon.
550 Tourism Research (3) Examines the organization
of the tourism industry and its social and economic
impacts. Emphasis on evaluating and applying current
tourism research.
551 Management of Private and Commercial
Recreation (3) Application of small-business practices
to private recreation enterprises. Examination of
trends, problems, and the operational requirements of
a wide range of recreation businesses.
552 Problems of Recreation Supervision (3) The
purpose of supervision; principles and techniques of
supervision in a modern program of recreation; staff
relationships; departmental organization; policies,
regulations, problems.
553 Administration of Recreation (3) Organization
and administration of park and recreation programs in
districts, communities, and municipalities; legal
aspects, source bf funds, types of programs.
554 Problems of Camp Management (3) Analysis of
problems under various types of camp sponsorship;
principles, techniques, resources, administrative
practices; principles and problems of leadership and
group behavior.
Physical Education
and Human
Movement Studies
186 Esslinger Hall
Telephone (503) 686-4105 or -4107
Michael J. Ellis, Department Head
Faculty
Jack D. Adler, Associate Professor (motor learning).
B.A., 1951, M.S., 1960, Washington (Seattle); D.Ed.,
1967, Oregon. (1965)
Barry T. Bates, Professor (biomechanics). B.S.E.,
1960, Princeton; M.Ed., 1971, East Stroudsburg; Ph.D.,
1973, Indiana. (1974) !
Z. Diane Baxter, Senior Instructor (movement photog-
raphy, self-teaChing methods). B.S., 1956, Western
Illinois; M.A., 1960, Colorado State. On leave spring
1988. (1967)
Toby G. Bedford, Assistant Professor (physiology of
exercise). B.S., 1972, Southwest Missouri State; M.S.,
1976, Eastern Illinois; Ph.D., 1983, Iowa. (1986)
Frederick I. Beli, Instructor (children's physical
education). B.A., 1971, B.Ed., 1975, Saskatchewan;
M.E., 1981, Alberta; Ed.D., 1987, North Carolina,
Greensboro. (1985)
James Blanchard, Senior Instructor (wilderness
pursuits). B.S., 1967, M.S., 1979, Oregon. (1979)
Elizabeth S. Bressan, Associate Professor (signifi-
cance and meaning of movement, children's physical
education). B.S., 1970, M.S., 1974, North Carolina,
Greensboro; Ph.D., 1978, Southern California. On
leave 1987-88. (1980)
Jan Broekhoff, Professor (research, growth and
develgpment, statistics). M.O.P., 1958, Academy of
Physical Education; M.S., 1963, Ph.D., 1966, Oregon.
(1973)
Michael J. Ellis, Professor (research, play). DLC.,
1959, Loughborough; M.S., 1965, Ph.D., 1968, Illinois.
(1978)
Elizabeth G. Glover, Assistant Professor (aquatics,
adapted physical education). B.S., 1959, Tufts; M.S.,
1963, Ed. D., 1974, North Carolina, Greensboro. (1964)
Steven Keele, Professor of Psychology (human
learning and performance, motor skills). B.S., 1962,
Oregon; M.S., 1965, Ph.D., 1966, Wisconsin, Madison.
(1968)
Gary A. Klug, Associate Professor (physiology of
exercise). B.S., 1970,. M.S., 1973, Wisconsin State;
Ph.D., 1980, Washington State. (1985)
Lani Loken-Dahle, Senior Instructor (gymnastics);
Head, Service Physical Education. B.S., 1971,
Michigan; M.A., 1973, Arizona State. (1979)
Edward McAuley, Assistant Professor (socialpsychol-
ogy of sport). Cert. Ed., 1972, Worcester; M.Ed., 1980,
Virginia; Ph.D., 1982, Iowa. (1986)
Peter M. McGinnis, Assistant Professor
(biomechanics). B.S., 1976, Swarthmore; M.S., 1981,
Ph.D., 1984, Illinois. (1983)
. Louis R. Osternig, Professor (sports medicine,
exceptional child); Head, Graduate Studies. B.S.,
1965, M.S., 1967, California State, Hayward; Ph.D.,
1971, Oregon. (1972)
Edward R. Reuter, Associate Professor (professional
preparation). B.S., 1948, Washington State; M.S.,
1949, Ph.D., 1957, Illinois. (1958)
Karla S. Rice, Senior Instructor (recreational pro-
grams); Head, Recreation and Intramural Sports. B.S.,
1962, Central Michigan; M.A., 1965, Michigan State.
On leave fall 1987, winter 1988. (1967)
Norval J. Ritchey, Professor (administration). B.S.,
1953, M.S., 1956, Oregon. (1956)
Richard N. Robertson, Assistant Professor (anatomy,
kinesiology). B.P.E., 1975, Ottawa; M.H.K., 1979,
Windsor; Ph.D., 1985, Illinois. (1983)
Paul G. Schempp, Assistant Professor (teaching
physical education). B.S., 1976, Bridgeport; M.S.,
1977, Ithaca; Ed.D., 1981, Boston University. (1985)
Becky L. Sisley, Associate Professor (administration,
coaching); Head, Undergraduate Studies. B.A., 1961,
Washington (Seattle); M.S.P.E., 1964, Ed.D., 1973,
North Carolina, Greensboro. (1965)
Richard K. Troxel, Senior Instructor (sports medicine,
athletic training). B.S., 1975, M.S., 1977, Oregon. On
leave winter, spring 1988. (1975)
Celeste Ulrich, Professor (significance, meaning, and
behavioral bases of physical education); Dean, Human
Development and Performance. B.S., 1946, M.A.,
1947, North Carolina; Ph.D., 1956, Southern California.
(1979)
Donald P. Van Rossen, Associate Professor (sports
psychology). B.S., 1953, M.Ed., 1954, Ph.D., 1968,
Illinois. (1958)
Maureen R. Weiss, Associate Professor (social
psychology of sport). B.A., 1974, M.A.; 1976, California,
Sant<l Barbara; Ph.D., 1981, Michigan State. (1981)
Marjorie Woollacott, Associate Professor (motor
performance and control). B.A., 1968, Ph.D., 1973,
Southern California. (1980)
Lois J. Youngen,Associate Professor (professional'
preparation). B.S., 1955, Kent State; M.A., 1957,
Michigan State; Ph.D., 1971, Ohio State. On leave
winter, spring .1988. (1960) .
Adjunct
Stanley L James, M.D., Adjunct Associate Professor
(sports medicine reseilrch). B.S., 1953, M.D., 1962,
Iowa. (1979)
Donald C. Jones, Adjunct Associate Professor (sports
medicine research). B.S., 1969, Centenary (Hacketts-
town); M.D., 1973, Louisiana State. (1983)
Thomas Kerns, M.D., Adjunct Associate Professor
(human anatomy). B.S., 1941, M.D., 1943, Creighton.
(1983)
Steven P. Roy, M.B., Adjunct Associate Professor
(sports medicine research). M.B., 1967, University
Capetown Medical School. (1981)
Emeriti
John W. Borchardt, Professor Emeritus (administration,
philosophy). B.S., 1940, LaCrosse; M.A., 1951, Ph.D.,
1966, Iowa. (1948)
William J. Bowerman, Professor Emeritus; Assistant
Athletic Director Emeritus. B.S., 1933, M.S., 1951,
Oregon. (1948)
H. Harrison Clarke, Professor Emeritus (research).
B.S., 1925, Springfield; M.S., 1931, Ed.D., 1940,
Syracuse. (1953)
Betty F. McCue, Professor Emerita (history, philoso-
phy). B.S., 1945, Pittsburgh; M.S., 1948, MacMurray;
Ph.D., 1952, Iowa. (1968)
Fred N. Miller, M.D., Professor Emeritus; Director
Emeritus, Health Service. B.A., 1914, M.A., 1916,
Lafayette; M.D., 1924, Chicago; F.A.C.P., 1941,
American College of Physicians. (1925)'
Marian H. Miller, M.D., Professor Emerita; Assistant
University Physician Emerita. B.A., 1925, M.D., 1930,
Oregon. (1931)
Corlee Munson, Associate Professor Emerita (profes-
sional physical education). B.A., 1948, Northern
Colorado; M.S., 1956, Washington (Seattle); Ph.D.,
1966, Iowa, (1959)
Jessie L. Puckett, Professor Emerita (professional
preparation). B.S., 1931, M.S., 1937, Oregon. ('\952)
William P. Rhoda, Professor Emeritus (administration).
B.S. 1939, Pennsylvania; M.S., 1947, D.Ed., 1951,
Oregon. (1948)
Richard J. Smith, Associate Professor Emeritus
(teacher education, coaching). B.S., 1949, M.Ed.,
1953, Springfield; Ph.D., 1968, Oregon. (1962)
Vernon S. Sprague, Professor Emeritus (professional
preparation). B.S., 1937, Oregon; M.A., 1942, Ph.D.,
1951, Michigan. (1946)
Janet G. Woodruff, Professor Emerita (administration,
service programs). B.S., 1926, M.A., 1929, Columbia.
(1929)
Edna P. Wooten-Kolan, Professor Emeritus (anatomy).
B.S., 1945, M.A., 1946, Ph.D., 1961, Ohio State. (1965)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Physical education is concerned both with
understanding the role of movement in the lives
of humans and with using that understanding
to improve the quality of human life. The
programs of the Department of Physical
238 Physical Educa1'ion and Human Movement Studies
Education and Human Movement Studies
express both interests.
The Division of Recreation and Intramural
Sports and the Division of Service Physical
Education deliver physical education services
to members of the University and surrounding
communities. The first is aimed at improving the
informal life of the Universityand the community
with recreational and competitive activities. The
second offers an extensive variety of learning
activities (creditor noncredit) as an integral part
of every individual's liberal preparation for life.
The Department also offers carefully structured
undergraduate programs leading to the
bachelor of science (B.S.), bachelor of arts
(BA), or bachelor of physical education
(B.P.E.) degrees. Students can prepare for
careers through one or more of the following
programs: adapted physical education,
biomechanics, fitness management, interdisci-
plinarystudies, motor learning and motor
control, physiology of exercise, preathletic
training, prephysical therapy, social psychology
of sport, sport management, and teacher
preparation.
Through the Department's large and prestigious
graduate program, new knowledge is added to
the physical education and human movement
fields. Students prepare for careers in research
on human movement phenomena or in ad-
vanced teaching, coaching, athletic training, or
fitness and lifestyle management.
Opportunities and services are also available
to people with special educationai needs.
Facilities. The University's buildings and
playing fields devoted to physical education
occupy a 42-acre tract at the southeast corner
of the campus. Esslinger Hall provides gym-
nasiums and:court facilities, offices, class-
rooms, study areas, and research laboratories.
The main offices for graduate studies and for
service physical education courses are in
Esslinger Hall. The building also meets the
instructional and recreational needs of the
entire University population.
Gerlinger Hall houses classrooms, a dance
studio, and an instructional and recreational
gymnasium. The Recreation and Intramural
Sports office is located in this building.
Gerlinger Annex has well-equipped gym-
nasiums and dance studios. The main offices
of the undergraduate professional physical
education program and the Department of
Dance undergraduate and graduate programs
are in this building,
Leighton Pool, a college short-course competi-
tion pool located next to Esslinger Hall, and
Gerlinger Pool, in Gerlinger Hall, are used for
instruction 'and recreation.
Adjoining Esslinger Hall on the south is McArthur
Court, basketball pavilion and athletic center of
the Associated Students of the University of
Oregon. McArthur Court seats more than
10,000 spectators. Playing fields located east
and south of Esslinger Hall and on the south
bank of the Willametle River provide excellent
facilities for outdoor class instruction and for
intramural and intercollegiate sports,Hayward
.Field provides track-and-field facilities for
intercollegiate athletics, classes, and recrea-
tional programs. There are six standard plexi-
pave tennis courts north of Hayward Field and
nine covered courts east of Leighton Pool.
Autzen Stadium, a 41 ,OOO-seat football stadium,
is located across the Willamette River from the
main campus.
Service Courses and SHAPE
up to 12 credits in courses with a PE- prefix
may be applied toward the bachelor's degree.
Emphasis in all service courses is on learning
recreational and physical skills while contribut-
ing to the physical, mental. and social develop-
ment of the individual. Most classes meet two
or three times a week for 1 credit. Several
courses in the Outdoor Pursuits Program
include three-day field sessions in addition to a
few on-campus sessions.
SHAPE. Sport, Health, and Personal Excellence
(SHAPE) is a noncredit activity program offered
through the Department of Physical Education
and Human Movement Studies, This program
provides opportunities to appreciate and
develop lifelong leisure activities and the broad
implications of physical education. A wide
variety of experiences is available each term.
Sports Medicine and Fitness Assessment.
The Slocum Sports Medicine and Fitness
Research Laboratory, located in 71 Esslinger
Hall, provides clinical athletic training and injury
management services. It also provides fitness
assessment and consulting services for addi-
tional fees.
Fees. The payment of special fees entitles
students and others to the use of gymnasiwms,
pools, showers, activity uniforms and towels,
and laundry service, whether or not they are
registered for Physical EdUcation courses,
Students are urged to use the gymnasium
facilities for exercise and recreation.
Recreation and Intramurals
The Department of Physical Education and
Human Movement Studies sponsors recreation
and intramural programs for members of the
University community. The purpose of these
programs is to provide opportunities for stu-
dents, staff and faculty members, and their
families to enjoy formal and informal recreation
activities. The Division of Recreation and
Intramural Sports provides competition and
recreational activities in an atmosphere of
relaxation and enjoyment.
Opportunities for sports participation inciude
all-campus tournaments, intramurals, and
special events. Some of the most popular
events are aerobics, badminton, basketball,
bowling, cross-country, flag football, fun runs,
golf, handball, racquetball, softball, soccer,
swimming, tennis, track and field, volleyball,
and wrestling.
Open Recreation. Departmental facilities and
eq'uipment are available for open recreation
when not scheduled for class use. These
include the gymnasiums, courts, pools, and
weight center in Esslinger Hall, Gerlinger Hall,
and Gerlinger Annex. Outside field space and
tennis courts are also available.
Rentals, reservations, and inquiries should be
directed to the recreation and intramurals office,
103 Gerlinger Hall; telephone (503) 686-4113.
Employment. Many part·time student jobs are
generated by the Department and College
operation of a large variety of programs,
services, and facilities. Physical Education
majors and pre-Physical Education majors are
well qualified for these positions by virtue of
their experience. They are invited to apply to
department offices for referral.
The Department also assists community
agencies in finding qualified students for
leadership opportunities,
Division of
Undergraduate Studies
The undergraduate curriculum in Physical
Education and Human Movement Studies,
leading to the bachelor of science (B.S.),
bachelor of arts (B.A.), or bachelor of physical
education (B.P.E.) degree, provides a high-
quality program of professional study. A strong
high school background in English composition,
biology or chemistry, and physical education is
desirable. During the freshman and sophomore
years, the student obtains a sound foundation
in liberal arts and basic sciences. This is
supplemented by a core of physical education
activities and introductory instruction in physical
education theory. The upper-division program
is devoted principally to studies of physical
education: motor learning, kinesiology, growth
and motor development, physiology of exercise,
social psychological and philosophical per-
spectives, and courses specific to a partiCUlar
career direction.
Admission
Students eiigible for admission to the University
may be admitted to professional courses as
pre-Physical Education majors. Transfer stu-
dents must have a 2.50 grade point average
(GPA) for admission as pre-Physical Education
majors. Enrollment in these courses is depen-
dent on meeting the prerequisites for each
course.
All students must make formal application for
advancement to major status. In order to apply,
students must have completed two full terms as
a pre-Physical Education major andmust have
accumulated 90 credits, including at least 6
credits in professional activity laboratory
courses and12 credits in professionaitheory
courses. Advancement to major status requires
a 2.50 grade point index (GPI) in all University
of Oregon course work. Selected 400-level
courses require major status as a prerequisite.
Pre-Physical Education majors should consult
their assigned departmental advisers for
additional information regarding major status.
Students transferring to the University as
pre-Physical Education majors should have
completed one year of chemistry or one year of
general biology, with course work equivalent of
that listed below under Theory Core, and a
minimum of three professional activity
laboratories.
Degrees. The degree sought places constraints
on the course work undertaken. Students
seeking BA degrees must satisfy foreign
language, University, and cluster requirements
for that degree in addition to taking extensive
course work in the sciences required by the
Physical Education core program. The B.S.
degree in Physical Education requires that
students complete 36 credits in social science
or science, one year of mathematics, and the
cluster requirements to meet other University
regulations. The heavy concentration of science
credits in the major makes this degree a
Physical Education and Human Movement Studies 239
...3
48·58 credits
convenient choice for many students. The
B.P.E. degree does not require foreign lan-
guage, mathematics, or 36 credits in social
science or science, but students must still
satisfy the other University cluster and de-
partmental requirements.
After spring 1990 the B.P.E. degree will be
available only to students in the disciplinary/
interdisciplinary program. Students must
declare their intent to earn a B.P.E. degree
during their junior year, before they have earned
140 credits, or before they begin their last year
of course work.
The Department confers graduation with honors
upon those students whose cumulative GPI for
all college and university work is 3.50 or above
and who have completed at least 90 credits at
the University of Oregon. .
Note: Effective spring 1990 a student must have
a 2.50 cumulative University GPI at the time of
graduation in order to graduate.
Core Program
The core program is the set of courses required
of all majors in Physical Education. Beyond the
core, students take additional course work. A
variety of curricula appropriate to specific
career directions is offered. The majority of
students earning the bachelor's degree prepare
for careers in athletic training, coaching, fitness
management, prephysical therapy, sport
management, teaching, a combination of these,
or related professions. A number of the pro-
grams-adapted physical education,
biomechanics, motor learning and motor
control, physiology of exercise, and social
psychology of sport - are designed for students
whowantto continue their studies in a graduate
program. Listed below are the courses that
comprise the core.
Theory Core 43-46 credits
General Biology I: How Cells Work{BI201),
General Biology II: How Organisms
Function (BI202), General BIology III: The
Living World (BI 203) and laboratory-
discussions (BI 207, 208, 209) or Survey
of General, Organic, and Biochemistry
(CH 101,102,103) or General Chemistry
(CH 104, 105, 106) and laboratories
(CH 107, 108, 109) . . . .. . . . . .. . . . . . . 12-15
Additional science courses: Human
Physiology (BI 321, 322) and Human
Anatomy (BI 391, 392) . , 12
Social Psychological Aspects of Physical
Activity (PEP 331) : 3
Motor Learning (PEP 332) . . . . . . . . . . 3
Philosophical Dimensions of Physical
Activity (PEP 333) 2
Physical and Motor Changes during the
Stages of Life (PEP 343) 5
Kinesiology (PEP 372) 3
Physiology of Exercise (PEP 473) 3
Activity Core 10-11 credits
Professional Activities: Aquatics Foundation
(PEP 194) ,. 2
Professional Activities: Dance Heritage (PEP 194) . 2
Professional Activities: Fundamentals (PEP 194) .. 2
Professional Activities: Conditioning (PEP 294) ... 2
Professional Activities: Elective (PEP) . . . . . . . .. 1-2
Wilderness Survival (PE-O 167) 1
Major Programs
Qualified students may elect a primary area of
emphasis from 11 different programs.
Students must complete the required physical
education theory and activity cores in addition
to the designated courses for the particular area
of emphasis.
Note: Some programs require 500~level
courses. It is University policy that a student
cannot apply a course used to satisfy an
undergraduate program requirement toward
satisfaction of a graduate program requirement.
A 500-level course may be used to satisfy
graduate degree credit requirements only if(1)
it is taken during the senior year after the student
has satisfied the 186-minimum credit require-
ment for a bachelor's degree and (2) it is not a
requirement for the undergraduate degree.
Adapted Physical Education
This program emphasizes the study of
capacities and limitations in exercise and motor
skills among various disabled and exceptional
populations. Interdisciplinary course work and
clinical experiences in local agencies comprise
the course work beyond the core.
Required Courses 41·42 credits
Physical education. Select 20-21 credits:
Special Problems: Adapted Aquatics (PEP 406). 2-3
Practicum: Adaptive (PEP 409) . . . . . . . . . . . . .. . 9
Physical Education for the Exceptional
Student (PEP 444G) 3
Sport, Exercise, and Disability (PEP 521) 3
Orthopedics and Therapeutics (PEP 522) 3
Body Mechanics and Exercise Analysis
(PEP 523) .
Leisure studies and services. 12 credits:
Introduction to Therapeutic Recreation
(LSS 461M) 4
Therapeutic Recreation Processes (LSS 462M) 4
Mainstreaming and Integration in Leisure
Services (LSS 463G) , 4
Special education and rehabilitation. Select 9
credits:
Sign Language I (SPA 268) . . . . .. 3
Sign Language II (SPA 368) 3
Sign Language III (SPA 468) 3
Psychology of the Exceptional Child (SPED 462G). 3
Introduction to Behavior Disorders (SPED 463G) .. 3
Behavior Management with Exceptional
Individuals (SPED 485G) ... . 3
Biomechanics
This program prepares students for post-
baccalaureate study in biomechanics, the
study of the human body in motion. Byapplica-
tion of principles from mechanics and engineer-
ing, biomechanists study the forces that act on
the body and their effects. Detailed analyses of
movements result in understanding and improv-
ing performance. The science of biomechanics
is useful in designing artificial limbs; gaits are
studied and adjustments made in the engineer-
ing of prostheses. Individual work roles in
industry are examined and evaluated through
biomechanics, leading to the design of environ-
ments to enhance productivityand reduce risk
or accidents.
Required Courses
Physical education. 15-21 credits:
Reading and Conference (PEP 405), Special
Problems (PEP 406), Practicum (PEP 409) 3-9
Sport Biomechanics (PEP 480) 3
Biomechanics (PEP 580, 581,582) 9
Computer and information science. 6-7 credits:
Computer Science I, II (CIS 210, 211) 6
or Concepts of Computing (CIS 121) and
one of the following: Introduction to
Numerical Computation (CIS 133),
Problem Solving in Pascal (CIS 134),
Experrmental Course:
BASIC Computer Programming (PEP 410G). 6-7
Mathematics. Select 9-12 credits:
College Algebra (MTH 101) . . . . . . . . . . .. 4
Elementary Functions (MTH 102) 4
Preparation for Calculus (MTH 115) 4
Introduction to Probability (MTH 150) 3
Combinatorics (MTH 151) 3
Concepts of Statistics (MTH 156) 3
Elementary Theory of Numbers (MTH 157) 3
Any Mathematics course numbered 200 or
above. . . .. . . . . . . , 2-4
Physics. 18 credits:
General Physics (PH 201, 202, 203) and
Introductory Physics Laboratory
(PH 204, 205,206) 18
or General Physics with Calculus (PH 211, 212,
213) and Introductory Physics laboratory
(PH 204, 205, 206) . . . . . . . . . . . . . . . . . . 18
Disciplinary/Interdisciplinary
This program accommodates students who
want a degree emphasis not currently offered
in the Department or a combination of a Physical
Education major with a second major or second
emphasis in business, journalism; or another
academic discipline. A minimum of 25 addi-
tional credits beyond the core is required.
Based upon the student's academic and career
goals, these credits are used to design an
individualized program under the guidance of
a departmental adviser. A copyofthe projected
course work must be included in the student's
advising file before he or she accumulates 140
credits or begins the last year of course work
needed for graduation.
Fitness Management
This program emphasizes the academic and
technical knowledge necessary to conduct
fitness programs in public and private agencies.
Students are prepared to assume leadership
and management positions within the health .
and physical fitness industries. The program
blends academic and clinical study in the areas
of fitness assessment, exercise prescription,
and rehabilitation. Interdisciplinary course work
and clinical experiences in departmental
laboratories and local agencies comprise this
program.
Cardiopulmonary resuscitation (CPR) certifica-
tion is required in addition to the following:
Required Courses 56·70 credits
Physical education. 27-39 credits:
Care and Prevention of Injuries (PEP 371) 3
Professional Activities: Aerobics (PEP 394) 1
Sport Management Concepts (PEP 453G) 3
Experrmental Course: Fitness Appraisall
Prescription I (PEP 410G) 4
Experimental Course: Fitness Appraisal/
Prescription II (PEP 410G) 4
Corporate and Adult Fitness (PEP 476G) 3
Practicum; F1tness Management (PEP 409) 3-6
Practicum: Internship (PEP 409) 6-15
Human development and performance. 18-19 credits:
Introductory Nutrition (HEP 252) 3
Health Promotion: Stress Management (HEP 481G). 3
Health Aspects of Aging (HDEV 471G) 3
Select 9-10 credits:
Physical Education for the Exceptional
Student (PEP 444G) 3
concurrent with Practicum: Adaptive (PEP 409) . 1
Experimentai Course: Intramural and Sport
Programming (PEP 410G) 3
Tests and Measurements in Physical Education
(PEP 446G) : . . . . . . . . . . .. 3
Exerimentai Course: Weight Control (HEP 510) .. : 3
Techniques of Relaxation (PEP 524) 3
Nutrrtlon rn Health and Disease (HEP 553) 3
Psychology social science cluster. 11-12 credits:
Psychology as a Social Science (PSY 204, 205) .. 8
One of the following: Personality and Psycho-
pathology (PSY 310), Child Development
(PSY 311), Pseudopsychologies (PSY 357) .. 3-4
Students who completed the undergraduate
fitness management program at the University
of Oregon may use courses required in the
undergraduate program to meet course require-
ments, but not credit requirements, in the
graduate program. This includes the three
selected courses from within the College. The
graduate program must include a minimum of
45 credits. Note: Only those 500-level courses
taken during the senior year after the 186 credits
required for a bachelor's degree may count
toward the graduate degree credit requirement.
240 Physical Education and Human Movement Studies
Motor Learning and Motor Control
This program emphasizes the study of
neurophysiological mechanisms that influence
the learning and performance of motor skills.
The relationships between neural structures,
functions, behaviors, and motor learning
theories constitute the core of this specialty.
Students completing this interdisciplinary
program generally seek postbaccalaureate
studies in motor learning and control.
Required Courses 59-66 credits
Physical education. 12-18 credits:
Readirlg and Conference (PEP 405), Special
Problems (PEP 406), Practicum (PEP 409) 3-9
Motor Skill Learning (PEP (33) 3
Neurological Mechanisms Underlying
Human Movement (PEP 536) 3
Motor Development (PEP 567) . 3
Computer and Information science. 6-7 credits:
Computer Science I, II (CIS 210,211) 6
or Concepts of Computing (CIS 121) and one
of the following: Introduction to Numerical
Computation (CIS 133), Introduction to
Problem Solving in Pascal (CIS 134),
Experimental Course: BASIC Computer
Programming (PEP 410G) ' .. 6-7
Psychology. 26 credits:· .
Psychology as a Science (PSY 202, 203) 8
Statistical Methods in Psychology (PSY 302) 4
Research Methods in Psychology (PSY 303) 4
Biological Psychology (PSY 304) 4
Human Performance (PSY 436G) 3
Brain Mechanisms of Behavior (PSY 445G) 3
Chemistry. 15 credits:
General Chemistry (CH 104, 105, 106) 9
General Chemistry Laboratory (CH 107, 108. 109) . 6
It is highly recommended that students take Organic
Chemistry (CH 331, 332, 333) and Introductory .
Organic Laboratory (CH 337, 338).
Physiology of Exercise
Physiology of exercise is the study of human
functions under stress of muscular activity arid
the adjustment and regulatory activities of the
body systems during exercise. The program
provides the foundation of academic and
practical skills necessary for graduate study in
physiology of exercise.
Required Courses 43-46 credits
Physical education. 15-18 credits:
Laboratory Techniques in Stress Physiology
(PEP 574) 3
Applied Physiology (PEP 576,577) . . . . . . . . 6
Advanced Physiology of Exercise (PEP 578) 3
Practicum: Exercise Science Laboratory
(PEP 409) 3-6
Mathematics. 4 credits:
College Algebra (MTH 101) 4
Chemistry. 24 credits:
General Chemistry (CH 104, 105, 106)
and laboratories (CH 107,108,109) 15
Organic Chemistry (CH 331, 332, 333) 9
It is highly recommended that students take Biochemis-
try (CH 461, 462, 463). .
Preathletic Training
This program is designed to prepare students
for careers in athletic training. The academic
course work is complemented by coeducational
clinical work that is supervised by athletic
trainers certified by the National Athletic Trainer
Association (NATA). Undergraduate students
who meet certain criteria may be admitted
conditionally to the graduate athletic training
program during thei r sen ior year, with uncondi-
tional status being granted upon admission to
the graduate program in Physical Education. A
descriptive pamphlet entitled Undergraduate
Placement toward the Graduate Athletic
Training Program is available from the Division
of Graduate Physical Education.
Required Courses 47 credits
Physical education. 20 credits:
Care and Prevention of Injuries (PEP 371) 3
Practicum: Adaptive (PEP 409) 1
Practicum: Athletic Training (PEP 409) .. . 10
Physical Education for the Exceptional
Student (PEP 444G) . . . . . . . . . . . . . . . ... 3
Sport Biomechanics (PEP 480G) . . . . . . . 3
School and community health. 15 credits:
Personal Health (HEP 250) . . 3
Introductory Nutrition (HEP 252) or Nutrition
in Health and Disease (HEP 553) 3
Advanced First Aid (HEP 260) 3
Pathophysiology (HEP 352) 3
Drugs in Society (HEP 453G) 3
Psychology social science cluster. 12 credits:
Psychology as a Social Science (PSY 204, 205) 8
Personality and Psychopathology (PSY 310) . 4
Prephysical Therapy
Admission requirements in standard schools of
. physical therapy, which.are usually operated In
conjunction with medical schools, strongly
emphasize foundation work in the basic sci-
ences. The science courses in the basic
curriculum in Physical Education provide
excellent preparation for physical therapy
training. .
Required Courses 58 credits
Physical education. 13 credits:
Care and Prevention of Injuries (PEP 371) .. 3
Practicum: Adaptive (PEP 409) 1
Practicum: Physical Therapy (PEP 409) 6
Physical Education for Exceptionai Students
(PEP 444G) . . . . . . . . . . . 3
Biology. 12 credits:
Specific courses are selected in consultation with an
.adviser.
Chemistry. 15 cred.its:
General Chemistry (CH 104, 105, 106) 9
General Chemistry Laboratory (CH 107. 108. 109) . 6
Physics. 18 credits:
General Physics (PH 201, 202, 203) 12
General Physics Laboratory (PH 204, 205, 206) .. 6
Social Psychology of Sport
This program focuses on the individual's
relationships with his or her social environment
in physical education and sport, and it investi-
gates two general questions: (a) How does
participation in physical education and sport
affect the psychological makeup of the indic
vidual? and (b) How do social psychological
variables influence participation in sport or
physical performance or both?
Required Courses 46-52 credits
Physical education. 12-18 credits:
Reading and Conference (PEP 405), Special
Problems (PEP 406), Practicum (PEP 409) ... 3-9
Social Psychology of Sport: Socialization
(PEP 527) 3
Social Psychology of Sport: Motivation
(PEP 528) 3
Social Psychology of Sport: Psychological Skills
(PEP 529) 3
Psychology. 16 credits:
Psychology as a Science (PSY 203) 4
Psychology as a Social Science (PSY 204, 205) .. 8
Child Development (PSY 311) 4
Sociology. 9 credits:
Introduction to Sociology (SOC 201) 3
Two of the following:
Introduction to Social Psychology (SOC 206) 3
Social Deviancy and Social Control (SOC 211) 3
Race, Class. and Ethnic Groups in America
(SOC 212) 3
Organizations and Occupations (SOC 213) 3
Education and Society (SOC 214) 3
Social Issues and Social Movements (SOC 215) .. 3
Introduction to the Sociology of Women
(SOC 216) 3
American Society (SOC 301) 3
Socialization and Society (SOC 314) 3
Social Self and Identity (SOC 429) 3
Rhetoric and communication. 9 credits:
Fundamentals of Speech Communication
(RHCM 121) 3
Fundamentals of Public Speaking (RHCM 122) 3
One of the following:
Fundamentals of Small-Group Communication
(RHCM 123) 3
Fundamentals of Interpersonal Communication
(RHCM 124) 3
Persuasion (RHCM 322) 3
Group Communication (RHCM 323) 3
Nonverbal Communication (RHCM 434G) .. 3
Interpersonal Communication (RHCM 436G) ..... 3
Sport Management
This prog ram is designed for students who want
an entry-level position in the management and
administration of sport and sport business.
Employment opportunities exist in business,
industrial, agency, and institutional settings in
the following areas: athletic administration,
health and fitness promotion, sport program-
ming, sport industry, and youth sports. Students
may want to combine this program with a minor
in Business Administration.
Required Courses 63-69 credits
Professional component. 32-37 credits:
ReqUired Courses and Fieldwork. 20-25 credits:
Practicum: Internship (PEP 409) ..... : ..... 12-15
Praeticum: Sport Management (PEP 409) . . . . .. 2-4
Experimental Course: Intramural and
Sport Programming (PEP 41 OG) 3
Sport Management Concepts (PEP 453G) 3
Electives. Select 12 credits:
Administration of Aquatic Programs (HDEV 344) . 3
Care and Prevention of Injuries (PEP 371) 3
Experimental Course: Fitness Appraisal!
Prescription I (PEP 410G) 4
Health Promotion: Stress Management (HEP 481) . 3
Athletic Administration (PEP 450) 3
Behavioral Aspects of Sport (PEP 451) . . . . 3
Administration of Athletics (PEP 554) 3
Activity core (PEP. PE- ) .,................ 0;6
The elective component is selected in consultation with
an adviser according to the student's career goals. It
may include courses from the business component.
The activity core may come from PEP professional
activities, coaching courses, and service program
advanced courses.
Business component. Select 9 credits:
Introduction to Economic Analysis:
Microeconomics (EC 201) 3
introduction to Law (BE 226) 3
Introduction to Financial Accounting I
(ACTG 221) 3
Introduction to Management Accounting
(ACTG 260) 3
Management and Organizational Behavior
(MGMT 321) , 3
Human Resources Management (MGMT 322) 3
Marketing Systems and Demand Analysis
(MKTG 311) " 3
Public Service Management (PPPM 322) 3
Communication component. Select 6 credits:
Fundamentals of Speech Communication
(RHCM 121) 3
Fundamentals of Public Speaking (RHCM 122) 3
Fundamentals of Interpersonal Communication
(RHCM 124) . . .. . 3
Expository Writing (WR 216) 3
The Mass Media and Society (J 224) 3
Group Communication (RHCM 323) 3
Principles of Advertising (J 341) 3
Principles of Public Relations (J 359) 3
Computer component. Select 3-4 credits upon
consultation with adviser:
Introduction to Business-Information
Processing (CIS 131) 4
Special Studies in Computer Science:
Problem Solving with Microcomputers
(CIS 199) '.' 3
Experimental Course: Microcomputer
Application for Physical Education (PEP 410G) . 3
Social science component. 9-12 credits:
Stud!9nts In the sport management program are
reqUired to take either the Psychology orthe Sociology
social sCience cluster.
Psychology cluster. 11-12 credits:
Psychology as a Social Science (PSY 204, 205) " 8
One of the fOllowing:
Personality and Psychopathology (PSY 310) ..... 4
Physical Education and Human Movement Studies 241
Child Development (PSY 311) 4
Pseudopsychologies (PSY 357) 3
Sociology cluster. 9 credits:
Introduction to Sociology (SOC 201), Introduction to.
Social Psychology (SOC 206), Social Deviancy and
Sociai Control (SOC 211) 9
or Introduction to Sociology (SOC 201) and two
of the .following: Communities, population,
and Resources (SOC 210), Race, Class,
and Ethnic Groups in America (SOC 212),
Organizations and Occupations (SOC 213),
Social Issues and Social Movements (SOC 215). 9
Teacher Preparation
Elementary and Secondary Teacher Certifl·
cation In Physical Education. One program
prepares majors to teach physical education at
any grade level from preprimary through high
school (K-12). Students enrolled in the program
leading to K-12 certification take required
courses in professional education and student
teaching in both elementary and secondary
schools. Students will need two terms to
complete the K-12 student teaching require~
ment. Majors are strongly encouraged to
pursue certification in a second subject to
combine with physical education. All students
must be advanced to major status and pass the
California Basic Educational Skills Test (CBEST)
two terms before beginning their student .
teaching. In addition, a minimum 2.75 GPI·is
required. The following courses must be.
completed in addition to the required core
program:
Required Courses 81 credits
Physical education. 44 credits:
Professional Activities: Gymnastics (PEP 294) .... 2
Professional Activities: Track and Field (PEP 294) . 2
Professional Activities: Voileyball (PEP 294) 1
Care and Prevention of Injuries (PEP 371) or
Workshop: Athletic Training (PEP 408) 3
Professional Activities: Badminton (PEP 394) 1
Professional Activities: Combative Activities(PEP 394) 1
Professional Activities: Field Sports (PEP 394) 2
Professional Activities: Softball (PEP 394) 1
Professional Activities: Team Court Sports(PEP 394) 2
Professional Activities: Tennis (PEP 394) 1
Two eiective courses (PEP or PE-O) 2
Teaching Human Movement I (PEP 341) 3
Teaching Human Movement iI (PEP 342) '" 4
Curriculum, Administration, and Evaluation of
Physical Education in Grades K-3 .(PEP 441) ... 4
Curriculum, Administration, and Evaluation of
Physical Education in Grades 4-8 (PEP 442) ... 4
Curriculum, Administration, and Evaluation of .
Physical Education in Grades 9-12 (PEP 443) ., 4
Ph(ps~~a~~1~)at~~~ f~r th.e. ~~~~~tional. Stu~~~t .... 3
concurrent with Practicum: Adaptive (PEP 409) . 1
Tests and Measurements in Physical Education(PEP 446G) , 3
Education. 15 credits:
Educational Psychology I (EPSY 322) 3
Educational Psychology iI (EPSY 323) 3
Secondary Educational Media (SEED 436G) , 3
Teaohing Reading and Writing in the Secondary
School (SEED 469G) 3
One of the following:
Social Foundations of Teaching (CI 327). History
of American Education (EDPM 441 G), Modern
Philosophy of Education (CI 445G), Education
in Anthropological Perspective (CI 471G) 3
Student teaching K·12. 22 credits:
Student Teaohing:Elementary K-9
(ELED 415) 5 or 15
Student Teaching~ Secondary (Physical
Education) (SEED 417) 5 or 15
Seminar: StudentTeaching (PEP 407) 2
Certification for Teaching Physical
Education. The Department offers oppor-
tunities for both majors and nonmajors to meet
the Teacher Standards and Practices Commis-
sion (TSPC) certification requirements.
The TSPC requires (1) satisfaction of certain
minimum standards of subject preparation and
professionaL education courses and (2) the
recommendation by the institution at which the
student completes the subject preparation. The
student who wants to be recommended for
Basic certification should consult designated
departmental advisers.
Students transferring from other institutions who
want to enroll in a fifth-year program leading to
a Standard certificate in physical education
must meet University of Oregon requirements
for a Basic certificate in thisfieid before final
acceptance into the program. Students shouid
plan to complete at least half of their fifth-year
program in the Department of Physical Educa-
tion and Human Movement Studies at the
University.
Coaching Minor
The Coaching minor program prepares'stu-
dents for responsibilities involving coaching
assignments in schools, communities, and
public and private agencies. All courses in the
program offered on a graded basis must be
taken for grades. Students must earn a 2.50
GPA in all courses in the program. The Coaching
minor requires 27-31 credits, distributed as
follows:
Required Courses 27·31 credits
Advanced First Aid (HEP 260) ,... 3'
Physical and Motor Changes during the
Stages of Life (PEP 343) 5
Care and Prevention of Injuries (PEP 371) or
Workshop: Athletic Training (PEP 408) .... , ... 3
Professional Activities: Conditioning(PEP 394) , 2
Two coaching practica (PEP 409) 4-6'
Athletic Administration (PEP 450) ·3
Behavioral Aspects of Sport (PEP 451) 3
Appropriate coaching, professional activity
laboratories,and physical education
courses (PEP Qr PE- ) selected in
consultation with adviser ,................ 4-6
'.If astudent has equival.~nt experience, he or she may
file a departmental petition towaive one of the
coaching practica or HEP 260 or both. However a
minimum total of 24 credits is required. '
Specializations
The followingtwo areas of specialization require
fewer courses than the areas of emphasis.
Specific curricular requirements are available
from the Department.
Aquatic Activities. This specialization pre-
pares students for careers as aquatic special-
ists in schools, <;:ommunities, pUblic and private
agencies, clubs, and institutions. Students are
required to take a core of basic courses and
then complete two programs of emphasis from
among these five areas: coaching, open water
and small craft, underwater and recreation,
swimming pool and spa facility operation, and
adaptive and water rehabilitation.
Outdoor Pursuits. This specialization provides
a basic background for leading outdoor pursuit
programs in backpacking, climbing, skiing,
rafting, and a wide range of other land- and
water-based activities. An Outdoor Leadership
Program is also available.
Graduate Studies
The master of arts (MA), master of science
(M.S.), doctor of education (D.Ed.), and doctor
of philosophy (PhD.) degrees in Physical
Education are available through the Department
of Physical Education and Human Movement
Studies. The graduate division focuses on
the art and science of human movement. The
skills and understanding necessary for basic
research and scholarship into human movement
form. the core of all graduate activity. High-
quality faculty, research laboratories, and
academic resources support sophisticated
levels o/disciplined inquiry. in applied physiol-
ogy, biomecFtanics, kinesiology, motor learning
and control, and sports medicine. An exchange
of information and inquiry with other disciplines
throughout the University (e.g., biological,
physiological, sociologicai, and behavioral
sciences) is also integral to the graduate
program. Master's and doctoral degree pro-
grams as well as postdoctoral opportunities
reflect a commitment to, and expertise in, the
study of human behavior,development, and
performance.
Master's Degree
Admission. A student seeking admission to the
master's degree program should request an
application from the head of the Division of
Graduate Studies. The Department of Physical
Education and Human Movement Studies
requires a minimljm cumulative undergraduate
GPAof2.750verthe last 90 term credits, or 60
semester credits. A Graduate Record Examina-
tion (GRE) score of at least 470 Verbal, 500
Quantitative, or a combined score of 1000 with
a minimum score of 450 on either portion, is
also required. ,
Program of Study. The master's degree
requires a minimum of 45 graduate credits.
Thesis and nonthesis candidates must com-
plete foundation areas in philosophy of physical
education and in statistical methods and
research. In addition,candidates must com-
plete two areas of concentration. Thesis
candidates complete Statistical Methods in
Physical Education (pEP 541); nonthesis
students take comprehensive examinations at
the conclusion of the program.
Areas of concentration:
1. Adapted physical education
2. Athletic training'
3. Biomechanics
4. Exercise physiology
5. Fitness and life-style management
6. Human anatomy
7. Leadership and management
8. Motor learning and control
9. Physical growth and development
10. Social psychology of physica:lactivity
11. Teaching analysis
, Limited to students accepted into the graduate
Athletic Training Program leading to NATA certification.
Elective credits as needed to meetthe minimum
45 credits required forthe degree may be taken
in the College of Human Development and
Performance or other University departments ..
Doctoral Degree
The Universityof Oregon has been designated
by the Western Interstate Commission for
Higher Education (WICHE) as the regional
center for doctoral study in physical education.
Prospective students from western states
should inquire at the Department office about
their eligibility to receive tuition reduction.
242 Physical Education and Human Movement Studies
Admission. A GRE score of 520 Verbal and
560 Quantitative, or a combined score of 11 00
with a minimum of 500 on either portion, must
be submitted, in addition to a typed statement
of 500 words or fewer, indicating goals and
objectives;and two letters of recommendation.
Program Requirements. Doctoral degrees are
granted primarily on the bases of attainment
and proven ability. The Graduate School
requires at least three years of full-time study
beyond the bachelor's degree, of which at least
one academic year (three consecutive terms)
must be spent in continuous residence on the
Eugene campus. Graduate credits from other
approved institutions may be accepted if they
are relevanttothe program as a whole and have
earned grades of A, B, or P (pass).
Every candidate must.complete a dissertation.
Candidates who have not written a master's
thesis must complete one prior to taking
comprehensive examinations. A minimum of 40
credits in research, master's thesis, and
dissertation are usually expected.
Several options are available to meet the
language requirement for the PhD. degree. A
candidate may elect a foreign language (as
measured on the Graduate Student Foreign
Language Test), computer science courses
(9 c 12 credits), or advanced statistical design
(9 credits) ~the latter option to consist of course
work commensurate with the candidate's
program and goals. Selection must be ap-
proved by the student's advisory committee,
Each doctoral candidate must have a minimum
of 30 credits in an areaof concentration as well
as 21 credits in a secondary area. The primary
areas 'of concentration offered by the Depart-
ment include the following:
, '
1. Biomechanics
2. Motor.learning and control
3. Social psychology of sport
4. Exercise physiology
5. Human movement studies
focuses:
a.Adapted physical education,
b. Curriculwm
c. Leadership and management
d. Teaching analysis
The secondary area consists of a minimum of
21 credits of graduate course work outside the
Department of Physical Education and Human
Movement Studies or within one of the existing
primary areas. Course work taken outside the
Departmenrmust consist of a 'minimum of 21
graduate credits in one or more departments.
In this case, the doctoral committee member
from outside the Department helps plan a
course of study relevant to the candidate's
anticipate@ professional endeavors.
Final Examinations. Written doctoral come
prehensive examinations are taken after
completing substantially.all course work, a
master's thesis, and the language requirement.
Upon passing these examinations the student
is advanced to candidacy.
A final oral defense is held after completion of
the diss,ertation and after all degree require-
ments have been mel.
Eugene Evonuk Memorial Graduate
Fellowship. This award was established to aid
promising advanced doctoral students whose
research focus is on applied physiology,
particularly environmental or stress physiology.
The amount of the award varies from year to
year; $300 was.awarded in 1986. The applica-
tion deadline is February 1. Inquiries may be
directed to Evonuk Graduate Fellowship,
Physical Education and Human Movement
Studies Graduate Office, 177 Esslinger Hall.
Service Courses in
Physical Education (PE- )
Nole: All activity courses in the Physical Education Service
Course Program are offered for credit and are open to any
student who meets the prerequisite skill requirements for
the course.
Courses in Aquatics (PE-A)
Lower-Division Courses
101-199 service Courses for Men and Women
(AquatIcs) (1 R) Emphasis on the learning of recrea-
tional, physical fitness, and safety skills for swimming
and diVing. 123: Learning to Swim, 199: Special
Studies. R once for maximum of 2 credits per activity.
201·299 service Courses for Men and Women
(Aquatics) (1 R) Intermediate aquatics. 223: Skill,.,
Improvement, 224: Swim Conditioning, 225: '
Springboard Diving, 226: Scuba DiVing. R once for
maximum of 2 credits per activity.
Upper-Division Courses
301-399 service Courses for Men and Women
(Aquatics) (1 R) Advanced aquatics. 324: Water
Aerobics, 325: Master Swim. R once for maximum of
2 credits per activity. '
Courses in Combative
Activities (PE-C)
Lower·Divlsion Courses
101·199 service Courses for Men andWomen
(Combative Activities) (1 R) Beginning forms, styles,
and disciplines of self defense: Unique training
programs for development of physical cQndition;
stamina, and proper attitudes. 117: Personal Defense,
118: Karate I, 119: Judo I, 120: Fencing I, 121: Bo
Karate, 199: Special StUdies. 8 once for maximum of
2 credits per activity.
201-299 Service Courses for Men and Women
(Combative ActiVities) (1 R) Intermediate combative
activities. 218: Karate II, 220: Fencing II. R once for
maximum of 2 credits per activity.
Upper-Division Courses
301-399 service Courses for Men and Women
(Combative Activities) (1 R) Advanced combative
activities. 318: Karate f11. R once for maximum of
2 credits per activity.
Courses in Individual
Fitness (PE-F)
Lower-Division Courses
101-199 service Counies for Men and Women
(Individual Fitness) (1 R) Beginning activities for
reaching a specified level of fitness. 101: Special
PhysicalEducation I, 103: Kundalini Yoga I, 104:
Aerobics I, 107: Jog-Run, 108: Weight Training, 109:
Hatha Yoga, 199: SpeCial Studies. R once for maximum
of 2 credits per activity.
201-299 Service Courses for Men and Women
(Individual Fitness) (1 R) Intermediate activities. 203:
Kundaiini Yoga II, 204: Aerobics II, 207: 10-Kiiometer
.Road Running, 208: Weight Training II. R once for
maximum of 2 credits per activity.
Upper-Division Courses
301-399 service Courses for Men and Women
(Individual Fitness) (1 R) Advanced activities. 304:
Aerobics ill, 307: Marathon Training, 310: Sports
Conditioning, 399: Triathlon Training. R once for
maximum'of 2 credits per activity.
Courses in Gymnastic
Activities (PE-G)
Lower-Division Courses
101-199 service Courses for Men and Women
, (Gymnastic ActiVities) (1 R) Beginning courses in the
performing arts of physical education. Development of
strength, flexibility, coordination, rhythm, creativity,
and self-confidence. 111: Gymnastics I, 112: Tram-
poline 1,113: Circus Arts, 114: Tumbiing, 199: Special
Studies. R once for maximum of 2 credits per actiVity.
201-299 service Courses for Men and Women
(Gymnastic Activities) (1 R) Intermediate gymnastics.
211: Gymnastics Improvement, 212: Trampoline II,
214: Power Tumbling. R once for maximum ot 2 credits
per activity.
Upper-Division Courses
301·399 service Courses for Men and Women
(Gymnastic ActiVities) (1 R) Advanced courses. R
once for maximum of 2 credits per activity.
Courses in Human Action
Studies (PE-H)
Lower-Division COL!rses
101-198 service Courses for Men and Women
(Human Action) (1 R) Beginning levels of nonactivity,
sport-related topics. Topics inclUde Olympic Games,
Sport History, Sport L~gendsand Literature, and Sport
Photography.
199 Special StUdies (Human Action) (1-2R)
201-299 service Courses for Men and Women
(Human Action) (1 R) Intermediate levels of nonactiv-
ity, sport-related topics.
Upper-Division Courses
301·399 service Courses for Men and Women(Human Action) (1 R) Advanced levels of nonactivity,
sport-related topics.
Courses in Individual and
Dual Sports (PE-I)
Lower"Dlvision Courses
101·199 service Courses for Men and Women
(Individual and Dual Sports) (1 R) Beginning levels of
highiy skilled, self-challenging games and excellent
leisure-time activities. 142: Racquetball I, 143: Tennis
I, 144: Badminton I, 146: Table Tennis i, 147: Bowling
I, 148: Golf I, 199: Special Studies. R once for maximum
of 2 credits per activity.
201-299 service Courses for Men and Women
(Individual and Dual Sports) (1 R) Intermediate
games and activities. 242:.Racquetballll, 243: Tennis
II, 244: Badminton II, 247: Bowling II, 248: Golf
Improvement. R once for maximUm of 2 credits
per activity.
Upper-Division Courses
301-399 service Courses for Men and Women
(Individual and Dual Sports) (1 R) Advanced games
and activities. 342: Racquetball iii, 343: Tennis III, 347:
Bowling Ili,348: GoifTouring. Ronce for maximum of
2 credits per activity.
Courses in Outdoor
Pursuits (PE-O)
Note: Horseback riding, downhill skiing, and other
courses may. be taughl by contracted organizations. The
University assumes no liability for these contracted
activities.
Lower-Division Courses
101-199 servIce Courses for Men and Women
(Outdoor Pursuits) (1 R) A wide range of outdoor
activities for beginners. 150: Oregon Coast Walk, 152:
Bicycle Touring I, 153: Backpacking Preparation, 154:
Mountaineering Preparation, 155: Snow Camping
Preparation, 156: Ski Touring Preparation, 158: Rock
Climbing 1,163: Sailing i, 164: Windsurfing, 165:
Whitewater Rafting, 1'66: Fly Casting, 167: Wilderness
Survival, 170: Training for Sky DiVing, 172: Riding I,
173: Jumping I, 174: Skiing I: Cross-Country, 175:
Skiing i, 199: Special Studies. Ronce for maximum of
2 credits per activity.
201·299 service Courses for Men and Women
(Outdoor PurSUits) (1 R) Intermediate ievels. 252:
Oregon Coast Bike Tour, 253: Backpacking I, 254:
Mountaineering 1,255: Snow Camping 1,256: Ski
Tourin\l', 258: Rock Climbing II, 262: Wilderness
Canoeing, 272: Riding II, 273: Jumping II, 275: Skiing
II. R once for maXimum of 2 credits per actiVity.
Upper-Division Courses
301-399 service Courses for Men and Women
(OutdoorPursult8) (1 R) Advanced levels. 353:
Backpacking II, 354: Mountaineering II, 356: Ski
Touring il,357: Ski Touring Advanced Technique, 372:
Riding III, 375: Skiing III. R once for maximum of 2
credits per activity.
Physical Education Professional Courses 243
Courses in Club
Sports (PE-S)
Lower-Division Courses
101·199 service Courses for Men and Women (Club
Sports) (1R) R once for maximum of 2 credits per
activity, Not offered 1987-88,
201-299 service Courses for Men andWomen (Club
Sports) (1 R) R once for maximum of 2 credits per
activity, Not offered 1987-88,
Upper-Division Courses
301-399 service Courses for Men and Women (Club
Sports) (1 R) R once for maximum of 2 credits per
activity, Not offered 1987-88,
Courses in Team
Sports (PE-T)
Lower-Division Courses
101-199 service Courses for Men and Women
(Team Sports) (1 R) Team sports for beginners, 130:
Frisbee, 133: Volleyball I, 137: Soccer 1,139: Softball
I, 199: Special Studies, R once for maximum of 2
credits per activity,
201·299 service Coursea for Men and Women
(Team Sports) (1 R) Intermediate levels, 230: Ultimate
Frisbee 232: Basketball II, 233: Volleyball II, 237:
Soccer '11,239: Softball II. R once for maximum of 2
credits per activity,
Upper-Division Courses
301·399 service Courses for Men and Women
(Team Sports) (1 R) Advanced levels, 332: Basketball
111,333: Volleyball III, 339: Softball III, Ronce for
maximum of 2 credits per activity,
Courses in Intercollegiate
Athletics (PE-V)
Lower-Division Courses
101·199 service Courses for Men and Women
(Intercollegiate Athletics) (1 R) R once for maximum
of 2 credits per activity, Not offered 1987-88,
201·299 service Courses for Men and Women
(Intercollegiate Athletics) (1 R) R once for maximum
of 2 credits per activity, Not offered 1987-88,
Upper-Division Courses
301-399 'service Courses for Men and Women
(Intercollegiate Athletics) (1 R) Advanced courses
limited to participants in varsity intercollegiate
athletics, 386: VarsityCross-Country-Women's
Rules, 388: Varsity Volleyball-Women's ,RUles, 389:
Varsity Football-Men's Rules, 390: VarSllv Gymnas-
tics-Women's Rules, 391: Varsity SWimming, 392:
Varsity Wrestling-Men's Rules, 393: Varsity Basket-
ball-Men's Rules, 394: Varsity Golf-Men's Rules,
395: Varsity Tennis-Women's Rules, 396: Varsity
Track-Women's Rules, 397: Varsity Softball~
Women's Rules, R once for maximum of 2 credits per
activity,
Physical Education
Professional
Courses (PEP)
Lower-Division Courses
194 Professional Activities (1-2R) Basic skills and
knowledge; fundamental. movements; aquatics ,
foundations; dance heritage, For phySical education
majors only, R when activity changes,
199 Special Studies (Arr,R) Prereq: Department
head's approval.
200 SEARCH (1·3R)
291 Lifesaving In Aquatic Programs (2) Basic ~kills
of lifesaving in aquatic programs, Leads to American
Red Cross certification in advanced lifesaving, Prereq:
superior proficiency in swimming,
292 Swimming and Wate....Safety Instruction (2)
Analysis methods Of, instruction, and evaluation at all
age levels: Leads to American Red Cross certification
in water-safety instruction, Prereq: PEP291 or prevIous
water safety instructor certification:
294 Professional Activities (1-2R) For professional
studentS, Basic skills and knowledge; conditioning,
gymnastics, track and field, volleyball. R when activity
phanges,
Upper-Division Courses
321 Games and Sports Skills (2) Values, purposes,
and uses of creative games, games of low organization,
basic skills and lead-up activities for children, Methods
of instruction and time allotments for elementary school
program, Not offered 1987-88,
322 Posture and Developmental Activities (2)
Mechanics of movement, posture screening, and
developmental activities for children inclUding stunts
and tumbling, gymnastics, and track and field,
Methods of instruction and time allotments for
elementary school program, Not offered 1987-88,
323 Rhythms and Dance (2) Bas!c movement
activities for elementary school children Including
locomotor and nonlocomotor movement, original
dance patterns, singing games, folk dance, native
dance, and basic square dance, Not offered 1987-88.
324 Physical Education for Children In Grades K-3
(3S) Values and purposes of basic skills ineducational
games, gymnastics, dance, rhythmiC activities, and
folk and square dance, EmphaSizes teaching
strategies and lesson and unit plans, S with PEP 325,
325 Physical Education for Children In Grades 4-6
(3S) Lead-up games, educational gymnastics, folk and
square dance, and physical fitness activities, Em-
phasizes teaching strategies and lesson and unit
plans, S with PEP 324,
331 Social Psychological Aspects of Physical
ActiVity (3) Social and psychological factors influenc-
ing participation in physical activity, such as feedback,
reinforcement, attitudes, motivation, and self-
confidence,
332 Motor Learning (3) Introduction to motor learning
with emphasis on current research and contemporary
theories,
333 Philosophical Dimensions of Physical Activity
(2) Aesthetic, ethical, and personalconsiderations that
influence the conduct of and participation In phYSical
activities,
341 Teaching Human Movement I (3S) The context
of human movement teaching, Methods of analyzing
the teaching process, Pre- or coreq: PEP 442, S With
PEP 342,
342 Teaching Human Movement II (4S) Presentation
and application of a variety of effective teaching
strategies in diverse field experiences, Pre- or coreq:
PEP 443, S with PEP 341,
343 Physical and Motor Changes during the Stages
of Life (5) Physical and motor skill factors basic to an
understanding of physical activity during the life Cycle,
Prereq: junior standing or instructor's consent.
HDEV 344 Administration of Aquatic Programs (3)
See description under Human Development and
Performance.
371 Care and Prevention of Injuries (3) Bandaging,
massage, and other mechanical aids forthe prevention
of injuries, Analysis of types of injuries; emergency
procedures, Prereq: BI 391,
372 Kinesiology (3) Basic mechanical principles as
they relate to the study of anatomical structu re and the
analysis of motion, Prereq: 81 391, 392,
HDEV392 Principles of Outdoor leadership (3) See
description under Human Development and Perform-
ance,
394 Professional Activities (1-2R) For professional
students, Basic skills and knowledge; aerobics,
badminton, combative activities, field sports, softball,
team court sports, and tennis, Rwhen activity changes,
400 SEARCH (1-3R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R) Reading and
assignments in connection with other courses for extra
credit. Honors readings. Prereq: instructor's consent.
406 (G) Special Problems (Arr,R) Adapted Aquatics
is a current topic,
407 (G) seminar (Arr,R) A current topic is Student
Teaching,
408 (G) Workshop (Arr,R) A current topic is Athletic
Training,
409 Practlcum (Arr,R) Current topics include '
Adaptive, Athletic Training, Coaching, Exercise ,
Science Laboratories, Fitness Management, Internship
Prephysical Therapy, Sport Management,and
Teaching, Prereq: Department head's or practicum
coordinator's approval.
410 (G) Experimental Course (Arr,R) Current topics
are Fitness Appraisal/Prescription I and II, Intramural
and Sport Programming, Microcomputer Applications
for Physical Education, Soccer Coaching, and
Wrestling Coaching,
HDEV 410 (G) Experimental Course (Arr,R)
441 CurriCUlum, Administration, and Evaluation of
Physical Education In Grades K·3 (4S) Defines the
content and procedures for implementing physical
education programs in grades K-3, Pre- orcoreq: PEP
343, S with PEP 442, 443,
442 Curriculum, Administration, and Evaluation of
Physical Education In Grades 4-8 (4S) Defines the
content and procedures for implementing physical
education programs in grades 4-8, S with PEP 441,
443,
443 CurriCUlum, Administration, and Evaluation of
Physical Education In Grades 9-12 (4S) Emphasizes
program objectives and goals, scope and sequence,
and administrative policies, Prereq: major status, S
with PEP 441, 442, ' ,
444 (G) Physical Education for the Exceptional
Student (3) Common handicapping conditions found
in school-age children, Analysis of body mechanics,
exercise limitations, program adaptation. Prereq: BI
391, 392, major status,
446 (G) Tests and Measurements in Physical
Education (3) Use of tests and measurements in
physical education; evaluation of objectives, pro-
grams, and student achievement through measure-
ment techniques, Prere€l: major status.
450 Athletic Administration (3) The place of athletics
in the educational setting; responsibilities for adminis-
tration of an interscholastic athletic program, Program
and policy development, health and safety factors, and
pUblic relations, Prereq: junior standing,
451 Behavioral Aspects of Sport (3) Motor develop-
ment, motor learning, and sport psychology principles
and applications for coaches of elementary school,
high school, and college, athletes, Prereq: junior
standing,
453 (G) Sport Mllnagement Concepts (3) Practical
application of administrative theory to the field of sport
management. Emphasis on understanding the
functions of planning, organizing, staffing, directing,
and controlling, Prereq: junior standing,
461 Aquatic Sports Coaching (3) Rules, conduct of
competition, coaching techniques, team organization,
and physiological and psychological principles uSed
to prepare athletes for water polo, swimming, and
springboard diving competition, Offered alternate
years; not offered 1987-88, '
463 Volleyball Coaching (2) Skill analysis, team
strategies, duties, and coaching knowledge of
volleyball. Offered 1987-88 and alternate years,
464 Sottbllil Coaching (2) Fundamentals and
advanced skills; emphasis OR metpods of instruction
and skill analysis; strategy; sport management and
coaching responsibilities, Offered alternate years; not
offered 1987-88,
465 Football Coaching (3) Systems of play, strategy,
responsibilities of the coach, public relations, Offered
1987-88 and alternate years, '
466 Basketball Coaching (2) Coaching methods,
Fundamentals of team play; comparison of systems,
strategy, training, conditioning; selection of players for
positions, Offered alternate years; not offered 1987-88.
467 Baseball Coaching (2) Review of fundamentais
with emphasis on methods of instruction, Problems
and duties of the baseball coach including strategy,
psychology, training, and conditioning, Offered
1987-88 and alternate years,
468 Track Coaching (2) Principle$ of training; ,
development of performance for each track event ,for
men and women; selection of competitors for different
events; 'condUCting meets, Prereq: jlmior standing,
473 Phyalology of Exercise (3) Physiological effects
of muscular exercise, physical conditioning, and '
training; significance of these effects for health and for
performance in actiVity programs, Prereq: B1321, 322,
major status,
474 (G) Physical Fitness AppralSllI (3S) Assessment
of flexibility, mU$cular strength and endurance, body
composition, and cardiovascular fitness, Application
of course theory in laboratory setting, Prereq: BI 321,
322. S with PEP.475, 476, Content offered 1987-88
under PEP 410,
475 (G) Exercise Prescription (3S) Cardiovascular
disease, risk-factor modification, electrocardiography,
training effects, and exercise prescription, Laboratory
application, Pre- or coreq: PEP 473, S with PEP 474,
476, Content offered 1987-88 under PEP 410..
476 (G) Corporate and Adult Fitness (3S) Design
andmanagerrientof adult fitness and health-promotion
programs in a variety of settings, Exercise leadership,
certification programs, and speciai problems, S With
PEP 4740'475,
244 Physical Education Professional Courses
480 (G) Sport Biomechanics (3) Mechanics applied
to the analysis of human movement In sport. ~mphasls
on developing abilities to analyze sport skills qualita-
tively. MTH 100, PEP 372 recommended.
494 Professional Activities (1-2Rj For professional
students. Basic skills and knowledge, golf,racquetball,
relaxation, and wrestling. R when activity changes..
Graduate Courses
501 Rellearch (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Special Problems (Arr,R) Study of selected.
problems in the field of physical education.
507 Seminar (Arr,R) Seminars offered as resources
and interest permit. Recenttopics are Activity and Play,
Administration of Service Program, Advanced Physiol-
ogy of Exercise, Biomechanics, Foundations of
Physical Activity for Special Groups, Legal Aspects of
Physical Education, Motor Learning and Control·,.
Philosophy and Issues of Physical Education, and
Sports Medicine. A 1-credit doctoral seminar is also
offered.
508 Workshop (Arr,R)
509 Practicum (Arr,R)
510 Experimental Course (Arr,R) Data Analysis in
Physical Education is a current topic.
511 Philosophy of Physical Education (3)
Philosophic foundations underlying the principles and
practices of physical education gs a part of the total
educational program in the Western world.
515,516 History of Physical Education (3,3) History
of physical education from its earliest development up
to the 18th century, followed by consideration of the
various physical education systems in Europe and their
transfer and adaptation to the United States. Not
offered 1986-87.
518 Current Movements of Physical Education (3)
Identification and exploration of current perspectives
and practices, literature and research pertaining to
contemporary issues and trends in physical.education
and all ied areas.
520 Physical Fitness Programs (3) Prog rams to meet
individual physical fitness and social needs through
physical education activities; case-study'teChniques,
developmental programs, development of sOCial traits;
administrative problems. Prereq: PEP 444, 446. Not
offered 1987-88.
521 Sport, Exercise, and Disability (3) Emphasizes
the study of capacities and limitations in exercise and
motor skills among various disabled and other
exceptional populations."
522 Orthopedics lind Thei-apeutlcs (:3) Emphasizes
orthopedic handicapping conditions, the influence of
physical activity on such conditions, and how the
growth of bone and physical stress influencethe nat\lre
of orthopedic disability.
523 Body Mechanics and Exercise Analysis (3)
Provides a framework for analysis ofexercise and the
principles underlying exercise prescription. Normal
and abnormal body mechanics, with emphasis on the
spine and low back. .
524 TeChniques of Relaxation (3l The common
causes of fatigue' and neuromuscular hypertension;
methods of combating them .. Theories underlying
techniques of relaxation; application of these
techniques in daily living and in activities. Not offered
1987-88.
527 Social Psychology of Sport: Socialization (3),
The emergence of sport psychology as a discipline
and topics such as socialization, competition, model-
ing, feedback and reinforcement, personality,aggres-
sion, moral development, and self-concept.
528 Social Psychology of Sport: Motivation (3)
Motivation in individual and group behavior in sport
and physical activity. Topics include participation
motivation, intrinsic Dr extrinsic motivation, goal
setting, positive mental attitude, and achievement
behavior. .
529 Social Psychology of Sport: PsychologiCal
Sklllli (3) psycholog ical skills in sport and how these
skills can be used to enhanc.e sport performance and
cope with stress. Relaxation, cognitive restructuring,
mental imagery, and goal setting.
531, 532 Sports Medicine (3,3) Medical factors that
influence human performance in sport. Topics include
medical supervision and legal implications; nutritional
aids; and mechanics of injury, modalities of treatment
and rehabilitation. Not offered 1987-88.
533 Motor Skill Learning (3) Identification and
application ofteaching modes; strategies to Create the
best atmosphere for acquisition of motor skills.
534 Advanced Motor Skill Learning (3) Identification
of variables that influence both the acquisition and
retention of motor skill performance.
535 Theory of Motor Control and Learning (3)
Relates learning theory to the learning of motor skills.
Application of cybernetic, information processing,
open and closed loop, and motor programming theory
to variables controlled by teacher.
536 Neurological Mechanisms Underlying Human
Movement (3) Vertebrate neurophysiology and its
relationship to motor control. Prereq: B1321, 322, 391,
392 or instructor's consent.
537 Sports Psychology (3) Analysis of psychological
factors and principles affecting physical performance,
behavior, and emotions in sports; differences among
individuals and among teams. Not offered 1987-88.
540 Statistical Methods In Physical Education (3)
Elementary statistics applied to research, including
central tendency, variability, normal probability curve,
reliability, and correlation. Prereq: graduate standing.
541 Statistical Methods in Physical Education (3)
Advanced statistics applied to research, including
variance analysis, covariance analysis, partial and .
mUltiple correlation, regression equations, chicsquare,
special correlational techniques, and nonparametric
processes, Prereq: PEP 540.
544 Critique and Interpretation of Research (3)
Scientific principles applied to the conduct and
examination of research in health, physical education,
recreation, gerontology, and dance; application of
research results to practical situations.
545 Experimental Design In Physical Education
Research (4) Techniques and procedures of labora-
tory research in physical education; construction of
tests; technical laboratory tests and their use; design
of experiments; application of advanced quantitative
methods. Prereq: PEP 446, 540, 541.
546 Emergency Procedures and Evaluation (3)
Introduction to knowledge and skills needed for injury
recognition, evaluation, prevention, and management.
547 Treatment Programs in Athletic Training (3)
Theory of therapeutic modalities used in treating sports
injuries. Includes physics of electrotherapy, modality
selection and application, and development and
rationale of treatment programs.
548 Rehabilitation Programs in Athletic Training (3)
Theory, design, and implementation of therapeutic
exercise programs in sports injury management.
Current therapeautic exercise equipment and its use
in comprehensive rehabilitation programs.
550 Administration of Physical Education (3)
Administrative theory and concepts of organizational
behavior. and controversies as they apply to job
satisfaction, productivity, absence, and turnover in
physical education. Not offered 1987-88.
552 Administration of Physical Education (3) Tools
and methods for administrative research, Application
of research to resolution of critical administrative
issues in physical education. Not offered 1987-88
554 Admlnllitratlon of Athletics (3) Historical
development of athletics and their control. Place of
athletics in education; purposes, administrative
control, management, operational policies, care of
equipment and facilities.
556 Administration of Buildings and Facilities (3)
BUilding layout and equipment; relation of various
functional units-equipment service, dressing
facilities, activity spaces, administrative units, perma-
nent and portable equipment.
557 Analysis of Teaching in Sport and Physical
Education (3) Study of the body of knowledge
regarding contemporary teaching theories, practice,
and research applicable to sport and physical
education.
558 Curriculum Construction in Physical Education
(3) 'Exploration of major paradigms for curriculum
construction in physical education by analysis of
traditional conceptual-empirical and aconceptual
curricula.
559 Systematic Observation In Sport and Physical
Education (3) Provides a working knowledge of the
development and use of techniques for observing and
analyzing teaching and coaching behavior.
561 Physical Growth and Development (3.) Emphasis
on the sensory-motor development of the preschool
child in relation to physical, social psychological, ana
cognitive development. Application of research to the
teaching of physical education to preschool children.
Not offered 1987-88.
562 Physical Growth and Development (3) Physical
and social psychological development during the
elementary school period in relation to motor perform-
ance. Emphasis on practical applications for move-
ment education of elementary school children. Not
offered 1987-88.
HDEV 563 Adult Development (3) See description
under Human Development and Performance.
567 Motor Development (3) Study of the acquisition
of motor skills.
571, 572, 573 Gross Anatomy (3,3,3) Regional
approach to human anatomy: extremities, trunk and
abdomen, head and neck. Important to college
teachers who give instruction in anatomy, kinesiology.
and physiology of exercise. Application to body
movement, sports medicine, and performance.
Prereq: BI 391,392 or equivalents.
574 Laboratory Techniques In Stress Physiology
(3) Fundamental laboratory techniques in human
physiology and their significance as measures of
health and general physical fitness. Prereq:instructor's
consent. Not offered 1987-88.
576,577 Applied Physiology (3,3) The physical and
chemical mechanisms underlying the major functions
of the body. Prereq: instructor's consent.
578 Advanced Physiology of Exercise (3) Advanced
analysis of the interaction of physical and chemical
mechanisms underlying the major functions of the
moving body. Prereq: instructor's ·consent.
580,581,582 Biomechanics (3,3,3) The basic
mechanisms of movement; application of mechanical
principles and analysis of seiected movement patterns.
School and Community Health 245
Schoo/and
Community Hea/th
250 Esslinger Hall
Telephone (503) 686·4119
Richard G. Schlaadt, Department Head
Faculty
Randall R. Cottrell, Assistant Professor (school health,
stress, human sexuality). B.S., 1973, M.Ed., 1975,
Bowling Green State; D.Ed., 1982, Pennsylvania State.(1982)
Lorraine G. Davis, Professor (statistics, curriculum).
B.S., 1965, M.S., 1967, Wisconsin, La Crosse; Ph.D.,
1972, Oregon; (1970)
Jane Gutting, Assistant Professor (school health,
international health). B.S., 1973, Wisconsin, River Falls;.
M.S" 1978, Ph.D., 1983, Oregon. (1982)
Robert M. Hackman, Assistant Professor (nutrition).
BA, 1975, Johns Hopkins; M.S., 1977, Pennsylvania
State; PhD., 1981, California, Davis. (1981)
Sandy M. Harvey, Assistant Professor (public health,
reproductive health, organization of health care). BA,
1969, Puget Sound; M.P.H., 1979, California, Los
Angeles; Dr.P.H., 1984, California, Los Angeles. (1984)
Wesley E. Hawkins, Assistant Professor (school health,
mental health). B.S., 1972, Northeast Missouri State;
M.S., 1977, Missouri; PhD., 1986, Southern Illinois.(1986) .
Judith H. Hibbard, Assistant Professor (social
epidemiology, health services research, women's
health). B.S., 1974, California State, Northridge;
M.P.H., 1975, California, Los Angeles; Dr.P.H., 1982,
California, Berkeley. (1982)
Robert E. Kime, Professor (sex education, consumer
health). B.S., 1954, M.S., 1958, WiscOnsin, LaCrosse;
PhD., 1963, Ohio State. (1963)
Richard G. Schlaadt, Professor (school health
instruction, drug education, student teaching). B.S.,
1957, Lewis and Clark: M.S., 1958, Illinois: EdD., 1966,
Oregon State. (1967)
Emeriti
Franklin B. Haar, Professor Emeritus (public health
administration). B.P.E., 1928, Springfield; M.A., 1933,
PhD., 1946, Pittsburgh. (1949)
Warren E. Smith, Professor Emeritus (world health,
health and aging). B.S., 1941, Oregon; MA, 1947,
Michigan; EdD., 1957, Stanford. (1963)
Frances VanVoorhis, Assistant Professor Emerita of
Home Economics (consumer economics, family
finance, home management). B.S.,1932, Minnesota;
M.S., 1949, Iowa State. (1944)
Margaret J. Wiese, Associate Professor Emerita of
Home Economics (foods 'and nutrition). B.S., 1941,
Iowa State; MA, 1945, Iowa. (1947)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of School and Community
Health was officially established at the Univer-
sity of Oregon in 1947, although courses for the
health education of students have been offered
continuously since 1893. The goal of health
education is to provide learning experiences
that positively influence individuals' understand-
ings, attitudes, and behaviors in making
community health decisions.
The Department offers students a variety of
undergraduate and graduate courses neces-
sary for professional preparation as well as for
the fulfillment of the University's health educa-
tion requirement for graduation. The require-
ment may also be fulfilled, but with no credit
granted, by students who successfully pass a
health education examination administered by
the Department during each registration period.
Preparation. Entering freshmen with strong
scientific backgrounds have a particular
advantage when they enroll in the University
Chemistry and Biology courses required of
majors. Students who attend community
colleges prior to entering the Department of
School and Community Health should take as
many of the basic lower-division requirements
as possible. Specific courses are listed in the
respective program explanations.
Careers. The health career industry is the
second largest employer in the United States,
and health education graduates are qualified
for a variety of positions in an ever-expanding
career market. Typical opportunities are for
health education teachers in elementary and
secondary schools, community colleges,
four-year colleges, and universities; school
health coordinators for individual schools and
school districts; school health nurses; health
careerteachers in public schools; state school
health specialists; community health educators
and administrators with public health depart-
ments, voluntary agencies, hospitals, and
similar institutions; health researchers and
statisticians; athletic trainers; and coordinators
of commercial wellness programs.
Oregon Student Association.
for the Advancement
of Health Education
The Oregon Student Association for the Ad-
vancement of Health Education (OSAAHE) is an
organization for Health Education majors at the
University of Oregon. OSAAHE provides
opportunities for students to develop their
organizational skills while making an important
contribution to the Department and the profes-
sion. Members sponsor peer advising sessions
for incoming health students, conduct health
awareness campaigns and other community
service projects, and help promote high-quality
research by publishing the best research
papers by health students.
Eta Sigma Gamma. The Beta Lambda chapter
of Eta Sigma Gamma is a national health
science honorary. Membership is restricted to
outstanding students in the health field.
Scholarships
The Department of School and Community
Health offers three modest scholarships in
honor of esteemed faculty members no longer
active as instructors at the University. Informa-
tion on and applications forthe Darwin Gillespie
Scholarship, the Franklin Haar Scholarship, and
the Antoinette Shumway Stanton Scholarship
are available in the main office of the Depart-
ment of School and Community Health. In
addition, the Pauline Juda Memorial Fund
supports student research in the area of
nutrition.
Oregon Health
Education Service
The Oregon Health Education Service (OHES),
approved in 1980 by the chancellor of the
Oregon State System of Higher Education, is
administered by the Department of School arid
Community Health. FacilitiesforOHES are in
303 and 304 Gerlinger Hall. OHES has four main
objectives: (1) to provide health education·
information, (2) to offer in-service programs, (3)
to conduct research, and (4) to evaluate health
programs. These objectives are specifically
designed to assist Oregon teachers and school
health-related organizations.
University Health
Education Requirement
The University health education requirement
may be met by taking one of the following
courses;
Special Studies (HES 199); see topics
under HES course listings
Community Health (HES 211)
Personal Health (HES 250)
Elementary School Health Education (HEP 440);
Elementary Education majors only
Undergraduate Studies
Students majoring in Health Education may
earn either a bachelor of science (B.S.) ora
bachelor of arts (BA) degree. Excellent
vocational opportunities are available in schools
and with public and voluntary health agencies
for people with professional training in school
and community health. The curriculum provides
a strong basis for graduate work in health
education, public health, physical therapy,
traffic safety, and the health sciences.
Students may study Health Education through
the Honors College. See the Honors College
section of this bulletin.
School and Community Health students are
expected to assimilate information and gain
competence in the social sciences, physical
sciences, and communication. Graduates
must often apply their knowledge in practical
experiences. .
Admission Procedures
and Academic Advising
Upon entering the University, a student may be
classified as a pre-Health Education major.
When the required departmental and University
lower-division courses are completed, the
student is eligible to apply to the Department
for major status by filing an application, includ-
ing transcripts, references, and a comprehen-
sive statement of professional goals. The
applicant is admitted to major status in Health
Education only after the faculty has reviewed
and approved the application.
A faculty adviser is assigned to each student
who declares Health Education as a major.
Assigned advisers are posted in the Department
office in 250 Esslinger Hall. Students are.
encouraged to seek academic advice on a
regular basis.
Major Requirements
Candidates for the bachelor's degree with a
major offered by the School and Community
Health Department must satisfy all general
University requirements (see Bachelor's Degree
Requirements in the Registration and Academic
Policies section of this bulletin), elect appro-
priate courses in related areas, and complete
the professional course requirements of the
Department of School and Community Health
in one of the following specialized majors;
Comprehensive Health Education, Health
Education; .community Health, Health Educa-
tion: Gerontology, Health Education; School.
Health.
To qualify for any bachelor's degree in the
Department of School and Community Health,
246 School and Community Health
6
3
3
3
96·99 credits
3
................. 1
6
Standard Teaching Certificate in Health
Education. The Standard teaching certificate
in Health Education is primarily an upper-divi-
sion or graduate course of study designed to
expand the teaching competence developed in
preprofessional teacher preparation programs.
A minimum of 12 credits of course work must
be selected from the graduate offerings (includ-
ing HEP 543, Advanced Health instruction) of
the Department of School and Community
Health. Courses should be selected from those
designed to further teaching competence. The
remaining course work required for a Standard
teaching certificate in Health Education must
be selected from the offerings of the College of
Education with the approval of the secondary
education office. For specific information
regarding the requirements for a Standard
teaching endorsement, students should inquire
at the Office of Teacher Certification, College
of Education.
Basic Teaching Certificate in Combination
with Health Education (K-12). See the descrip-
tion of the minor in School Health, below.
Standard Teaching Certificate in Combina-
tion with Health Education. The same require-
ments apply as for the Standard certificate in
Health Education; however, one additional
course, Advanced Health Instruction (HEP
543), should be included in the selection of 12
credits designed to further health teaching
competence.
Comprehensive Health Educator
The comprehensive health educator may teach
health education in kindergarten through twelfth
grade (K-12) and contribute to a variety of
community health services.
This broad option is structured to enhance the
experiences and increase employment oppor-
tunities for students. It includes a wide variety
of School and Community Health courses, a
community health' practicum with on-the-job
experience, a prestudentteaching field experi- .
ence with school-age children, and student
teaching. .
To complete the comprehensive health
educator program, a student must fulfill course
requirements for both the Health Education:
Community Health and Health Education:
School Health specialized majors.
Community Health
The Health Education: Community Health
program is designed to provide entry-level
career opportunities for people interested in a
wide variety of community health settings. In
order to meet the interdisciplinary demands of
the community health professions, all Commu-
nity Health specialized' majors take courses in
the core areas of pUblic health, organization of
health care, communications, planning, and
management. .
Graduates of the program are prepared to work
in local and state health agencies and depart-
ments, voluntary agencies, health care institu-
tions, business establishments, and other
health-related organizations.
Community Health Courses 52 credIts
Public Service Management (PPPM 322) or
Management and Organizational Behavior
(MGMT 321) ....
Seminar (HEP 407)
Practicum (HEP 409)
School Health
The Department of School and Community
Health offers two programs to prepare students
to teach health ed.ucation in Oregon public
schools. One is for health education teachers
at any grade level, kindergarten through twelfth
grade; the other is for those atthe middle, junior,
or senior high school levels. The latter program
is a combined teaching endorsement with other
related fields, i.e., biology, physical education,
social studies, or home economics (home
economics is not offered at the University of
Oregon). The Department offers work to
prepare teachers for the Basic and Standard
teaching endorsements.
For information regarding requirements for the
Health Education endorsement, students
should consult the departmental endorsement
adviser for teacher education and the staff in
the Teacher Education Office of Student
Services, 175 Education Building.
Basic Teaching Certificate in Health Educa-
tion (K-12). A Basic teaching certificate in
Health Education provides entry-level creden-
tials to individuals seeking employment as
teachers of health education inpubHc schools,
kindergarten through twelfth grade. The prepa-
ration includes exposure to the interdisciplinary
nature of health from biological, physical,
emotional, intellectual, and social perspectives.
Upon completion of the program, the student
has teaching competence in the following
areas: personal health including personal
health problems, nutrition, and common dis-
eases; communityheaith including environmen-
tal health, consumer health, and health careers;
mental health including human behavior, family
life, sexuality, and drugs; and safe living
including areas concerned with school and
home safety and first aid.
The following courses are required for a Basic
teaching certificate in Health Education:
Basic Certificate Courses 54 credits
Advanced First Aid (HEP 260) 3
Educational Psychology I (EPSY 322) . . . . . . . . .. 3
Educational Psychology II (EPSY 323) 3
'Social Foundations of Teaching (CI 327)
or Education in Anthropological Perspective
(CI 471) or History of American Education
(EDPM 441) or Modern Philosophy of
Education (CI 445) .. . . . . . .. . . . . . . . . 3
Accident Prevention and SafetyPrograms
(HEP 361) . . . .. . . . . .. . .. .. . . .. . .. . . . 3
Seminar: Health Student Teaching (HEP 407) 1
'Practicum: Field Experience in Teaching
(HEP 409) . . . . . .. . . . . . . . .. . . . . . . . . . . . . .. 3
Student Teaching: Elementary K-9 (ELED 415)
", or Student Teaching: Secondary (SEED 417) .. 15
'Educational Media (CI 435) . . . . .. 3
'Health Instruction !HEP 441) concurrenf with
'Seminar: Health Instruction Laboratory
(HEP 407) . .. . . 5
School Health Issues (HEP 442) 3
School Health Coordinator (HEP 443) . . . . . . . . 3
Social Health (HEP 451) 3
'Teaching Reading and Writing In the Second-
ary School (SEED 469) . . . . . . . . . . . . . . . . 3
'Must be taken prior to student teaching.
Note: The following requirements are prerequi-
sites for student teaching.
1. Core and Basic Certificate Courses, listed
above, that are marked with an asterisk
2. Minimum 2.50 cumulative GPA
3. All admission requirements (including
reading, writing, mathematics, and anti-
discrimination examinations) forthe Second-
ary Teacher Education Program (see that
section of this bulletin under Teacher
Education)
174-189 credits
96-99
54
24-36
a stu'dent must have a minimum cumulative
grade point average (GPA) of2.50. The Depart-
ment requires that degree candidates complete
all Health Education major courses with grades
of C- or better.
Freshman and Sophomore Years. Students
usually complete 15 to 17 credits a term and,
in conference with an adviser, choose courses
from the accompanying list of core require-
ments.
Junior and Senior Years. The curriculum is
designed to provide the professional profi-
ciency required by each of the majors in Health
Education. Specific requirements for each
major are included in the following section.
Undergraduate Program Majors
Majors in the Department of School and
Community Health complete all of the core
courses (96-99 credits).
Each student selects one of the following
majors: Community Health, Gerontology, or
School Health. Or a student may select Com-
prehensive Health Education, which, requires
completion of courses from two majors.
Health Education:
School Health 174·189 credits
Core . 96-99
Option...... 55
Electives . . . . . . . . . . . . .. 23-35
Health Education:
Community Health
Core .
Option .
Electives .
Health Education:
Gerontology 174-190 credits
Core. . .. . . . . . . . .. . 96-99
Option......... . 36
Electives . . . . . . . . . . . . . . . . . . . 42-55
Comprehensive Options
1. Core + School + Community
96-99 + 55 + 54 = 205-208
2. Core + Community + Gerontology
96-99 + 54 + 36 = 186-189
3. Core + School + Gerontology
96-99 + 55 + 36 = 187-190
Core Courses
Lower Division
Personal Health (HES 250). . .
Personal Health and Human Sexuality
(HEP 251) . . . . . . .. . .
'Introductory Nutrition (HEP 252) .
'Introduction to Health Education Protessions
(HEP 253) 3
Arts and letters cluster, . . . . . . . . . . . . . . . . . . . . 9
'English Composition (WR 121 and 122, 123,
or 343) 6
Fundamentals of Public Speaking (RHCM 122) .. 3
Social science cluster in Psychology or
S . ICheo~:~t~greleri"e'nta;y' 0; general)' : : : : : : : : : : :: 1~
Science cluster in Biology . . . . . . . . . . . . . . . .. 9-12
Upper Division
Human Physiology I, II (BI 321, 322) ..
School and Community Mental Health
(HEP 351) . . . . . . .. .. . . . . . . . . .. . . . . . . . ... 3
Pathophysiology (HEP 352) . . . . . . . . . . . 3
Community Health Problems (HEP 353) 3
Introduction to Public Health (HEP 371) . . . . . . . 3
Human Anatomy (BI 391, 392) 6
Evaluation Procedures in Health (HDEV 431) , 3
Drugs in Society (HEP 453) or Special
Problems: Psychedelic Drugs (HEP 406) .... 3
. Environmental Health Science (HEP 454) . . . . . . 3
Consumer Health (HEP 455) or Health Care
Services (HEP 473) 3
'Must be taken prior to student teaching.
School and Community Health 247
Community Organization (PPPM 447) . . . . . . . . .. 3
Principles of Epidemiology (HEP 470) 3
Strategies for Change in Community
Health Education (HEP 472) 3
Any three upper-division courses in
Anthropology, Psychology, or Sociology . . . . .. 9
One of the following: Group
Communication (RHeM 323), Group Work
Methods (HS 430), Interpersonal
Communication (RHCM 436), or Health
Instruction (HEP 441) " 3-4
One of the following: Expository Writing(WR 216), Grammar for Journalists (J 250),
Scientific and Technical Writing (WR 320),
or Business Communications (WR 321) .. ,... 3
The Mass Media and Society (J 224) or
Educational Media (CI 435) . . . . .. .. . . . . . . .. 3
Electives 15 credits
Select 9 additional credits in HEP or HES
courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9
Select 6 credits in courses from the College
of Business Administration, the College
of Education, or the following departments:
Computer and Information Science; Economics;
Gerontology; Planning, Public Policy
and Management 6
Gerontology
The Gerontology specialized major is particu-
larly useful to students interested in community.
health. Increasingly, elementary and secondary
school health educators are expected to be
familiar with life-span developmental pro-
cesses, including the aging process.
The Health Education: Gerontology major is
satisfied by completion of the core School
and Community Health requirements and the
following:
Gerontology Courses 36 credits
Perspectives in Aging (GERO 380) . . . . . . . . . . .. 3
Practicum: Aging (GERO 409) .,.............. 6
Experimental Course: Foundations of Social
Gerontology (GERO 410) . . . . ... . . .. .. . . ... 3
Prepracticum Theory-Practice Integration(GERO 411) and Concurrent Theory-
Practice Integration (GERO 412) .. , .. 2
Health Aspects of Aging (HDEV 471) ., . . . . . . .. 3
Psychologicai Aspects of Aging (GERO 481) . . .. 3
Principles and Practices of Services for
the Elderly (GERO 482) .................•. 3
Sociological Aspects of Aging (GERO 483) ..... 3
Additional electives as prescribed by the
School and Community Health Department 10
The School and Community Health student
electing the Health Education: Gerontology
major normally begins the study of gerontology
in the sophomore year with Perspectives in
Aging (GERO 380). The heaviest concentration
of Gerontology courses comes in the junior and
senior years.
Minor Requirements
The Department of School and Community
Health offers three minors-in Health, School
Health, and Community Health-requiring
30-47 credits, distributed as follows;
Health Minor-nonteaching 30 credIts
Personal Health and Human Sexuality (HEP 251) .. 3
Introductory Nutrition (HEP 252) ,............. 3
Introduction to Health Education Professions(HEP 253) ; ; . .. 3
Advanced First Aid (HEP 260) ,........ 3
Pathophysiology (HEP 352) . . . . . . . . . . . . . . . . .. 3
Drugs in Society (HEP 453) . . . . . . . . . . . . . . . . .. 3
Environmentai Health Science (HEP 454) '" 3
Principles of Epidemiology (HEP 470) 3
Two other approved 400- or 500-ievel
courses in nutrition . . . . . . . . . . . . . . . 6
School Health Minor-for
grades 5-12 teacher certification .(Basic combined endorsement) 47 credits
This minor is offered only in combination with arelated
norm area such as general science, physical educa-
tion, or social science. Supervised teachingi's required
in both areas. Each student's program is subject to
departmental approval.
Personal Health (HES 250) , ,. 3
Introductory Nutrition (HEf'> 252) 3
Introduction to Health Education Professions(HEP 253) or equivalent .. : , . . . . . . . . . .. 3
Advanced First Aid (HEP 260) 3
School and Community Mental Health(HEP 351) , . . .. 3
Pathophysiology (HEP 352) . . . . . . . . . . . . . . . . . 3
Community Health Problems (HEP 353) or
Introduction to Public Health (HEP 371) 3
Accident Prevention and Safety Programs(HEP 361) . . . . . . . . . . . . . . . . .. . . . . . .. . . . .. 3
Seminar: Health.Student Teaching (HEP 407) .•. 1
Student Teaching: Secondary (Health
Education) (SEED 417) 5
Health Instruction (HEP 441), 4 credits,
concurrent with Seminar: Instructional
Strategies (HEP 407), 1 credit . . . . . . . . . . . . .. 5
School Health Issues (HEP 442) 3
Social Health (HEP 451) ,........ 3
Drugs in Society (HEP 453) , . . . . .. 3
Consumer Health (HEP 455) or equivalent. . . . . .. 3
Community Health Minor 33 credIts
Personal Health and Human Sexuality(HEP 251) " . . . . . . . . .. 3
Introductory Nutrition (HEP 252) 3
One other approved 400-level course in
nutrition . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .. .3
Introduction to Health Education Professions(HEP 253) , . . . . . . . . . . . . . .. 3
Pathophysiology (HEP 352) , . . . . . . . . . .. . .. 3
Community Health Problems (HEP 353) .. . . . 3
Introduction to Public Health (HEP 371) 3
Environmental Heaith Science (HEP 454) . . . . . .. 3
Principles of Epidemiology (HEP 470) 3
Strategies for Change in Community Health
Education (HEP 472) ,.... 3
Health Care Services (HEP 473) . . . . . . . . . . . . .. 3
Athletic Trainer Option
Health Education majorswho intend to become
certified teachers may also arrange their
program to fit the approved academic cur-
riculum of the National Athletic Trainer Associa-
tion (NATA). Certified health education teachers
who have completed the athletic training
curriculum can become certified athletic
trainers by passing the NATA certification
examination after graduation. This option is
available only to graduate students.
Prephysical Therapy
Students electing to major in Health Education
during their preprofessional work may choose
the Health Education: School Health or the
Comprehensive Health Education major. They
may also elect to pursue the. athletic training
curriC,ulum leading to certification by the NATA.
In addition to the basic School and Community
Health requirements, students are required to
take general chemistry and a full-year sequence
in general physics. Depending on·entrance
requirements of various physical therapy
programs, students may need additional
courses in either abnormal psychology or
elementary statistics or both. See the Health
Sciences, Preparatory sectionof this bulletin.
Safety and Driver Education
The safety and driver education option for
undergraduates is designed to prepare stu-
dents for careers as safety and driver education
instructors for schools, communities, public and
private agencies, and institutions. Emphasis is
on organization, administration, and supervision
for classroom and laboratory experience. The
student may elect this option in consultation with
the Department of School and Community
Health and an academic adviser. Courses are
offered in a structured sequence.
A student needs to fulfill all requirements in one
of the School and Community Health programs
in addition to the following courses:
10·16 credits
Accident Prevention and Safety Programs(HEP 361) , 3
Driver Education (HEP 467) 4
Practicum (HEP 409) or Student Teaching(SEED 417) ; . . . .. . . . . . . . .. . 3-9
Psychophysical Testing Equipment in Driver Education(HEP 468) is also recommended.
Appropriate electives are also available in
education and psychology and may be included
in the option.
Basic Driver Education Combined
Endorsement. The Department of School and
Community Health also offers a program to
prepare driver education teachers for the public
high schools. Those wanting to qualify for the
Driver Education endorsement on their teaching
certificates must also qualify for a teaching
endorsement in a subject matter field. For
specific additional information regarding
departmental requirements for the Driver
Education endorsement, students should
consult the endorsement adviser for teacher
education in the Department of School and
Community Health.
Certification in most states requires the follOWing
courses:
13 credits
Advanced First Aid (HEP 260) 3
Accident Prevention and Safety Programs(HEP 361) 3
Dnver Education (HEP 467) , 4
Psychology of Accident Prevention (HEP 561) 3
Dental Hygiene
See Dental Hygiene, Preparatory in the Health
Sciences, Preparatory section of this bulletin.
Medical Technology
See Medical Technology, Preparatory in the
Health Sciences, Preparatory section of this .
bulletin.
Graduate Studies
The Department of School and Community
Health offers graduate work towardthe degrees
of master of arts (MA), master of science
(M.S.), doctor of phiiosophy(Ph.D.), and doctor
of education (D.Ed.).
A limited number of graduate teaching fellow-
ships (GTFs) are available, with stipends
ranging from approximately $3,000 to $7,000
for the academic year, September to June.
Doctoral applicants are given first priority,
followed by master's applicants with teaChing
experience. April 1 is the application deadline
for these fellowships.
Graduate students who are work-study certified
can receive additional financial· assistance.
Master's Degree Options
The Department of School and Community
Health offers five options for a master's degree
in health education: school health education,
community health education, health education
for health care practitioners, community health
administration, and health and fitness manage-
ment.
If a student has no deficiencies, it is possible
to complete the 45-credit master's degree
program in one year. Most students take at least
four terms, however, and many attend for two
years.
248 School and Community Health
Admission. If accepted, a student is condition-
ally admitted to the Department with G3 status
after consideration of the following application
materials:
1. One set of official transcripts of all college
or university work
2. All copies of the Application for Graduate
Admission except the top copy
3. Three letters of recommendation, including
one each from the last academic adviser and
the last, or current, employer
4. A cumulative grade point average (GPA) of
2.75 or better for all undergraduate work
5. A score of at least 35 on the Miller Analogies
Test (MAT) or 470 on the Verbal portion of
the Graduate Record Examination (GRE);
examinations must have been completed
within five years of the application date. A
student whose native language is not
English and who has been in the United
States for fewer than five years may substi-
tute a Test of English as a Foreign Language
(TOEFL) score of 550 or better for theGRE
Verbal score of 470*
6. Resume outlining work and educational
experiences
7. A statement of purpose outlining reasons for
wanting to pursue a master's degree in
Health Education
*Note: The community health administration
program requires a 3.00 GPA, a combined
Verbal and Quantitative GRE score of950, and
an MAT score of 45. The health and fitness
management program requires a Graduate
Miller Analogies Test (GMAT) score of 500, and
a GRE Quantitive score of 500 or a combined
Verbal and Quantitative GRE score 0/1000 (with
a minimum score of 450 on either portion).
Applicants should check with the Department
secretary prior to the application deadline to
make sure their application files are complete.
Application deadlines are JUly 1 for·fall term
(April 1 for graduate teaching fellowship .
applications), November 1 for winter term,
February 1 for spring term, and May 1 for
summer session. Applicants are notified of their
admission status two weeks after the admission
deadline,
The completed application and supporting
documents should be sent to:
Department Head
Department of School
and Communjty Health
University of Oregon
Eugene OR 97403
In addition, applicants should send one set of
official transcripts showing highest degree, the
top oopy of the Application for Graduate
Admission, and a $25.00 fee to:
Director
Office of Admissions and Records
University of Oregon
PO Box 3237
Eugene OR 97403
Advancement to Candidacy. A student is
admitted unconditionally as a master's degree
candidate (G8 status) after meeting the follow-
ing oonditions:
1. Fulfillment of all prerequisites or removal of
deficiencies
2. Successful completion of 12 graduate
credits at the University of Oregon
3. Recommendation of the candidate's adviser
and the School and Community Health
faculty
GraduatIon. Approval for graduation iscontin·
gent on the following:
1. A minimum of 45 to 60 graduate credits as
outlined in the specific program plan. A
minimum of 24 credits must be graded. A
maximum of 15 graduate credits may be
transferred from other accredited colleges
or universities
2. Completion of thesis, project, or comprehen-
sive examinations with the appropriate
recommendation from the School and
Community Health faculty
Thesis. A systematic approach to answering a
research question or problem in health educa-
tion. The proposal for such an undertaking must
be approved by three graduate faculty mem-
bers, must meet Graduate School requiremenis
of presentation, and must be presented in
public as a final examination. The student earns
9 credits for this option.
Project. A professionally significant endeavor,
which may be pra.ctical ortheoretical in na,ture..
It is both a process and aproduct. The product
is a high·quality report that requires the approval
of three faculty members or professionals or
both. The student earns 6 to 9 or.edits for this
option depending on the depth and scope of
the project.
Comprehensive Examination. Examinations
specific to each program are available from
option advisers. No academic credit is earned
for comprehensive examinations.
Scllool Health Education
This program is available for those whowantto
concentrate on school health. The requirements
forthe master's degree do not necessarily meet
Oregon teacher certification requirements. With
careful planning, however, a student may obtain
a master's degree and teacher certification
(Basic or Standard),depending on the indi·
vidual's academic background and experience.
Prerequisites. The Department assumes that a
health educator has fundamental knowledge in
science, social science, and health education.
Each master's degree candidate is therefore
required to have completed specific courses.
Deficiencies may be removed through appropri-
ate undergraduate or graduate course work.
These requirements do not fulfill all Oregon
teacher certification requirements. Following
are the program prerequisites.
SCIENCE. A minimum of 6 credits including
one course in anatomy and one course in
physiology.
SOCIALSCIENCE; A minimum of 6 credits in two
of the following areas: psychology, sociology,
or anthropology.
HEALTH SCIENCE. A minimum of seven courses,
at least one in each of the following areas:
nutrition, mental health; drugs, sooial hea.lth,
diseases, consumer health, and first aid or
safety.
Course RequIrements. A student's program is
planned with an adviser. It is based on the
student's completed courses and experience
as well as current academic objectives.
A minimum of 45 graduate credits is required,
distributed as follows: .
45 credits
Research Methods in Health and Leisure(HDEV 521) . . . . . . .. . . . . . . . . . 3
Fundamentals of Statistics in Health(HEP 531) .... .. . .. .. .. .. .. . 3
Three 500·level HEP school health courses ... 9
Two 500·level HEP foundations courses. . 6
One 500·level HEP safety course 3
One 500-level HEP community health course. . . 3
Elective in School and Community Health .,.... 3
Electives outside the College of Human
Development and Performance .. . . . 9
Additional electives 6
OPTIONS(a) Administrative Option. Additional credits to be
planned with an adviser from the Division of Educa·
tional Policy and Management, College of Education.
60 credits
Seminar: Personnel Evaluation (EDPM 507) 2
Practicum (EDPM 509) 2
Secondary School Curriculum (CI 522) 3
Advanced Educational Psychology I(EPSY 529) .. . . . . . . . 4
Program Evaluation for Educational
Ma.nagers (EDPM 574) . . .. . . . .. . . . . . . . . . .. 3
School-Community Relations (EDPM 578) . . . . . .. 2
Policy Development (EDPM 583) 3
Community health practicum . . . . . . . . . . . . 12
CUlminating experience: comprehensive
examinations, a project, or a thesis. . . . 0-9
Electives to totai at ieast 60 credits . . .. 19·28
(b) Traffic Safety Option. An additional 15 credits
should provide background in the following:
13 credits
Driver Education (HEP 467) . . . . . . .. 4
Psychology of ACCident Prevention (HEP 561) . .. 3
Problems In Traffic Safety (HEP 563) . 3
One of the following: Psychophysical Testing
Equipment in Driver Education (HEP 468G),
Administration and Supervision of Safety
Programs (HEP 560), or Administration and
Supervision of Driver Education Programs(HEP 562) .. . . . . . . . . . . . . . . .. . . . . 3
Community Health Education
Diverse opportunities for the community health
educator have been created by recent changes
in the organization, administration, and delivery
of health care services. New ways of delivering
health care to population groups will continue
to open up career possibilities for professionals
in community health education.
The primary goal of the community health
equcation option is to prepare graduate
students for leadership roles in agencies,
organizations, and institutions whose services
include health education. A program of study
is offered to train students in skills in community
diagnosis, program planning and coordination,
policy formulation, patient education, group
process, cost-benefit analysis, team building,
and evaluative research.
Prerequisites. The community health education
option prerequisites include the following:
SCIENCE. A minimum of 6 credits including
one course in anatomy and one course in
physiology.
SOCIAL SCIENCE. A minimum of 6 credits
including courses in two of the following areas:
psychology, sociology, or anthropology.
HEALTH COMPETENCY EXAMINATION. This
examination must be taken by all community
health education students except those who
have a bachelor's degree in health education
or who are licensed as health care providers.
The examination consists of 251 multiple choice
questions covering 11 content areas. In order
of emphasis, these areas are sexuality, drugs,
School and Community Health 249
3
.3
18 credits
nutrition, mental health, community health,
environmental health,death-aging, communic-
able diseases, noncommunicable diseases,
exercise, and first aid and safety. Students must
answer 70 percent of the questions in each area
correctly. Those who do not meetthe 70 percent
minimum requirement in an area must take one
or more courses in that content area in order to
correct the deficiency.
Course Requirements. The deg ree candidate
completes a minimum of 60 credits, including
the following:
Public Health Core 15 credits
Environmental Health Science (HEP 454G) 3
Principles of Epidemiology (HEP 470) 3
Health Care Services (HEP 473G) 3
Research Methods in Health and Leisure(HDEV 521) . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3
Fundamentals of Statistics in Health (HEP 531) .. 3
Community Health
Education Core
Experimental Course: Community
Organization in Health (PPPM 410G)
Group Work Methods (HS 430M) or
Interpersonal Communication (RHCM 436G) 3
Community Health Planning (HEP 475G) 3
Seminar: Community Health Education:
Program, Planning, and Evaluation(HEP 507) .
Experimental Course: Behavioral Sciences
in Health (HEP 510) 3
Advanced Public Management (PPPM 554) 3
Electives 15 credits
Practicum 12 credits'
Students must complete the 15-credit core of
five courses covering four broad areas of public
health. The core requirements reflect a commit-
ment that individuals holding graduate degrees
in health sciences should possess, in addition
to special competence in a selected concentra-
tion (e.g., community health administration,
community health education), and basic
knowledge pertaining to the foundation areas
of public health.
Reality-Based Experiences. Whenever possi-
ble, course work uses the case-study and
critical-incident approaches. In addition, each
student completes a structured 12-credit
practicum. This experience is arranged to suit
individual needs and interests of students and
affords the opportunity to implement, in actual
work situations, the principles, techniques, and
procedures learned in the classroom.
The supervised field experience provides an
opportunity for the testing of hypotheses and
the amplification of insights, understanding,
and skills that could not be obtained in the
classroom. The field training requirement is
waived or modified for students with appropriate
work experience in health education.
Health Education for
Health Care Practitioners
This option is available for students who have
preparation and. experience as practitioners in
health care delivery. Candidates must have a
bachelor's degree and licensure in one of the
following: registered nursing, medical technol-
ogy, dental hygiene, respiratory therapy,
physical therapy, dietetics, or athletic training.
The curriculum, which prepares students for
roles in the allied health field, is designed to
enhance job advancement opportunities. Each
student's program is planned to develop
individual objectives.
Prerequisites. The prerequisites for this
program are identical with those for the school
health education option.
Program Requirements 45·63 credits
Research Methods in Health and Leisure(HDEV 521). .... . . . . . . . . . . . . . . . . . . . . .. 3
Fundamentals of Statistics in Health (HEP 531) .. 3
Community health: at least three courses
selected on the basis of objectives,
past course work, and experience 9
Foundations: at least two'courses based on
deficiencies, objectives, and past course work. 6
School health education: at least one
course to provide overview of problems
within the schools and relationship between
schools and communities 3
Safety: at least one course .. 3
Educational media . . . . . . . . . . . . '. 3
Practicum: a field experience in an agency,
allied health teaching, or a public health
situation 6
Culminating experience: comprehensive
examinations, a project, or a thesis. . . . .. 0-9
Electives: dependent on objectives and
general program.. .. 9-18
Community Health Administration
The Department of School and Community
Health offers MA and M.S. degree programs
in Health Education with an option in community
health administration.
The community health administration program
provides a broad-based education that devel-
ops managerial and planning skills from a
public health perspective. Upon completion of
the program students should have knowledge
and expertise in:
1. The important social, economic, legal, and
political issues relevant to national and local
health policies
2. The history, dynamics, and functions of the
health care deliVery system
3. The application of administrative concepts
in the management of health care programs
4. Research and evaluation in health care
settings
5, Oral and written communication
6. Managerial problem solving
The program recognizes the limits of traditional,
technically oriented medical care in improving
the health of populations. Health promotion and
prevention are necessary components of
comprehensive health programs. A fundamen-
tal task of an administrator is to incorporate all
elements of a health program into an effeGtive,
rational, and acceptable delivery system.
The nature of the program allows students to
pursue career opportunities in a wide variety of
health care settings without becoming too
specialized. However, specialized electives
enable students to develop advanced skills in
specific areas of interest. Employment oppor-
tunities include health administration of local,
state, and national government programs;
hospitals, clinics, and convalescent centers;
voluntary and private health agencies; and a
variety of business and industry-related careers,
such as Employees Assistance Programs
(EAPs) or Health Maintenance Organizations
(HMOs).
Prerequisites. A bachelor's degree in the
health sciences, natural sciences, or social
sciences with fundamental course work in all
three areas is required. Students not meeting
this requirement may be assigned a program
of appropriate undergraduate or graduate
courses to be completed prior to or concomitant
with the master's degree program.
All community health administration students
must take the health competency examination;
described under Community Heaith Education
above, except those who have a bachelor's
degree in Health Education or who are licensed
as health care providers. Students must answer
70 percent of the questions in each area
correctly. However, unlike the Commmunity
Health Education requirement, community
health administration students may retake the
examination until the minimum 70 percent
requirement is fulfilled.
Procedures. Application information given
under Admission, in the Graduate Studies
section above, also applies to the community
health administration option with the following
changes:
1. A cumulative GPAof 3.00 (B) or better for
all undergraduate course work
2. A score of at least 45 on the MAT, 950 on
the Verbal and Quantitative portions of the
GRE, or 500 on the GMAT. Examinations
must have been completed within five years
of the date of application
3. Students may transfer a maximum of 15
credits toward fulfillment of requirements for
the program. Only graduate courses com-
pleted with grades of mid-B or better at
an accredited college or university are
accepted
Curriculum. A minimum of 72 credits are
required for an M.S. degree. It is possible to
complete all course work in one year (four
terms) in addition to one term of administrative
internship.
Community Health
Administration Curriculum 72 credits
Public Health Core 15 credits
Environmental Health Science (HEP 454) 3
Principles of Epidemiology (HEP 470) 3
Health Care Services (HEP 473G) 3
Research Methods in Health and Leisure(HDEV 521) ' 3
Fundamentals of Statistics in Health (HEP 531) 3
Health AdministratIon Core 15 credits
Experimental Course: Community Organization
for Health (HEP 410G) 3
Health Economics (EC 439) or Seminar:
Survey Analysis of Health Care (HEP 507) 3
Community Health Planning (HEP 475) 3
Legal and Ethical Issues in Health Care(HEP 507) 3
Experimental Course: Health Policy (HEP 510) 3
General Administration Core 15 credits
Experimental Course: Financial Management
of Health Care Institutions (HEP 507) or
Financial Management (FINL 516) or Public
Finance Administration (PPPM 528) 3
Management and Organizational Behavior(MGMT 511) or Human Behavior in
Public Organization (PPPM 544) 3
Advanced Public Management (PPPM 554)
or Designing Effective Organizations(MGMT 541) or Administration of Health
Programs (HEP 552) 3
Two of the following: Seminar: Community Health
Education: Program, Planning, and Evaluation (HEP
507), Accounting Concepts (ACTG 511), Marketing
Management (MKTG 511), Management
Accounting Concepts (AC]'G 512), Strategy and
Policy Implementation (BA 525), Public Finance
Administration (PPPM 528), Planning Analysis I(PPPM 530), Human Resources Management(MGMT 534), Public Policy Analysis (PPPM 536),
Social Issues in Planning (PPPM 550) 6
250 School and Communi1y Health
Electives 15 credits
Elective courses proposed by student
and approved by the adviser 15
Administrative Internship 12 credits
Reality-Based Experiences. The program
embraces the principle of reality-based experi-
ences. Whenever feasible, course work uses
the case-study and critical-incident ap-
proaches. This experience, arranged to suit the
individual needs and interests of the student,
affords the opportunity to apply the principles,
techniques, and procedures learned in the
classroom to actual work situations. The field
training requirement may be waived or modified
for students with appropriate work experience
as administrators or managers in a health
setting.
Final Comprehensive Examination. The
master's degree program requires the candi-
date to participate in a final scholarly activity.
Degree candidates must successfully complete
a thesis, a project, or comprehensive examina-
tions.
Health and Fitness Management
Due to the high cost of medical care and
increased public interest, the health promotion
field is growing rapidly. Employment oppor-
tunities currently exist in private industry,
hospitals, and private health clubs. The health
and fitness management program is designed
to provide students with the skills to plan,
implement, and evaluate health promotion
programs. Course work in health education,
physicai education, and business management
provide the foundation of the curriculum.
Prerequisites. A bachelor's degree is required
with fundamental course work in health science,
physical education, natural sciences, social
sciences, or business. In addition, each
applicant must have:
1. One year of basic chemistry
2. One course in exercise physiology
3. At least one course in human anatomy
4. At least one course in human physiology
Note: First aid certification and cardiopulmonary
resuscitation (CPR) training are highly recom-
mended prior to or during the program.
Procedures. Applicants must meet the follow-
ing requlrements:
1. A minimum undergraduate GPA of 2.75
2. A GRE score of at least 470 on the Verbal
portion, 5000n the Quantitative portion, or a
combined score of 1000 with a minimum
score of 450 on either portion
Program Requirements 66-72 credits
Speech Communication and the Group
Process (RHCM 432) or Interpersonal
Communication (RHCM 436) . . . . . . . . . . . . . .. 3
Drugs in Society (HEP 453) . . . . . . . . . . . . . . . . .. 3
Health Aspects of Aging (HDEV 471) 3
Physical Fitness Appraisal (PEP 474) . . . . . . . . .. 3
Exercise Prescription (PEP 475) 3
Corporate and Adult Fitnes.s Programs (PEP 476). 3
Health Promotion: Stress Management
(HEP 481G) 3
Financing Leisure Services (LSS 445) or
Seminar: Financial Management of Health
Care Institutions (HEP 507) 3
Practicum (HEP or PEP 509) . . . . . . . . . . . . .. 6-12
Experimental Course: Weight Control (HEP 510). 3
Management and Organizational
BehaVior (MGMT 511) .... ...... .. .. .... 3
Research Methods in Health and Leisure
(HDEV 521) . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3
Fundamentals of Statistics in Heaith (HEP 531) .. 3
Motivation and Quality of Working Life
(MGMT 531) or Human Resources
Management (MGMT 534) . . . . . . . . . . . . 3
Nutrition in Health and Disease (HEP 553) . . . . .. 3
Psychology of Accident Prevention (HEP 561) . .. 3
Applied Physiology (PEP 576, 577) .. ; . . . . . . . .. 6
Advanced Physiology of Exercise (PEP 578) 3
Worksite Health Promotion (HEP 581) , 3
One of the following: Public Relations Planning
Theory (J 520), Social Psychology of Sport:
Motivation (PEP 528), Individual Therapies
(PSY 531), or an additional Management course
from above . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3
Note: All students are. required to pass a
comprehensive examination or complete a
master's thesis or project.
Safety and Driver Education
Graduate students in Health Education can
study a supporting area in safety and driver
education. Following are the course require-
ments.
21-27 credits
Research (HEP 501) ...... .. ., ... 3-6
Thesis (HEP 503) . . . . . . . . . . . . . . . . . . . . . . . .. 3·6
Social Psychoiogy(PSY 517) 3
Administration and Supervision of Safety
Programs (HEP 560) 3
Psychology of Accident Prevention (HEP 561) 3
Administration and Supervision of Driver
Education Programs (HEP 562) 3
Problems in Traffic Safety (HEP 563) 3
Ph.D. or D.Ed. Degree in
Health Education
Doctor of philosophy (PhD.) and doctor of
education (D.Ed.) degrees are granted primarily
on the bases of attainment and proven ability.
Time and credit requirements are secondary,
but no candidate will be recommended lor the
degree until the minimum requirements of
residence and study have been satisfied. At
least two years of full-time study beyond the
master's degree are generally required, of
which at least one year (three consecutive
terms) must be spent in residence at the
University.
A student whose academic work includes both
bachelor's and master's degrees from the
School and Community Health Department at
the University of Oregon usually are not admit-
ted into the doctoral program.
Conditional Admission-Requirements and
Procedures. Applicants must complete the
following:
1. A minimum score of 50 on the MAT or 520
onthe Verbal portion of the GRE. Examina-
tions must have been completed within five
years of the date of application
2. At least two years of full-time, paid experi-
ence in the health area. Graduate teaching
assistantships cannot be used to fulfill this
requirement
3. Evidence of a high level of academic
achievement and a satisfactory background
in general education. The quality and
recency of previous academic work are
considered in evaluating the candidate's
transcript
If the candidate meets departmental require-
ments, conditional admission is granted. Full
admission is granted after the candidate
passes the doctoral qualifying examination and
is accepted into the doctoral degree program
by the graduate faculty of the College of Human
Development and Performance. Upon arrival at
the University, the candidate reports to the
graduate coordinator to be interviewed and
assigned a temporary adviser with whom a
program of study is developed for the fi rst term.
All materials must be received before the
School and Community Health graduate faculty
can review an application for admission. Each
application must include the items listed below:
1. One set of official transcripts of all college
or university work
2. All copies of the Application for Graduate
Admission, except the top copy
3. Five letters of recommendation, inclUding
one each from the last academic adviser and
the last, or current, E;lmployer
4. MAT or GRE test results
5. Resume outlining work and educational
experiences
6. A statement of purpose outlining why the
candidate intends to pursue a doctorate in
Health Education
The completed application and supporting
documents should be sent to:
Department Head
Department of School
and Community Health
University of Oregon
Eugene OR 97403
In addition, applicants should send one set of
official transcripts showing the highest degree
earned, the top copy.of the Application for
Graduate Admission, and a $25.00 fee to:
Director
Office of Admissions and Records
University of Oregon
PO Box 3237
Eugene OR 97403
Qualifying Examination. The student is
required to take a qualifying examination as
soon as possible after enrolling in the College,
preferably .during the first term and definitely
before completion of the third term in the
program. The examination consists of two major
parts:
OBJECTIVE SECTION. This section is used to
evaluate the student's academic and profes-
sional background and to determine weak-
nesses in this background.
Students majoring in Health Education take a
departmental examination that covers personal
health problems, community health problems,
first aid and safety, anatomy and physiology,
diseases, nutrition, drugs, family health, and
mental health.
ESSAY SECTION. The purposes of the essay
section of the examination are to evaluate the
student's use of English, facility in formulating
thought, and ability to deal with professional
problems. Students are required to answer at
least two comprehensive questions, which are
graded by a committee representing the
graduate faculty.
Evaluation by Graduate Faculty. The graduate
faculty of the College of Human Development
and Performance considers the qualification of
each student, individually, following the comple-
tion of the qualifying examination. Its recommen-
dation may be to admit the candidate to the
doctoral program, to postpone admittance, or
to reject the applicant. Each student receives
School and Community Health 251
the written recommendation at the end of the
term in which the examination is completed.
The result of the qualifying examination is
considered in determining the student's pro-
gram. If the student is admitted to the doctoral
program, any deficiencies identified in the
qualiiying examination may be removed by
enrolling in designated courses or by other
means satisfactory to the adviser.
Course Prerequisites to Degree Candidacy.
A student who seeks a doctoral degree in the
College of Human Development and Perform-
ance must have completed specified under-
graduate courses ortheir equivalents. A student
who has not completed these courses as an.
undergraduate must take them, or their equiva-
lents, as approved by the student's advisory
committee, either for credit or as an auditor. Any
student enrolling in a graduate course offered
by the College must fulfill all prerequisites for
the course.
Doctoral Program. The doctoral program in
Health Education can be completed in two
years. The length of time mayvary because of
approved transfer credit, deficiencies, and
other individual differences. The program is
individually designed to meetthe needs and
future expectations of each candidate. Although
no specific credit requirement has been
established by the Graduate School, a program
is generally designed around the following
basic distribution of credits:
1. Primary Area (health education): a minimum
of 30 credits including 15 at the University
2. Supporting Area (PhD.): a minimum of 20
credits. Supporting areas might include a
concentration of courses in gerontology,
counseling, educational administration,
business administration, pUblic policy and
management, physical education, recre-
ation, dance, or computer science.
Supporting Area in Education (D.Ed.):
a minimum of 30 credits
Note: If an area other than education is selected,
an additional20-credit minimum in education is
required.
3. Research and statistics: a minimum of
12 credits
4. Thesis: aminimum of 27 credits
5. Related electives' a minimum of 25 credits
for the PhD., 15 for the D.Ed. .
Course work completed for a master's degree
may be credited tothe program. Up to 9 credits
may be earned for the master's thesis. If a thesis
has not been completed, an in-lieu thesis must
be presented and approved by the Department
priorto taking comprehensive examinations. Up
to 9 credits may be applied tathe dissertation
component of the programs for this project.
Health Education
Service Courses (HES)
Note: It is the Department's policy that work taken
passino pass (PIN) must be C- quality or better in order
to receive credit for the course.
The School and Community Health Department altempts
to offedts courses at night on a three-year rotational basis.
lower-Division Courses
199 Special Studies (1~3R) Current topics are
Consumer Health, Environmental Health, and Personal
Nutrition and Health. R once when topic changes.
200 SEARCH (1-3R)
211 Community Health (3) Community health issues,
programs, and trends. Emphasis on implications for
the public's health.
250 Personal Health (3) Personal health problems of
university men and women, with emphasis on implica-
tions for family life, mental health, communicable
diseases, degenerative diseases, nutrition.
Upper-Division Courses
400 SEARCH (1-3R)
Health Education
Professional
Courses (HEP)
Note: It is the Department's policy that work taken
passino pass (PIN) must be C- quality or better in order
to receive credit for the course.
The School and Community Health Department attempts
to offer its courses at night on a three-year rotational basis.
lower-Division Courses
199 Special Studies (1-3R)
251 Personal Health and Humlln Sexuality (3)
Psychophysiology, hormones and sexuality, sexual
behavior, pregnancy and childbirth, contraception,
abortion, and sexually transmitted diseases. The
effects of physical health and emotional well-being on
sexuality. Cottrell, Harvey, Kime,
252 Introductory Nutrition (3) The reiationship of food
to health with emphasis on the young adult. Introduc-
tion to nutrients, theirfunctions"sources, and require-
ments. Current dietary trends and their implications for
health.
253 Introduction tp Health Education Professions
(3) Introduction to school and public health education
for majors and potentia,l majors. Includes field
experience.
260 AdvlIncedFlrstAid (3) Immediate and temporary
care for a wide variety of injuries and sudden illnesses;
control of bleeding, respiratory emergencies, burns,
poisoning, shOCk, and proper methods, of transporta-
tion, splinting and bandaging. Successfui compietion
of course leads to Red Cross Standard First Aid and
PersonalSafety or Advanced First Aid and Emergency
Care Certificates.
Upper-Division Courses
351 School lind Community Mentlll Hellith (3) For
health educators, allied health personnel, and others·
interested in the mental health movement, the scope
of the problem, and programs designed to alleviate
these problems. PrereQ: HES ,250.
352PlIthophysiOl09y (3)Nature, prevention, and
control of common communicable and noncommuni-
cable diseases. Prereq: biology and chemistry or
general chemistry.
353 Community Hellith Problems (3) Focuses on
contemporary community health problems and issues
in relation to quality of care and delivery of health
service. Prereq: HES 250.
361 Accident Prevention lind SlIfety Progrllms (3)
Analysis of accident cause and prevention; epidemiol-
ogy; principles and instruction of accident loss
reduction; problems and psychology of a,ccident
behavior and prevention. .
371 Introduction to Public HelIlth (3) Functions and
organization of public and voluntary health agel)cies
and programs at the national; state, and local levels..
Prereq: HES 250. Hibbard . .
',372lntroduction to Public Health (3) Not offered
1987-88.
373 Public Hellith DlItll MlInllgelTlent (3)
Epidemiological applications in the use of public health.
data systems..,'
405 Reading lind Conference (Arr,R)
406 (G) Special Problems (Arr,R) Current topics are
Economics of HeaJth Care, Mental Health and Aging,
and Psychedelic Drugs.
407 (G) seminllr.(Arr,R) Current topics are Applied
Health Professions in Contemporary Society, Health
Instruction Laboratory, Health Student Teaching,
Instructional Strategies"and Organization of HealthCare. .. ,
406 (G) Workshop (Arr,R)
409 Prllctlcum (Arr,R) Preregistration required.
410 (G) Experimental Course (Arr,R) A current topic
is Community Organization for Health.
HDEV 431 (G) Evaluation Procedures In Health (3)
See description under Human Development and
Performance, Davis.
440 (M) Elementllry School Health Education (3) The
school health program, health services, and the
healthful school environment. Attention to significant
health problems. Development of health instruction
through the introduction of recent content, methods,
and materials. Cottrell, Smith.
441 (G) Hellith Instruction (4) Prepares elementary
and secondary teachers to develop and implement
effective health instruction programs. The latest·
methodology and health materiais for high-quality
health education courses. Pre- or coreq: HEP 351,
352, 353, ancj Seminar: Health Instruction Laboratory
(HEP 407). Gutting.
442 (G) School Health Issues (3) The three compo-
nents of the school health program as they reiate to
school and community education; trends and issues
. involved with health services, school environment, and
instruction. Gutting.
443 (G) School Health Coordlnlltor (3) Prepares
teachers to serve effectively as school health coor-
dinators. Emphasis on school health program coordi-
nation, service as a liaison between school, home, and
community health agencies. Pre- or coreq: HEP 441
or 442. Gutting.
451 (G) Social Health (3) Physical, mentai, emotional,
and social phases of human relations as they are
affected by male and female sexuality. implications for
sex education programs in schools and communities.
Prereq: HEP 251, PSY 388, or instructor's consent.
Kime.
453 (G) Drugs In Society (3) Designed to help
teachers gain a solid knowledge of and background
on drugs in order to teach about them effectively.
Schlaadt.
454 (G) Environmental Hellith Science (3) Inter-
relationship of environmental systems (land, air,
water, industry) and their effects on individuals and
communities.
455 (G) Consumer Health (3) Selection and evaluation
of health services and products. Quackery, consumer
protection laws and organizations, and health insur-
.ance considerations. Kime.
456 (G) Vltllmins and Minerllis (3) Current theories
and recent advances in vitamin and mineral nutrition
as they relate to human health promotion, Prereq:
college-level course in physiology and chemistry.
Hackman.
HIlEV 459 (G) Nutrition and the QUlllity of Life (3)
See description under Human Development and
Performance. Hackman.
HDEV 460 (G) Nutrition lind Athletic Performllnce
(2) See description under Human Development and
Performance. Hackman.
461 Instructor First Aid (3) Develops individual
teaching techniques for standard or advanced first aid
and safety instructors. Successful completion leads to
American Red Cross Instructor AuthorizEltion. Prereq:
HEP 26Q or equivalent first aid certification.
467 Driver Educlltion (4) Use Of teaching' devices,
development of instructional units, behind-the-wheei
instruction.
466 (G) Psychoph}'slCIlI Testing Equipment In
Driver Educlltlon (3) Instruction for driver education
teachers inthe use of driversimulation, psychophysical
testing, and multimediaequipme(1t. Not offered every
year.
470 (G) Principles of Epidemiology (3) Epidemiologic
methods and their application to both infectious and
noninfectious disease. Criticalanaiysis of the
epidemiologic process; formUlating and solving
original problems, Hibbard. . .
HDEV 471 (G) Health Aspects of Aging (3) See
d~scription under Human Development and Perform-
ance. Smith.' .
.4.72 (G) Strlltegies for Chllnge in Community Hellith .
Educlltlon (3) Communityhealth education theory and
programming. Operational and behavioral objectives,'
educational methodology, learning theory, barrier
Identification, community resources for health educa-
tion efforts, and evaluation techniques. Hibbard.
473 (G) Hellith ClIre Services (3) Structure and
function of American health care services. Compo-
nents include health care facilities, personnel,
financing, and issues and trends in health care
delivery. Harvey.
252 School and Community Health
475 (G) Community Health Planning (3) Concepts
and methods of community. regional, and national
health planning. Social, economic, structural, and
political aspects of planning agencies. Hibbard.
481 (G) Health Promotion: Stress Msnagement (3)
Overview of stress mana(:Jement strategies with
emphasis on applications at the work site.
Graduate Courses
501 Reaearch (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R)
503 Thesli (Arr,R) PIN only. '
505 Reading and Conference (Arr,R)
506 Special Problema (Arr,R)
507 Seminar (Arr,R) Current topies are Advanced
Statistics in Heaith; Community Health Education:
Program, Planning, and Evaiuation; Financial Manage-
ment of Health Care Institutions; Health Facilities
Organization and Management; Health Grantsman-
ship; Health Policy Analysis; Interpersonal Processes
and Community Health Education; Instructionai
Methodology and Materials in Community Health
Education; Legal and Ethical Issues in Health Care;
and Survey Analysis of Health Care.
508 Workshop (1-9R)
509 Practlcum IArr,R) Advanced registration re-
quired. COllege-Level Health Teaching and Health
Services-Related Agencies are current topics.
510 Experimental Courae (Arr,R) Recent topics
include Behavioral Sciences in Health, Family Health,
Growth and Development, Health Policy, Personal
Health, Substance Use and Abuse. and Wei(:Jht
Control.
HDEV 521 Reaearch Methods In Health and Leisure
(3) See description under Human Development and
Performance. Davis.
531 Fundamentals of Statistics In Health (3)
Designedto prepare students to planthe collection of
data as well as to present and analyze health informa-
tion and related data. Prereq: HDEV 431 or equivalent.
Davis.
541 Philosophy and Curriculum Design in Health
Education (3) Philosophy, foundation, and principles
of curriculum organization for health education at the
elementary, secondary, and college levels. Gutting.
542 Sex Education (3) Designed primarily for
teachers. Curriculum organization, teaching methods,
and materials. Prereq: HEP 451 or equivalent. Kime.
543 Advanced Health Instruction (gr Planning
programs for public and school health edu.cation.
Consideration of the organization of in-service
programs, determination of priorities, and interpreta-
tion of roles of school health coordinators. Schlaadt.
551 Basic Issues in Health Education (3) Current
basic issues and problems in health education;
economic and social forces affecting health education;
implications for programs. Prereq: graduate standing.
Davis.
552 Administration of Health Programs (3) Analysis
of organizational patterns, planning procedures, fiscal
and personnel management, pUblic relations, and
other administrative concerns such as legal and
constituency implications.
553 Nutrition in Health and Disease (3) Essential
facts and current theories regarding nutrition with
emphasis on disease prevention. Prereq: background
in biology, chemistry, and physiology. Hackman.
554 Recent Progress in Disease Control (3) New
knowledge discussed by experts actively engaged in
various medical and surgical specialties. Prereq:
anatomy, physiology, and HEP 352.
555 Psychopharmacology (3) Current social,
psychological. and medical implications of drug
misuse In our society. Preventive aspects of drug-
induced abnormal behavior. Background in biology,
chemistry, physiology, psychology, and sociology
helpful.
560 Administration and Supervision of Safety
Programs (3) Development, organization, and
implementation of safety programs in industry with
application to other settings.
561 Psychology of Accident Prevention (3) An ,
overview of concepts, methods, and problems in injury
control. Emphasis on high-risk highway and occupa-
tional accidents. Health and fitness programs. Kime.
562 Administration and Supervision of Driver
Edllcatlon Programs (3) Budgeting, selection, and
placement of teachers;' curriculum development;
pUblic relations. Schlaadt.
563 Problems in Traffic Safety (3) Factors in the traffic
safety problem; law enforcement, engineering, health
and medical, use of alcohol and drugs by drivers,
driver licensing.
571 World Health Problems (3) Provides information
on world health problems and international programs,
the World Health Organization and its supporting
agencies; intensive study of a regional health probiem.
Prereq: senior or graduate standing. Smith.
581 Work-Site Health Promotion (3) Planning,
implementing, and evaluating work-site health
promotion programs.
253
School of Journalism
201 Allen Hall
Telephone (503) 686·3738
Arnold Ismach, Dean
Karl J. Nestvold, Associate Dean
Gregory J. Kerber, Assistant Dean
Faculty
James R. Avery, Assistant Professor (advertising),
B.A., 1971, Brigham Young; M,B.A., Utah, 1972. (1985)
Randal A Beam, Assistant Professor (news-editorial).
B.A., 1974, Nebraska, Lincoln; M.A., 1976, Syracuse.
(1986)
James M, Bernstein, Assistant Professor (broadcast
news). B.A., 1973, Indiana; M.A., 1982, Ph.D:,'1985,
Michigan State, (1986)
Thomas H. Bivins, Assistant Professor (public rela-
tions). B.A., 1974, M,F.A., 1976, Alaska, Anchorage;
Ph.D.,1982, Oregon. (1985)
JackD. Ewan, Associate Professor(advertising, public
relations). B.S.J., 1948, M.S,J" 1964, Northwestern.
(1964) ,
Timothy W. Gleason, Assistant Professor (news-
editorial). B.A., 1980, State University of New York
Empire State College; M.A., 1983, Ph.D., 1986,
Washington (Seattle). (1987)
Roy K, Halverson, Associate Professor (news-editorial).
B.S., 1957, M.S" 1963, Wisconsin, Madison; Ph.D.,
1970, Illinois (1966)
Arnold Ismach. Professor and Dean (communication
research, news-editorial). B,A., 1951, Oklahoma; M.A.,
1970, California, Los Angeles; Ph.D., 1975, Washington
(Seattle), (1985)
Ann C. Keding, AssistanlProfessor(advertising). B.A.,
1973, M.A., 1975, California State, Fullerton. (1986)
Gregory J. Kerber, Assistant Professor (news-editorial),
B.A., 1972, Florida; M.A.. 1983, Oregon, (1981)
Lauren J. Kessler, Associate Professor (magazine).
B.S.J., 1971, Northwestern; M.S., 1975, Oregon; Ph.D.,
1980, Washington (Seattle), (1980)
James B. Lemert, Professor(communication research).
AB., 1957, M,J" 1959, California, Berkeley; Ph.D.,
1964, Michigan State. (1967)
Duncan L. G, McDonald, Associate Professor (news-
editorial). B.S., 1966, Ohio; M.S., 1972, Oregon. (1975)
Kenneth T. Metzler, Professor (magazine). B.S., 1956,
Oregon; M.S.J,. 1967, Northwestern. (1960)
Roy Paul Nelson, Professor (magazine, advertising).
B.S., 1947, M.S., 1955, Oregon. (1955)
Karl J. Nestvold, Associate Professor (broadcast
news). B.S" 1954. Wyoming; M.S., 1960, Oregon;
Ph.D., 1972, Texas. (1961)
Stephen E. Ponder. Assistant Professor (news-
editorial). B.A., 1964, Washington (Seattle); M.A.,
1975, George Washington; Ph.D., 1985, Washington
(Seattle). (1985)
Galen R, Rarick, Profess9r (communication research,
news-editorial). B.A .• 1948, Denver; M.A., 1951, Ph.D"
1963, .Stanford. (1962)
William E, Ryan II, Associate Professor (graphic
design). B.A., 1964, Loras; M.A., 1975, South Dakota.
(1987)
H. Leslie Sieeves. Assistant Professor (pUblic rela-
tions). B.S" 1971, Vermont; M,S., 1974, Ph.D., 1980,
Wisconsin, Madison. (1987)
Willis L. Winter, Jr., Professor (advertising). B.S., 1950,
California, Berkeley; M.S., 1957, Oregon; Ph.D., 1968,
IIlino.is. (1957)
Emeriti
John W, Crawford, Professor Emeritus (advertising).
B.A., 1935, Northwestern; M.A., 1958, Michigan State.
(1969)
Charles T, Duncan. Professor Emeritus (news-
editorial). AB., 1936, M.A., 1946, Minnesota, (1965)
John L. Hulteng, Professor Emeritus (news-
editorial), Ph.B" 1943, North Dakota; M.S, 1947,
Columbia. (1955)
R. Max Wales, Professor Emeritus (advertising, public
relations). B.A., 1933, Washburn;M.A., 1956, Iowa.
(1957)
Carl C. Webb, Associate Professor Emeritus (rlews-
editorial), B.S., 1932, M.A., 1950, Oregon, (jg43) ,
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The School of Journalism offers programsleading to bachelor's and master's degrees
in five areas; advertising, broadcast journalism,
magazine journalism, news-editorial, and
public relations, In the graduate program,
students may also concentrate on communica-
tion research.
The School. which started as a department in
1912 and became a professional school in
1916. remains one of the oldest journalism
schools in the United States and also one of the
most broadly conceived. All five fields of study
are accredited by a national body. the Accredit-
ing Council on Education in Journalism and
Mass Communications (ACEJMC). Fewer than
10 universities are accredited in as many as five
fields, and the University of Oregon is the only
such school in the western United States.
The Journalism program stems from the
premise that the best professional journalist is
the broadly educated one. In accordance with
national accrediting standards, students take
about 75 percent of their work in courses other
than professional courses in Journalism. In the
remaining 25 percent, students take profes-
sional courses not only to learn the techniques
of mass communication but also its effects.
They study the role ofthe mass media in society,
the history of journalism, the visual aspects of
communication, the ethics of media practices,
the economics, and the legal and social
responsibilities of the media in modern society.
Faculty members at the Journalism School are
former professionals who combine academic
background with experience in their teaching
fields. Among them are former adVertising
agency executives, newspaper reporters and
editors. broadcast journalists, public relations
executives, communication researchers, and
magazine writers. The faculty continues to.,be
active and influential beyond the confines 6fthe
University campus through numerous text and
trade books in such areas as advertising.
language skills, reporting, interviewing, informa-
tion gathering, communication theory, graphic
arts, public relations writing, and magazine
writing.
Many Journalism students are active in campus
affairs, working for such agencies as the
campus daily newspaper, the University's radio
station, the student advertising agency, or on
alternative publications. The School also
encourages them to participate in journalistic
organizations such as the Ad Club, Peer
Advisers, Public Relations Student Society of
America, Women in Communications, and
Society of Professional Journalists. Internships
are often available at newspapers, magazines,
broadcast stations, advertising agencies, and
pUblic relations offices.
Preparation. The best high school preparation
for Journalism majors is a broad college
preparatory program with emphasis on lan-
guage sknls, English literature, speech, history,
and the social sciences. Depending on their
career interests, prospective Journalism .
students. can also benefit from the study of
mathematics; statistics. computers, and foreign
language. Students with specific interests in
science and technology are encouraged to
consider journalism because.of the many
career opportunities in communicating about
science and technology.
Community college students planning to
transfer to the University of Oregon School of
Journalism should concentrate on college
transfer courses, especially literature and social
science courses, that can fulfill University
requirements and the Journalism general
studies requirements. Almost all professional
Journa~ism courses are taken at the School of
Journalism.
Undergraduate Studies
Pre-Journalism Admission
Students planning tomajor in Journalism enter
the University as pre-Journalism majors and do
not need to meet any special admission
requirements beyond the general University
requirements. Each pre-Journalism student is
assigned to a Journalism faculty adviser who
assists in planning the student's course of
study. In fall term these assignments are made
ala meeting of all new undergraduate students
during the l\Jew Student Orientation Program.
At other times students may go to the School
of Journalism office to request assignment to
an adviser. Students may request specific
faculty members as advisers or change advis-
ers by applying at the School of Journalism
office.
University students in other majors maychange
to pre-Journalism by submitting a Change of
Majorform, available in theSchool of Journalism
office. To become a pre-Journalism major, a
student must have a minimum cumulative grade
point average (GPA) of 2.50 for aJlcoliege work
attempted including work transferred from other
colleges,
Pre-Journalism Program
Journalism students spend most of thei r fi rsttwo
years fulfilling two sets of requirements. The first
is the general studies program required by the
Journalism School and the University. Courses
required by the Journalism School frequently
overlap with the University's group and cluster
254 Journalism
requirements. A student who takes Introduction
to Literature (ENG 104, 105, 106), for example,
fulfills one of two required clusters, one arts and
letters group, and three of the six literature
courses required by the Journalism SchooL
Pre-Journalism majors should have most, but
not necessarily ali. of these courses completed
before applying for admission as a Journalism
major.
The second set of requirements is the Jour-
nalism School's core curriculum. This consists
of three courses, usually taken late in the
freshman year or during the sophomore year:
The Mass Media and Society (J 224), Writing
for the Mass Media(J 251), and Information
Gathering (J 252). A fourth course, Visual
Communication and Graphics, is currently,
being developed to be added to the core
curriculum at a later date. Pre-Journalism
majors must take the courses on agraded basis
and must pass them with a2.50 GPA to be
admitted as majors.
Journalism students usually take another core
course, although it is not required. Grammarfor
Journalists (J 250) prepares students to take
the Language Skills Diagnostic Test (LSDT)
required for admission as a Journalism major.
The LSDT is a comprehensive examination of
spelling, grammar, and word usage. Students
may attempt the LSDT only two time? The
Journalism faculty suggests that students take
the course first.
Pre-Journalism majors may take no more than
two additional Journalism courses before being
admitted to major status. These courses are
selected from the following: Production for
Publication (J 321), Principles of Advertising (J
341), Princlples of Public Relations (J359),
Introduction to Magazines (J 370), Mass Media
Law (J 485), History of Mass Media(J 487), and
Journalism and Public Opinion (J 494).
All of the above courses, including those in the
core curriculum, are open to nonmajors as well
as Journalism majors and pre-Journalism
majors. Students intending to become majors,
however, are limited to two of the additional
courses before applying for major status. This
limitation has beenset by the faculty to ensure
an orderly progression toward a d,egree in
Journalism.
Most other Journalism courses are limited to
Journalism majors. Students who have been
admitted to major status are given priority in
registering for School of Jo,urnalism classes
through a preregistration held around midterm
for the next term's Journalism courses.
Sample Program
Below are course suggestions for freshmen who intend
to major in Journalism, prepared specifically to meet
Journalism requirements. Pre-Journalism students
normally concentrate on filling the general stUdies
requirement during the first year and continue doing
so through the sophomore year. During this time they
also fulfill the Journalism core courses in preparation
for admission as majors. These are suggestions only;·
students have a wide variety of options and shouid
.consult with faculty advisers in preparing courses of
stUdy.
Freshman Year 45-.48 credits
Introduction to Literature (ENG 104, 105, 106)
lor World Literature (ENG 107, 108, 109) 9
History of Western Civilization (HST 101, 102,
103) or History of the United States(HST 201, 202, 203) 9
English CompOSition (\iVR 121 and 122 or 123) 6
Health education (HES 199, 211, or 250) 3
Three courses in foreign language, mathematics,
science, anthropology, geography, philosophy,
political science, psychology, religion, or
9~~e~7t~~r~m' ;h~ ;olio'wing: F~nd~me~t~i~ oi" 9-12
Speech Communication (RHCM 121), Use
of the Library (LIB 127), The Mass Media
and Society (J 224), Communication,
Technology, and Society (TCF 241) ... 9
Admission as a Journalism Major
To be eligible for admission as a Journalism
major, the pre-Journalism student must have
fulfilled the following requirements:
1. Completed 900r more credits of course work
2. Made substantial progress toward complet-
ing the general studies requirements of the
University and the Journalism School
3. Attained a cumulative grade point average
(GPA) of at least 2.50 for all college work
attempted
4. Completed the Journalism School's core
curriculum (J 224,251, and 252) with a GPA
of at least 2.50
5. Received a passing score on the School's
Language Skills Diagnostic Test (LSDT).
This examination is normally offered twice a
term, once during the course registration
period and again during final examination
week. Consult the Journalism office for the
LSDT schedule
Transfer Students
Students transferring to the University of
Oregon Journalism program enter as pre-
Journalism majors until they have met the
requirements for admission as majors. They
apply to the University Office of Admissions and
Records and are accepted as pre-Journalism
majors if they meet the University's general
standards for admission. The Journalism
School, however, does not encourage a student
with a college grade point average (GPA) below
2.50 to apply for pre-Journalism status. To be
admitted to major status, transfer students must
meet the Journalism School's requirements for
admission, as outlined above.
Transfer Credit. The School of Journalism
accepts journalism credits earned at other
colleges and universities as follows:
1. Credits earned at schools of journalism
accredited by the ACEJMC are accepted
both for journalism credit and to fulfill
specifically required courses.
2. Journalism credits are accepted from
unaccredited journalism programs, but they
may not be used to meet specific course
requirements. They do count toward the' .
50-credit limit set by the national accrediting
standards. .
3. The school accepts, both for credit and for
meeting specific course requirements,
courses offered under the Community
Education Program (CEP)if the course is
taught by a member of the School of
Journalisnn faculty or by a teacher approved
by the faculty.
4. No matter how many credits are transferred,
students must take at least 27 credits of
Journalism in residence to earn a degree
from the University of Oregon.
5. Students cannot take more than 50 credits
in Journalism courses out of the 186 total
credits required for University graduation.
They may, however, add credits to the
186·credit total to accommodate extra
Journalism credits (e.g., take 190 credits to
accommodate 54 credits in Journalism).
6. The School accepts the equivalent of The
Mass Media and Society (J 224), taught at
community colleges in Oregon, to meet the
J 224 requirement for admission as a major,
but the grade earned at the community
college does not apply in calCUlating the
2.50 GPA required for admission. .
Transfer students wanting to discuss the
transfer policy may consult with the assistant
dean or the associate dean.
Major Requirements
Journalism majors must meet the University of
Oregon requirements for the bachelor of arts
(8.A.) or bachelor of science (8.S.) degree. In
addition, they must meet the following require-
ments of the School of Journalism.
1. Satisfactorily complete at least 36 credits in
Journalism, of which at least 27 must be
taken at the University of Oregon School of
Journalism
2. Satisfactorily complete at least 136 credits
in academic fields other than jou rnalism with
emphasis on liberal arts courSeS. A student
who graduates with 186 credits must take
no more than 50 credits in Journalism,
including transfer credits
3. Satisfactorily complete at least two writing
courses at the School of Journalism or
transferred from an ACEJMC-accredited
Journalism program. Writing for the Media
(J 251) will fulfill one such requirement.
Grammar for Journalists (J 250), however,
will not fulfill this requirement
4. Satisfactorily complete at least two of the
following courses: Mass Media Law (J 485),
History of Mass Media (J 487), and Jour-
nalism and Public Opinion (J 494)
5. Earn acumulative University of Oregon GPA
of 2.50 or better
6. Satisfactorily complete, in addition to any
required course prerequisites, at least one
of the following sequences in Journalism:
Advertising. Three of the following: Advertis-
ing Media Planning (J 441), Advertising
Campaigns (J 444), Agency Account
Management (J 445), Advertising Copy
Writing (J 446), Advertising Layout (J 447).
Note: Students who opt not to take J 446
must take an additional writing course in the
School of Journalism .
Broadcast Journalism. Radio-Television
News I (J 331), Radio-Television News"
(J 432), and either Advanced Radio News
(J 433) or Advanced Television News (J 434)
MagaZine Journalism. Introduction to
Magazines (J370), Magazine Article Writing
I (J 468), and Magazine Editing (J 470)
News-Editorial Journalism. Reporting I
(J 361), Reporting" (J 462), and Newspaper
Editing (J 464)
Public Relations. Principles of Public
Relations (J 359), Public Relations Writing
(J 465), and Public Relations Problems·
(J 483)
General Studies Courses. The School of
Journalism believes that professional journalists
Journalism 255
should be broadly educated. The following
courses must be completed for graduation with
a Journalism major:
1. Six courses of at least 3 credits each in
literature (not including courses dealing
primarily with film)
2. Three courses of at least 3 credits each in .
history
3. Three courses of at least 3 credits each in
economics
4. Three additional blocks of courses, each
block consisting of at least 9 related credits,
from among these areas: American studies,
anthropology, art history, computer science.
economics, geography, history, linguistics,
mathematics. philosophy, political science,
psychology, rhetoric and communication,
religion. science. or sociology .. When
choosing science. students must .choose
three courses in the same department. e.g.,
Chemistry, Biology, Physics
Courses numbered 199, 200. 400-406, or
408-410 may not be used to fulfill these require-
ments.
Definitions, Limitations,
and Policies
Literature courses include those taught by the
English and Comparative Literature Depart-
ments as well as literature courses taught in
English translation by the Classics Department
and by foreign language departments.
Internship Workshop. A Journalism major may
earn no more than 3 credits in Workshop:
Internship (J 408).
Grades. Undergraduate majors may takeup to
three Journalism courses on a PIN (passino
pass) basis. This limitation does not apply to
courses offered PIN only. P signifies satisfactory
(C- or better) work. Grades 010 are acceptable
for specific courses intended to meet Jour-
nalism graduation requirements as long as the
2.50 University of Oregon grade point average
is maintained.
second Bachelor's Degree
Students who already possess a bachelor's
degree and want to earn a secondbachel9r's
degree in Journalism at the University may
apply for pre-Journalism major status through
the University Office of Admissions and Rec-
ords. Upon fulfilling the requirements for
admission-including passing the core cur-
riculum with a 2.50 GPA or better, passing the
LSDT, and having a 2.50 or better cumulative
GPA-they may apply fQr major status. StUdents
must complete all of the Journalism School's
requirements for graduation, including the
general studies requirements. Credits, includ-
ing transfer credits, earned for the first
bachelor's degree may count toward meeting
the requirements as long as they conform to the
transfer credit policy outlined above.
General Information
The School of Journalism occupies Eric W. Allen
Hall,named in memory of its first dean. Fully
equipped laboratories are provided for news
writing, editing, advertising,radio-television
news. and photography. Current files of news-
papers and trade publications are maintained
in the George S. Turnbull Memorial Reading
Room. The School receives the regular news-
paper services of the Associated Press. The
Eric W. Allen Seminar Room, furnished by
contributions from friends and alumni. is a
center for group meetings and receptions. The
University of Oregon Library has an extensive
collection of the literature of journalism and
mass communication.
The Oregon Newspaper Publishers Association,
the Portland Advertising Federation. and the
Oregon Association of Broadcasters cooperate
with the School and the University Career
Planning and Placement Service in providing
placement services for Journalism graduates.
The Oregon Scholastic Press has its headquar-
ters in 201 Allen Hall.
Scholarships. Scholarships ranging from $250
to $2.000 are available through the School of
Journalism with the support of endowments and
contributions. A brochure describing these
. scholarships is available from the Journalism
office.
Student Loans. Interest from a $15,000
endowment fund bequeathed to the University
by the late Mrs. C. W. Jackson, widow of the
founder of the Oregon Journal, provides
short-term loans to Journalism majors. The
Arthur and Marian Rudd Loan Fund. established
by a gift from an alumnus, also provides
emergency loans. A third fund, established by
Zeta chapter of Gamma Alpha Chi, a profes-
sional society for women in advertising, pro-
vides loans for women majoring in Journalism.
For information contact the Journalism School
office.
Secondary School Teaching
The School of Journalism offers work toward
preparation to teach journalism in the public
secondary schools. Certification as an Oregon
secondary teacher with a Journalism endorse-
ment requires satisfactory completion of a .
program of teacher preparation that includes
subject matter preparation in the teaching
specialty and in professional education, as well
as recommendation of the institution in which
the preparation is completed. Endorsement in
asecond discipline is also required. The School
of Journalism offers work toward Basic and
Standard Oregon certification. For additional
information regarding requirements for the
Journalism endorsement. students should
consult the departmental endorsement adviser
for teacher education and the staff in the
Teacher Education Office of Student Services,
175 Education Building.
To meet the state standards in journalism and
the requirements for recommendation by the
University of Oregon School of Journalism, the
student should complete the follOWing program:
Basic Endorsement. The Mass Media and
Society(J 224). Grammarfor Journalists (J 250).
Production for Publication (J 321). Photojour-
nalism (J 336), Principles of Advertising (J 341),
Reporting I (J 361). Methods of Teaching
Journalism (J 455), Newspaper Editing (J 464).
and Mass Media Law (J 485)
Standard Endorsement. For specific informa-
tion regarding requirements, a student should
talk with the School of Journalism endorsement
adviser for teacher education and with the staff
in the Teacher Education Office of Student
Services, 175 Education Building.
Graduate Studies
The School of Journalism offers a balanced
graduate program leading tothe master of arts
(MA) and master of science (M.S.) degrees. It
is designed to foster both the intellectual and
the professional growth of its students. The
purpose of the graduate program is to teach
students to think critically and creatively about
the mass media while learning and honing
professional skills. The School welcomes
students with or withoutmedia experience and
is flexible to accommodate the needs of either.
Postbaccalaureate nongraduate students with
a strictly vocational interest mElY want to
consider a second bachelor's degree in
Journalism instead of the MA or M.S. degree,
Requests for information and graduate applica-
tions, as well as all completed application
materials, should be sent to:
Director of Graduate Study
School of Journalism
University of Oregon'
Eugene OR 97403
Admission Requirements
Admission tothe graduate program is selective.
About 50 students participate in the program,
with approximately 25 new students admitted
each fall. Both United States citizens and
foreign students may apply.
An applicant for admission to the graduate
program must be a graduate of an accredited
four-year college or university, must have an
undergraduate grade point average (GPA) of
at least 3.00 (B), and must score a total of at
least 11 00 on the Graduate Record Examination
(GRE). Applicants should sUbmit transcripts of
all previous college work, GRE scores, and a
statement of purpose detailing their career
interests and how they think the School of
Journalism's program will helpthem obtain their
goals. Three letters of recommendation, includ-
ing two from academic sources, must also be
sent. All submissions are due by May 1 for
admission the following fall term.
Applicants for graduate scholarships or
graduate teaching fellowships must submit their
scholarship or fellowship applications and all
their admission materials by March 31.
Students may be conditionally admitted for .
graduate study if they can offer evidence that
they can be successful in the program. Such
evidence might include exemplary scores on
the GRE, aGPA exceeding 3.00forthe last two
years of undergraduate study, or substantial
experience in journalism.
Advising. An adviser is appointed for each
graduate student in the School by the director
of graduate studies.
Course programs for graduate students are
planned individually through consultation with
advisers. Graduate students should see their
advisers at least once a term.
Requirements for Graduation
Candidates for the master's degree must earn
at least 45 graduate credits with a cumulative
GPA better than 3.00. Courses that do not carry
graduate credit are not considered in determin-
ing the graduate GPA. , ,
The Program. The program requires 45 credits
of graduate work. ofwhich at ieast30 must be
taken within the School of Journalism. The
256 Journalism
graduate program includes a common core
curriculum that explores the historical, legal,
and theoretical underpinnings of the field of .
mass communication. Students also choose
from a variety of graduate seminars that focus
on such topics as ethics, objectivity, the First
Amendment, media criticism, and literary
journalism. In addition, graduate students
choose from a wide assortment of upper-
division courses in newspaper, magazine, and
broadcast journalism; advertising; and public
relations. Up to 15 credits may be taken
in a concentration outside the Journalism
curriculum.
Degree Options. Candidates for the master's
degree in Journalism have the following three
options in fulfilling the requirements of a
minimum of 45 graduate credits.
Option 1. 36 credits and an acceptable thesis
for which 9 credits are awarded. This option is
strongly urged for students with undergraduate
majors in Journalism and for those with strong
interests in historical, legal,. or communication
research
Option 2. 36 or more credits and an acceptable
terminal project fm which up to 9 credits are
awarded. This option is suggested for students
with strong professional interests in a specific
area of the curriculum of the School of Jour-,
nalism
Each student who chooses Option 1or 2 selects
a faculty member to supervise the research and
writing of the thesis or terminal project A topic
for the thesis or terminal project must be
approved by the adviser before work is begun.
A student should register for cre,dit under the
appropriate number (J 503 for Thesis or J 509
for Practicum: Terminal Project) during the
terms in which the research and writing are
done.
Option 3. 45 credits of cou rse work followed by
a comprehensive written examination. This
option ,is recommended for students with
undergraduate majors in disciplines other than
journalism who want comprehensive under-
standing of the field obtainable through the
curriculum of the School
Candidates for the MA degree must have
completed, within the past seven years, work in
a foreign language through the second year of
college or pass an examination demonstrating
equivalent mastery. Candidates for the M.S.
degree need not fulfill this requirement
Specific Required Course Work. Students
without undergraduate degrees in journalism or
substantive professional media experience
must take Writing for the Media (J 251), which
does not carry graduate credit Thus, graduate
students with little or no background in jour-
nalism should expect to take more than 45
credits.
Two required courses-:'Media Research and
Theory (J486) and MassCommunication and
Society (J 511 )-are offered only during fall
term. Since each ofthese serves as a prerequi-
site for other courses, master's degree students
mustbegin their programs in the fall.
Students must complete the following 3-credit
courses: Mass Media Law (J 485), Media
Research and Theory (J 486), History of Mass
Media (J 487), Mass Communication and
Society (J 511), and either Theories of Mass
Communication (J 513) or Public Opinion and
Propaganda (J 514)
All master's degree programs must include a
minimum of three 500-level Journalism courses
from among the following course numbers:
J 507, 510, 511, 512, 513, 514, 515, 516, 520
Finally, graduate students in Journalism must
complete at least two advanced writing courses
from among the following (3 credits each unless
indicated otherwise): Seminar: Writing the
Nonfiction Book (J 407); Radio-Television News
II (J 432); Advanced Radio News (J 433);
Advanced Television News (J 434); Advertising
Copy Writing (J 446), 4 credits; Reporting II
(J 462), 5 credits; Public Relations Writing
(J 465), 4 credits; Editorial Writing (J 466);
Magazine Article Writing I (J 468); Magazine
Article Writing II (J 469)
Evaluationof Progress. All graduate students'
programs are examined by the Graduate Affairs
Committee during progress toward the master's
degree:
1. Each graduate student in Journalism is
automatically considered' for advancement,
to candidacy in the term following the
completion of 12 credits of graduate study
2. Students not advanced to candidacy at this
evaluation are given written notice but may
be allowed to continue course work until the
completion of 24 credits of graduate study.
At that time a final decision regarding
advancement to candidacy is made
To be advanced to candidacy, a student must
have completed at least 12 credits of graduate
stUdy atthe UO with a GPA better than 3.00. At
least three of the following courses must be
included: Mass Media Law (J 485), Media
Research and Theory (J 486), History of Mass
Media (J 487), Mass Communication and
Society (J511), Theories of Mass Communica-
tion (J 513), Public Opinion and Propaganda
(J5~4)
During the term in which the student completes
all other requirements for the degree, he or she
takes a final examination. If the student has
written a thesis or teminal project, the examina-
tion is given by that student's thesis or project
committee. If the student has not written a thesis
or termirial project, a comprehensive examina-
tion is given by a three-member committee.
Students nearing the completion of their
programs should obtain from their advisers
copies of a checklist of steps to be taken and
examinations to be passed immediately prior to
the awarding of the degree. Students are .
responsible for completing all formalities before
the deadline.
A graduate student in Journalism cannot elect
the passino pass option for aJournalism course
that is to be included in the 45 graduate credits
for a master's degree unless the course is
offered PIN (passino pass) only. For a graduate
student to earn a P in a PIN only course, he or
she must do B- work or better.
Financial Assistance
The School provides a number of graduate
scholarships and graduate teaching fellow-
ships. Scholarships range from $500 to $2,000.
Fellowships include a complete tuition waiver
and a stipend for the academic year. Graduate
teaching fellows assist professors with teaching,
research, and administrative responsibilities.
Applications for both scholarships and fellow-
ships must be submitted by March 31; appli-
cants may apply for both a scholarship and a
fellowship at the same time. Applicants must
also submit all admission materials by March
31 to be considered for financial assistance.
Foreign Students
Foreign students beginning graduate work at
the School of Journalism should plan to take
basic courses that do not carry-graduate credit
before enrolling in graduate-level courses. A
foreign applicant whose native language is not
English musUake the Test of English as a
Foreign Language (TOEFL) and the Test of
Spoken English (TSE). Both the TOEFL and the
TSE are administered on specific days around
the world. Applicants should arrange to take
these tests well in advance of the application
deadline,
A firm mastery of English, including American
mass-communication idiom, is necessary for
success in professional courses at the graduate
level. Foreign students who lack such mastery
will be required to attend courses at the
American English Institute on campus before
undertaking the Journalism graduate program.
Though these courses do not carry graduate
credit, they qualify for students' visa require-
ments. The best time to attend the Institute's
courses is the summer session preceding the
first term in the master's degree program.
Courses in
Journalism (J)
Lower-Division Courses
200 SEARCH (1-3R)
224 The Mass Media and Society (3) The various
media of mass communication and their etfects on
society. Beam, Bivins, Kessler, McDonald, Ponder.
250 Grammar for Journalists (3) Intensive review of
grammar, word use, spelling, and principles of clear,
concise writing. Introduction to the journalistic style.
251 Writing for the Media (3) Study,and ,laboratory ,
practice in basic forms of mass media wntlng: news,
essay, persuasion. Prereq: Language Skills Diagnostic
Test. Beam, Bivins, Kessler.
252 Information Gatharing (3)Strategy and methods
in interviewing and in the discovery and use of written
record and electronic data bases for journalisticwork,
Halverson,McDonald.
Upper-Division Courses
3:21 Production for Publication (3) Production of
news-editorial and advertising material in the print
media. InclUdes printing processes, typography and
composition methods, and graphicarts photography.
Beam, McDonald, Metzler.
331 Radio-Television News I (3) Gathering and
writing news for broadcast media. Emphasis on
broadcast style, basic aspects of .radio-television
news. Prereq: typing test. Majors only. Bernstein,
Nestvold.
336 Photojournalism (3!lntroduction to black-and.-
white photog raphic techniques, With speCial emphaSIS
on the structure, law, and ethics of photojournalism.
Laboratory intensive and portfolio oriented, Majors
only. Gleason, McDonald.
341 Principles of ,Advertising (3) Advertising as a
factor in the distributive process; the advertising
agency; the campaign; research and testing; the
selection of media: newspaper, magazine, broadcast·
ing, outdoor advertising, direct mailing. Avery, Keding,
Winter.
Journalism 257
TCF 344 Elementary Television Workshop (4) See
description under Speech.
TCF 347 Elementary Radio-Television Writing (3)
See description under Speech.
359 Principles of Public Relations (3) Theory and
practice; mass mediaas publicity channels; the public
relations practitioner; departments and agencies.
Bivins, Steeves.
361 Reporting I (4) Basic training in news gathering.
Extensive writing under time pressure, including a
variety of assignments-straight news, features,
interviews, speeches. Prereq: typing test. Majors only.
Beam, Gieason, Halverson, Kessler, Lemert,
McDonald, Ponder.
370 Introduction to Magazines (3) Function, role,
operation, production, and economics of magazines.
Metzler.
400 SEARCH (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference (Arr,R) PIN only.
406 Special Problems (Arr,R) PIN only.
407 (G) Seminar (Arr,R) Current topics are Broadcast
News Issues, Depth Broadcast News, Media Rep-
resentation, Photo Editing and Graphic Design, and
Writing the Nonfiction Book.
408 (G) Workshop: Internship (1-3R) Work experi-
ence, under faculty guidance, with an advertising
agency, broadcasting station, magazine, newspaper,
or public relations office. Prereq: instructor's consent.
R for a total of 3 credits.
409 (G) Practicum (Arr,R)
410 (G) Experimental Course (Arr,R)
421 (G) Newspaper Management (4)Community and
daily newspaper economics; cost and revenue
analyses; production technology; circulation problems
and developments; basic. accounting; .administration
andcoordination of advertising,editorial, and produc-
tion departments. Halverson, McDonald.
432 (G) Radio-Television News II (3) Advanced
aspects of the.preparation, reporting, and broadcast-
ingof radio-television news. Emphasis on television
news writing and reporting and on electronic news
gathering. Prereq; J 431. Majors only. Bernstein,
Nestvold.
433 (G) Advanced Radio News (3) Special problems
and opportunities for gathering, writing, editing,
producing, and presenting news for radio broadcast-
ing. Experience with campus radio faciiities. Prereq:
instructor's consent. Majors only. Nestvold.
434 (G) Advanced Television News (3) Special
problems and opportunities for gathering, writing,
editing, taping, producing, and presenting the news
for television broadcasting. Prereq: instructor's
consent. Majors only. Bernstein, Nestvold.
441 (G) Advertising MedlaPlanning (4) Objectives
and strategy for determining effective methods of
reaching a designated target audience. Use of media
measurement tools. Prereq: J 341 . Majors only.Avery,
Winter.
443 (G) International Advertising (3) Advertising
developments, processes, and problems outside the
United States. International agencies, their structure
and influence; foreign media systems; media use in
Latin America, Europe, and the Far East. Prereq: J 341,
MKTG 311, or equivalent. Ewan. .
444 (G) Advertising Campaigns (4) Senior and
graduate students produce a comprehensive carn-
paign involving every aspect of advertising, ranging
from market research through creative and media
strategy formulation to execution. Prereq: J 341, 441,
446, 447; senior standing. Majors only. Winter
TCF 444 (G) Concepts in Visual Production (3) See
description under Speech.
445 (G) Agency Account Management (3) Advertis-
ing agency structure and procedures; analysis and
consumer research to determine strategic positioning;
roie of the account executive within 1he advertising
agency; Prereq: J 341, 441. Majors only. Avery.
TCF445 (G) Television Direction (3)8ee description
under Speech.
446 (G) Advertising Copy Writing (4) Theory and
practice in writing advertising copy. Study of style and
structure with emphasis on strategy formulation.
Prereq: Language SkillsDiagnostic Test, J 341. Majors
only. Avery, Ewan, Keding, Winter.
TCF 446 (G) Radio-television Programming (3) See
description under Speech.
447 (G) Advertising Layout (4) Graphic design for
advertising. Workwith type and illustrations. Consider-
ation given to all media. Prereq: J 341. MajofS only.
Nelson.
448 (G) Advertising Research (3) Application of
behavioral science research techniques to determine
the accomplishment of advertising objectives.
Situation analyses; copy testing; measuring media
efficiency. Prereq: J 341, journalism major, instructor's
consent. Keding, Winter.
449 (G) Advertising and Society (3) Discussion and
reading in the socioeconomics of adverHsing. The
literature of advertising and the legal, ethical, and
moral considerations incumbent in the advertising
career. Prereq: senior or graduate standing, instruc-
tor's consent. Keding, Winter. .
455 (G) Methods of Teaching .Journalism (4) Jhe
teacher's role in guiding student publications in
secondary schools; methods of teaching journalism.
462 (G) Reporting II (5) Advanced newspaper
reporting on pUblic affairs and community news,
including internship assignments at area newspapers.
Prereq: J 361. Majors only. Beam, Halverson, Ponder.
463 (G) The Journalistic Interview (3) Gathering
information through asking questions. Literature and
research findings on techniques of listening, nonverbal
communication, and psychological dynamics of the
interview relationship in journalistic situations. Majors
only. Metzler.
464 (G) Newspaper Editing (5) Copy editing and
headline writing for the newspaper; emphasis on
grammar and style. Problems in evaluation, display,
make-up, and processing of written and pic1orial'news
matter undertime pres~ure.Prereq: J 361. Majors only.
Beam, Halverson.
465 (G) Public Relations Writing (4) Preparation of
press conferences, press kits and news releases;
institutional advertising copy, executive speeches,
dissemination of publicity material through the
broadcasting media. Majors only. Prereq: J 359, 361.
Bivins, Ewan, Steeves.
466 (G) Editorial Writing (3) Writing of analysis and
opinion for the media of mass communication;
examination of methods of formUlating editorial policy;
operation of editorial pages and editorial sections.
Majors only. Rarick.
468 (G) Magazine Article Writing I (3) Writing
magazine feature articles; study of the problems of
marketing magazine manuscripts. Prereq: J 361 or
instructor's consent. Majors only. Kessler, Metzler,
Nelson.
469 (G) Magazine Article Writing II (3) Writing and
marketing magazine articles. Individual conferences.
Prereq: J 468. Majors only. Kessler, Metzler, ,Nelson.
470 (G) Magazine Editing (4) History of magazines;
principles and problems ofmagazine editing; planning,
content selection, manuscript revision, copy editing,
caption and title writing; editorial responsibility. Prereq:
J 321. Majors only. Kessler, Metzler, Nelson.
471 (G) Magazine Design and Production (3) Role
of the magazine editor in working with art directors.
Problems in designing covers, pages, and spreads for
magazines; selecting type faces; and visualizing art.
Majors only. Kessler, Nelson.
472 (G) Caricature and Graphic Humor(3) Cartoons
and comics in the mass media; historical aspects;
cartoon literature and collections; developing ideas for
editorial and gag cartoons. Drawing ability useful but
not vital. Nelson.
483 (G) Public Relations Problems (3) Use of
research, decision processes, and program design in
the solution of public relations problems. Public
relations programs for profit and nonprofit institutions.
Ethicsof public relations. Prereq: J 359. Bivins, Ewan,
Steeves.
485 (G) Mass Media Law (3) Legal aspects of the
mass media: constitutional freedom Of expression,
news gathering, access to public records and
proceedings, libel, privacy, copyright, advertising,
broadcast regUlation, and antitrust. Gleason, Ponder.
486 (G) Media Research and Theory (3) Theoretical
models of mass communication based on systematic
research. Application to a variety of journalism
operations. The most-used communication research
methods. Rarick.
487 (G) History of Mass Media (3) The changing
structure and character of the mass media in the
United States since 1690. Theories of the media and
their relationship to the society. Halverson, Kessler,
Ponder.
491 (G) International Journalism (3) Mass communi-
<::ation media throughout the world: historical back-
ground; conflicting theories of control; international
news services and foreign correspondence; problems
in developing nations. Ponder.
494 (M) Journalism and Public Opinion (3) Forma-
tion, reinforcement, and change of opinions. The role
of major social and political institutions, with emphasis
on the mass media of communication. Beam, Bern-
stein, Lemert, Steeves.
495 (G) Journalism Ethics (3) Ethical problems in
journalism: conflicts of interest, veiled attribution,
fabrication, plagiarism, governmental policies and
media codes, individual privacy vs. public interest,
accountability. Prereq: senior or graduate standing.
Rarick.
Graduate Courses
501 Research (Arr,R) PIN only.
502 Supervised College Teaching (Arr,R) R for a
total of 3 credits.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Special Problems (Arr,R) PIN only.
507 Seminar (Arr,R) Current topics are History of
Journalism, Legal Research for Journalists, Literary
Journalism, Photo Essay, Precision Journalism, and
Technology.
509 Praeticum (Arr,R)
510 Experimental Course (Arr,R)
511 Mass Communication and Society (3) Review of
the literature of mass communication. Introduction to
graduate study in journalism and mass communication.
Kessler, Lemert, Ponder.
512 Communication Research Methods (3) Selection
and planninl;l0f research studies; class research
project with Instruction in appropriate methodology
and basic statistical analysis. Beginning course in
graduate research. Beam, Lemert, Rarick.
513 Theories of Mass Communication (3) The
<::ommunication process; audiences of the mass
media; media competition; attitudes of communicators;
functions and dysfunctions of media activities. Lemert,
Rarick.
514 Public Opinion and Propaganda (3) Research
findings on choices made by mass media decision
makers. Research in attitude change processes;
source, message, channel, and receiver variables.
Lemert, Rarick, Steeves.
515 Approaches to Media Evaluation (3) Traditional,
humanistic, "social responsibility" approach compared
with empirical approach to analysis and criticism of
media performance and professional norms. Open to
undergraduates with instructor's consent. Lemert.
516 Craft Attitudes and Performance (3) Objectivity
norms and other craft traditions; their consequences
for audiences and for the adequacy of media perform-
ance. Open to undergraduates with instructor's
consent. Lemert.
520 Public Relations Planning Theory (3) Public
relations.management inclUding systems theory and
various formulas for program planning and evaluation.
Prereq: J 483 or instru<::tor's consent. Bivins.
· t
259
School of Law
275 Law Center
Telephone (503) 686·3852
Maurice J. Holland, Dean
Faculty
Michael D. Axline, Assistant Professor (environmental
law clinic, oil and gas law). B.A., 1977, Idaho State;
J.D., 1980, Oregon; Idaho bar, 1980. (1982)
John E. Bonine, Professor (environment and pollution,
legisiative and administrative processes, natural
resources and issues). A.B., 1966, Stanford; LL.B.,
1969, Yale; California bar, 1970; Oregon bar, 1977.
(1978)
Donald W. Brodie, Professor (administrative law, labor
law, office management and computers). B.A., 1958,
Washington (Seattle); LL.B., 1961, New York;
Washington bar, 1961; Oregon bar, 1981. (1967)
Chapin D. Clark, Professor (legal profession, property,
water resources law). A.B., 1952, LL.B., 1954, Kansas;
LL.M., 1959, Columbia; Kansas bar, 1954; Oregon bar,
1965. (1962)
Caroline Forell, Assistant Professor (family iaw, torts,
trusts and estates). B.A., 1973; J.D., 1978, Iowa (Coif);
Oregon bar, 1978. (1978)
Leslie J. Harris, Associate Professor (children and the
law, family law, trusts and estates). B.A., 1973, New
Mexico State; J.D., 1976, New Mexico (Coif); New
Mexico bar, 1976; District of Columbia bar, 1977.
(1982)
Richard G. Hildreth, Professor (ocean and coastal law,
property, urban land use law). B.S.E., 1965, J.D., 1968,
Michigan (Coif); Diploma in Law, 1969, Oxford; .
Diploma in Law, 1973, Stockholm; Caiifornia bar, 1969.
(1978) .
Maurice J. Holland, Professor and Dean (administrative
law, conflict of laws, federal jurisdiction). A.B., 1958,
Yale;M.A., 1961,J.D., 1966,LL.M., 1970, Ph.D., 1980,
Harvard; Massachusetts bar, 1968. (1986)
Dennis R. Hyatt, Associate Professor; Law Librarian.
B.A., 1969, Missouri, Columbia; J.D., 1972, M.L.L.,
1974, Washington (Seattle). (1976)
Jon L. Jacobson, Professor (contracts, international
law, law of the sea). B.A., 1961, J.D., 1963, Iowa (Coif);
California bar, 1964. (1968)
Laird C. Kirkpatrick, Professor (consumer law,
evidence, nonjUdicial dispute resolution). A.B., 1965,
Harvard; J.D., 1968, Oregon (Coif); Oregon bar, 1968.
(1974)
Frank R. Lacy, Professor (civil procedure, creditors'
rights, Oregon practice and procedure). A.B., 1946,
Harvard; J.D., 1948, Iowa (Coif); LL.M., 1958, J.S.D.,
1971, New York; Iowa bar, 1948; Oregon bar, 1949.
(1949)
MaryS. Lawrence, Associate Professor(legal research'
and writing); Supervisor, Legal Research arid Writing
Program. B.A., 1960, M.A., 1962, Michigan State; J.D.,
1977, Oregon; Oregon bar, 1977. (1977)
Barney J. Mason, Instructor (legal research and
writing). A.B., 1981, California, Berkeley; J.D., 1985,
. Oregon; Oregon bar, 1986. (1986)
Fredric R. Merrill, Professor (civil procedure, federal
courts, legal profession). B.A., 1959, J.D., 1961,
Michigan; Oregon bar, 1962. On leave spring 1988.
(1970)
Ralph James Mooney, Associate Professor (American
legal biography, American legal history, contracts).
B.A., 1965, Harvard; J.D., 1968, Michigan (Coif);
California bar, 1968. (1972)
James M. O'Fallon, Professor (constitutional law, first
amendment, jurisprUdence). B.A., 1966, Kansas; M.A.,
J.D., 1972, Stanford (Coif); California bar, 1973. On
leave spring 1988. (1981)
Charles R. O'Kelley, Jr., Professor (federal income tax, .
partnerships and corporations, tax policy). A.B., 1970,
University of the South; J.D., 1972, Texas; LL.M., 1977,
Harvard; Georgia bar, 1973. (1982)
Anna M. Peterson, Instructor; Development Officer.
B.A., 1984, Oregon. (1984)
George M. Platt, Professor (local government law,
secured land transactions, urban development
problems). B.S., 1948, LL.B., 1956, Illinois; Illinois bar,
1956. (1966)
Martha L. Schweitz, Assistant Professor (international
business transactions, international law, partnerships
and corporations). B.A., 1976, Stanford; J.D., 1981,
New York (Coif); Illinois bar, 1981. (1986)
Nancy E. Shurtz, Professor (estate and gift tax, estate
planning, federal income tax). B.A., 1970, Cincinnati;
J.D., 1972, Ohio State; LL.M., 1977, Georgetown; Ohio
bar, 1973; Tennessee bar, 1973; District of COlumbi~
bar, 1977. (1982)
Peter N. Swan, Professor (admiralty, antitrust law,
conflict of laws). B.S., 1958, LL.B., 1961, Stanford;
California bar, 1962; United States Supreme Court bar,
1967; Oregon bar, 1979. (1970)
Susan J. Swift, Assistant Professor (commercial law,
constitutional law, legislative and administrative
processes). B.S., 1979, Trenton State; J.D., 1983, Yale;
New York bar, 1985. (1986)
Dominick R. Vetri, Proiessor (copyrights, federal
courts, torts). B.S.M.E., 1960, New Jersey Institute of
Technology; J.D., 1964, Pennsylvania (Coif); New
Jersey bar, 1965; Oregon bar, 1977. On leave 1987-88.
(1967)
Wayne T. Westling, Professor (administration of
criminal justice, torts, trial practice laboratory). A.B.,
1965, Occidental; J.D., 1968, New York; California bar,
1969; United States Supreme Court bar, 1972; Oregon
bar, 1981. (1979)
Emeriti
Lois I. Baker, Law Librarian Emerita; Professor Emerita,
Library Administration. B.A., 1927, M.A., 1932,
Oregon; Cert., 1935, California. (1935)
Frank J. Barry, Professor Emeritus (administrative law,
criminal law and procedure, environmental quaiity).
A.B., 1934, California, Los Angeles; LL.B., 1941,
Loyola Marymount. (1969)
Orlando John Hollis, Distinguished Professor Emeritus,
(civil procedure, legal profession, trial practice). B.S.,
1926, J.D., 1928, Oregon (Coif). (1931)
William D.~andolph, Professor Emeritus (business
planning, corporate reorganization, partnerships and
corporations). B.S., 1948, J.D., 1950, Illinois (Coif);
Illinois bar, 1950; California bar, 1962. (1976)
Milton L. Ray, Professor Emeritus (business planning
and advanced taxation, estate planning, accounting).
B.A., 1947, Rochester; J.D., 1950, Chicago (Coif);
Illinois bar, 1950; California bar, 1964. (1971)
Eugene F. Scoles, Distinguished Professor Emeritus.
A.B., 1943, J.D., 1945, Iowa (Coif); LL.M., 1949,
Harvard; J.S.D., 1955, Columbia. (1968)
Note: The date in parentheses atthe end of each entry is
the first year at the University of Oregon.
The School of Law offers a professionalcurriculum leading to the doctor of jurispru-
dence (JD.) degree.
The curriculum provides a thorough preparation
for the practice of law. The School of Law seeks
to have the student acquire knowledge not only
of legal doctrine but also of the judicial process
and of the social, economic, and political
problems with which lawyers must deal. The
method of instruction requires an intensive
exercise of analytical skills.
Because the curriculum is arranged topresent
fundamental topics of law during the first year,
the first-year program is prescribed.
Substantial participation in classroom discus-
sion is an essential factor in legal education.
To stimulate involvement in classroom discus-
sion, every effort is made to assure first-year
students of at least one class with an enrollment
limit of 25 students. All second- and third-year
courses are elective except Legal Profession
(L 549), which is required. Counseling and
information are available to assist students in
selecting courses most closely related to their
professional goals. The curriculum is continu-
ously enriched by the addition of courses,
seminars, and clinics that explore the role of
law in new areas of social and economic
importance.
The Law Library has 205,000 volumes, including
complete case reports olthe National Reporter
System, complete state reports from Colonial
times to the establishment of the Reporter
System, a substantial collection of English and
Canadian case law, codes and compilations of
state and federal statute law, and standard legal
digests and encyclopedias. The periodicals
collection includes 800 legal journals. An
excellent collection of publications relating to
Oregon territorial and i'ltate law includes an
extensive file of Oregon Supreme Court briefs.
Computer-assisted legal research systems,
LEXIS and WESTLAW, are also held by the Law
Library.
The three-story Law Center includes rnodern
classroorns, serninar roorns, and a courtroom
with videotape facilities; student facilities
include a student bar association office, lounge,
typing roorn, locker roorn, and offices for the
editorial board of the Oregon Law Review.
Additional inforrnation and cornplete descrip-
tions of courses offered appear in the School
of Law Bulletin. For a free copy write to;
School of Law
University of Oregon
Eugene OR 97403-1221
Degree Requirements
Students who have been adrnitted to the School
of Law, who have satisfactorily completed 85
semester credits in Law courses, and who have
otherwise satisfied the requirements of the
University and the School of Law will be granted
the JD. degree provided that they havemetthe
following requirements:
1. Except in rare cases, obtain, at least two
years before completing work for the ,1.0.
degree, the bachelor of arts(BA), bachelor
of science (B.S.), or an equivalent degree
from this University or some other accredited
college or university
2. Be a full-time Law student at the School of
Law for at least 90 weeks or the equivalent
3. Comply with such other requirements as
may be imposed from time to time
4. Successfully complete Legal Profession
(L 549)
260 Law
The School of Law reserves the right to modify
its curriculum and graduation requirements at
any time. Students in the School of Law may
accrue up to 5 semester credits of the required
85 semester credits by successfully completing
graduate-level courses or seminars at the
University of Oregon relevant to their program
of legal studies, if such courses or seminars are
approved by the dean or assistant dean of the
School of Law in consultation with the School
of Law curriculum committee.
A total of three years of full-time resident
professional study in the University of Oregon
School of Law or another law school of recog-
nized standing is required for the J.D. degree.
Except in unusual circumstances, the last two
years must be in residence atthe University of
Oregon School of Law.
During the second and third years in the School,
each student must complete both a basic
writing requirement and a comprehensive
writing requirement. The basic requirement is
designed to improve legal writing skills and the
ability to analyze legal problems. The com-
prehensive requirement is a more intensive
writing experience involving thorough research,
creative thinkirig, and interaction with a faculty
member in developing and editing a paper. One
requirement must be satisfied each of the last
two years in the Law School, and both must be
completed before a student can be granted a
professional Law degree.
Clinical Experience and
Practice Skills Program
The School of Law offers five clinical and
practice skills programs as a regular part of its
curriculum. In addition, a legislative workshop
is offered during the regular sessions of the
Oregon Legislative Assembly.
Clinical experience programs are supervised
by a faculty member and cases are handled
under the direct supervision of a clinical
instructor. 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.
It is highly recommended that students who
enroll in one of the clinics also enroll in Seminar:
Interviewing, Counseling, and Negotiating
(L 607), a 2-credit seminar that trains students
in important office and practice skills such as
interviewing, counseling, and negotiating.
Civil Practice Clinical Program. This program
provides field experience at the Legal Aid
Service of Lane County. It enables Law stu-
dents, under the supervision of an attorney, to
represent clients eligible for legal assistance
and to develop skills in interviewing, counseling,
drafting, negotiating, discovery, and litigation.
Criminal Defense Clinic. Under the supervision
of an attorney, Law students handle cases of
clients eligible for legal assistance through the
Public Defender Services of Lane County, Inc.
Prosecution Clinic. Students are exposed to
the criminal justice system as prosecuting
attorneys in the trial of criminal cases, under the
supervision of an attorney, through the Lane
County District Attorney's Office. The clinic
develops advocacy skills in the context of
criminal prosecutions.
Satisfactory completion or concurrent enroll-
ment in Seminar: Trial Practice Laboratory
(L 607), Legal Profession (L 549), and Evidence
(L 551) are prerequisites for participation in the
Criminal Defense and Prosecution Clinics.
Enrollment is limited to third-year students in
Civil Practice, Criminal Defense, and Prosecu-
tion Clinics.
Environmental Law Clinical Program. This
program trains students primarily through
representation of citizen groups in administra-
tive appeals and litigation under supervision of
attorney-professors. Some students do similar
work in state or federal agencies.
Legislative Issues Workshop. Offered during
most regular sessions of the Oregon Legislative
Assembly, this workshop places students as
interns with a legislator or legislative committee.
They are involved in legal research and in the
preparation of reports pertaining to issues
i?efore the legislature.
Trial Practice Laboratory. Through this
laboratory students examine and develop
courtroom skills in civil and criminal cases.
Primary emphasis is on the opening statement,
direct examination, cross-examination, objec-
tions, closing argument, and voir dire of juries.
Each student participates in weekly exercises
in class and a full trial at the end of the semester.
Ocean and Coastal Law
Second- and third-year students at the School
of Law are eligible to begin developing a
specialty in the field of ocean and coastal law.
Students who satisfactorily complete one of two
programs receive a Statement of Completion
signed by the dean and by the directors olthe
Ocean and Coastal Law Center.
Environmental and Natural
Resources Law
Second- and third-year students at the School
of Law can also emphasize course work in
Environmental and Natural Resources Law.
Students must satisfactorily complete a total of
seven specified courses and an academic
paper of high quality. Students who complete
the two requirements receive a Statement of
Completion signed by the dean of the School
of Law.
Summer Session
The School of Law offers a summer session that
is open to law students who have completed at
least one year of law work and who are in good
standing at a law school accredited by the
American Bar Association. Summer session
students earn up to 8 Law School credits. Note:
Summer session is not open to beginning Law
students.
For complete summer session information,
write to:
Office of the Dean
University of Oregon School of Law
Eugene OR 97403-1221
J.D.lM.B.A. Concurrent
Degrees Program
The School of Law and the Graduate School of
Management offer a program for concurrent
doctor of jurisprudence (J.D.) and master of
business administration (M.B.A.) degrees. It
prepares students to use lawyering skills in the
fields of accounting, business, corporate
management, and finance.
Students study both fields concurrently and
receive two degrees in four years rather than
the normal five. Applicants must appiy to and
be accepted by both schools. Each school
maintains its own academic standards and
requirements.
Academic Support
Program
The Academic Support Program (ASP) is
available for students who are capable of
successfully completing law school but who,
based on Law School Admission Test (LSAT)
scores or undergraduate grade point averages
(GPAs), enter with lower than average predic-
tors of success.
The ASP includes a summer orientation program
and an academic tutorial program designed to
teach the principles that underlie first-year
course work and to develop research and
writing skills. The instruction supplements the
traditional first-year lecture format. The program
is available to all incoming Law students.
Programs and
Activities
There is a wide variety of student activities and
organizations. Among these are the Land, Air
and Water Student Research Group; Minority
Law Students Association; National Client
Counseling Competition; National Lawyers
Guild; National Moot Court Competition; Oregon
Law Review; Peer Advising; Student Bar
Association; and chapters of the Order of the
Coif, Phi Alpha Delta, and Phi Delta Phi.
Admission Procedures
Prelaw Preparation
The School of Law does not prescribe any
particular form of prelegal education. Intellec-
tual maturity and breadth of educational
background are considered more important
than particular subject matter.
In general, the Committee on Admissions
prefers a liberal undergraduate background to
one that is narrowly specialized, and a thorough
training in some broad cultural field is usually
preferred. In addition, the importance of
well-developed writing skills is emphasized.
Concentration in courses given primarily as
vocational training reduces a student's chances
for admission.
Applicants also are expected to have under-
taken an academically challenging course of
stUdy. Students with a large number of passino
pass (PIN) credits may be at adistinct disadvan-
tage with regard to selection for admission to
the School of Law.
Students who want to obtain additional informa-
tion about prelegal education or who are
interested in learning more about the School of
Law are encouraged to talk to the director of
admissions of the Law School.
Admissions Correspondence
Specific inquiries, applications, fees, Law
School Admission Test (LSAT) and Law School
Data Assembly Service (LSDAS) reports,
transcripts, and all'supporting documents
. should be forwarded to Director of Admissions,
Office of Admissions, School of Law, University
of Oregon, Eugene OR 97403. Unless the .
applicant specifies the School of Law, docu-
ments may be sent to the central University
Office of Admissions and Records, possibly
delaying action on the application.
Basic Admission Requirements
Except in rare cases, an applicant must have a
bachelor's degree from an accredited college
or university prior to enrolling in the School of
Law. Because of enrollment restrictions and the
large volUme of applications for admission to
the Law School, only those applicants who,in
terms of their overall records, are the most
qualified for legal studies can be admitted.
In addition to the undergraduate GPA and the
LSAT score, other factors considered in an
admission decision include quality of under-
graduate education, work experience, maturity,
graduate work, extracurricular activities,
personal statements, and letters of reference.
For students in the first-year class entering the
School of Law in fall 198p, the average under-
graduate GPA was approximately 3.22; the
average LSAT score was 35. Because the
number of students who can be accepted is
limited, admission is competitive and applicants
who meet the above standards are not guaran"'
teed admission.
Application. Applications and supporting
documents should be filed between September
1 and April 1. The School of Law encourages
applications from women and people from
disadvantaged backgrounds and does not
discriminate on the basis of race, color,religion,
sex, age, handicap, marital status, veteran
status, sexual orientation, or national origin ..
Application Fee. An application from a previ-
ously registered student at the University of
Oregon must be accompanied by a check for
$20.00 payable to the University of Oregon:
Applications from all other applicants must be
accompanied by a check for $40.00 payable to
the University olOregon. An applicant who has
been admitted previously but did not register
at the School of Law must submit an application
fee with the reapplication. This fee is neither
refunded nor credited toward tuition and fees,
regardless of the disposition of the application.
Law School Admission Test. Applicants must
take the LSAT and have an official report of the
test scores sent to the School through the
LSDAS. The Committee on Admissions will not
act on an application until the official report of
the test scores has been received.
Applicants who have not previously taken the
LSATshould plan to take it in JUne, October, or
December of the year preceding the fall
semester for which they are applying. LSAT
results are normally considered current for a
period of five years and, as ageneral rule, the
School of Law averages all attempts on the test.
Law School Data Assembly Service-
Transcripts. Transcripts should be sent to the
LSDAS for forwarding and not mailed directly
to the School of Law. In order for an applicant
to be considered for admission, these tran-
scripts must show completion of at least three
years of undergraduate work.
No application to the School;of Law will be
processed unless accompanied by a Law
School Application Matching Form, which is
found in each applicant's LSAT-LSDAS registra-
tion packet.
If the applicant is currently enrolled in an
undergraduate school, favorable action by the
Committee on Admissions is a conditional
admission. Final admission is granted when
transcripts are received showing that a
bachelor's degree has been conferred.
Acceptance Fee. Applicants who are offered
admission to the School are required to pay an
admission aCceptance fee of $100 in order to
reserve a space in the entering class. Although
the admission acceptance fee is not credited
toward the tuition and fees of enrolling students,
applicants who withdraw before registering
may receive a partial refund of the fee.
Time of Enrollment. First-year students may
begin studiesatthe School only at the beginning
of the fall semester of each academic year. The
School of Law does not offer an evening or
part-time program.
Previous Law School Study. An applicant who
has attended another law school must havethe
dean of that law school send a letter to the
Committee on Admissions stating that the
applicant is in good standing and eligible to
return to that school unconditionally.
Transfer'Applicants and Visiting Students.
An applicant may transfer no more than one
year of credit earned in another law school of
recognized starding. The righlto reject any and
all such credit is reserved.
Students who have attended another law school
for more than one year may be accepted to
attend the School of Law as visiting students.
Visiting students are not eligible for degrees
from the School of Law.
Transfer and visiting applicants must submit the
application and fee, a letter of good standing,
the LSAT scores, and undergraduate and law
school transcripts. Transcripts sent directly to
the School of Law will be accepted, and
applicants need not register with the LSDAS.
The transfer and visiting student application fee
is $40.00, payable to the University of Oregon.
If an applicant has been previously registered
as a student althe University of Oregon, the fee
is $20.00. Applications should be filed by
June 1.
Photographs. University of Oregon student
identification cards include a photograph taken
at the time a student initially registers for
classes. Applicants to the School of Law are
not required to submit a photograph at the time
of application. However, for those students who
are admitted and register, duplicates of the
photographs taken for student identification
cards are retained as a part of the records of
the School of Law.
Grade Requirements
Grading Policy
The following grades are available to be
awarded in all graded courses at the School of
Law, and are given the following numerical
Law 261
values when computing student grade point
averages (GPAs):
A+ . 4.5 B+ .. 3.5 C+ .. 2.5 D 1.0
A . .. 4.0 B . . .. 3.0 C .... 2.0 F 0.0
N (no pass) .... 0.0
Academic Standards
1. A student must complete 85 credits with
grades of D or better in orderto graduate.
2. At the end of any semester in which a
student's cumulative GPAfalis below 2.00,
he or she is placed on probation and
remains on probation until
a. achieving a cumulative GPA of 2.00 or
better
b. graduating or
c. being disqualified.
3. A student is disqualified if, while on proba-
tion, he or she earns a GPA of less than
2.00 for any semester, including the
summer session.
4. A student on probation who is disqualified
on the basis of grades received in the
semester in which he or she accumulates
sufficient credits to graduate shall not
graduate.
Astudent who is disqualified with 8 or fewer
credits needed for graduation, and who is
thereafter readmitted, shall not graduate
unless he or she either
a. completes within 12 months of disqualifi-
cation one additional semester-fall,
spring, orsummer-of80r more credits
with a GPA of 2.00 or better or
b. attains a cumulative GPA of 2.00 or
better on the first attempt to take any
number of credits sufficient to qualify for
graduation; the attempt must be com-
pleted within 12 months after the student
was disqualified.
5. A student who is disqualified a first time
may petition the Academic Standing
Committee for readmission.
a. If the Committee believes that a disqual-
ified student is likely to perform at or
above a 2.00 GPA for the remaining
semester or semesters before the
student becomes eligible to graduate, it
may readmit the student.
b. A student denied readmission by the
Committee may appeal that decision to
the full faculty, provided the student's
cumulative GPA is 1.50 or higher at the
end of the second semester, or 1.75 or
higher thereafter.
c. An appeal from an adverse Committee
decision must be filed within 30 days
from the mailing of the Committee's
decision to the student.
d. A student who is denied readmission by
the Committee and whose cumulative
GPA falls below the averages set in Rule
5b shall have no further recourse either
before the Committee or the faculty.
e. Faculty review of a petition pursuant to
Rule 5b shall be under the standard set
in Rule 5a.
6. A student who is disqualified a second time
may petition the faculty for readmission
only if the student's cumulative GPA is 1.75
or higher.
262 Law
a. The petition must first be evaluated by
the Committee. The Committee may
deny the petition, in which case the
student will have no further recourse. The
Committee, alternatively, may recom-
mend readmission to the faculty, in which
case the decision to readmit or deny the
petition is made by the faculty.
b. The evaluation of the petition by the
Committee and, where appropriate, the
faculty, shall be under the standard set
in Rule 5a.
7. A student who is once denied readmission
by the faculty or who is disqualified a third
time has no further recourse either before
the Committee or the faculty.
8. The Committee or the faculty may impose
such conditions on a readmission as they
deem appropriate. Conditions may include,
but are not limited to: academic counseling,
retaking of first-year courses in which 0 or
Fgrades were received, limitation of
employment or other extracurricular
activities, course limitations, coursere-
quirements, and remaining out of school for
a period of time. Failure to abide by
conditions of readmission may be cause
for revocation of readmission or other
appropriate remedy.
9. Appearances are permitted only before the
Committee.
Note: These provisions shall apply in all cases
of disqualifications occurring after August 15,
1983. In cases of disqualifications that occurred
before August 15, 1983, these provisions shall
apply if a readmission or denial of readmission
by the faculty or the Committee took place after
August 15, 1983. .
10. No student may graduate without obtaining
a grade of 0 or better in all courses of the
first-year required curriculum. Any student
receiving an F in such a course must, at
the first scheduled opportunity, take the
course over for credit and obtain a 0 or
better. Only one attempt to satisfy the
requirement will be permitted. The require-
ment cannot be satisfied by taking the
course at another law school.
11. Grades of N (no pass) in PIN (passino
pass) courses shall be counted in the
student's GPA as 0.00 points for the
number of credits attempted in such
courses where N grades were received.
12. For purposes of this legislation, students
enrolled prior to fall semester 1978 shall be
deemed to begin their remaining work with
GPAs of 2.000r their actual GPA, whichever
is better.
Costs and Student
Financial Aid
Law students who hold a bachelor's degree
from an accredited college or university are
classified as graduate students. Regular fees
are payable in full at the time of registration.
Payment of the stipulated fees entitles all
students enrolled for academic credit to all
services maintained by the University for the
benefit of students.
Tuition and Fees
For the 1986-87 academic year, tuition was
$2,767.50 for resident students and $4,054.50
for nonresidents. In addition, there isan annual
general deposit fee of $50.00 against breakage
or loss of University property. Note:Tuition and
fee schedules are subject to revision by the
Oregon State Board of Higher Education
(OSBHE).
The OSBHE defines a nonresident student as
one whose official record shows a domicile
outside Oregon. Students who have domiciles
independent of parents or guardians and
receive no financial support from them may
qualify as residents if evidence is presented that
the students established domiciles in Oregon
six months prior to first registration in any
institution of higher learning in the state of
Oregon. The details of the rules governing
administration of nonresident and resident
policies are complex; students are advised to
consult the University'sOftice of Admissions
and Records for answers to individual ques-
tions.
Total Costs
Because student living arrangements and
personal spending habits vary widely, there is
no single figure that represents the cost of
attendance at the University. However, it may
be estimated that total 1987-88 costs for a
single resident student at the School Of Lawwill
average approximately $8,268 (tuition; .lees,
books, board and room, and personal ex-
penses). For a nonresident, these costs will
average approximately $9,555. Fora married
resident student, costs are likely to be around
$11,268, and more if one has children.
Health insurance is optional. The cost by
semester or for full 12-month coverage may be
obtained from the office of the Associated
Students of the University of Oregon (ASUO).
Coverage for dependents of students is also
available. Personal expenses are governed by
individual preference but may include such
items as car insurance, maintenance, and
operation; an optional University parking permit
of $9.00-$21.00 a year; vacation and weekend
travel; theater, movie, and athletic tickets, and
other entertainment; such incidentals as
laundry, toilet articles, gifts, and dining out.
Financial Assistance
See the Student Financial Aid section of this
bulletin for complete information.
Scholarships and Fellowships
When funds are available, limited stipends are
granted to advanced law students to support
research on particular projects.
Lois I. Baker Scholarship. The Lois I. Baker
scholarship in the amount of approximately
$950 is awarded to two second-year students
in the School of Law on the bases of financial
need and academic achievement. The awards
consist of the income from a fund established
by friends and former students in honor of Lois
I. Baker's long service as law librarian of the
School of Law and her many personal contribu-
tions to the lives and education of several
generations of Law students.
James D.Barnett Scholarships. One or more
scholarships are awarded annually by the
faculty of theSchool of Law to needy and worthy
students. The scholarships are supported
through the income of an endowment fund,
established by Mrs. Winifred Barnett Allen-
doerfer and Professor Carl Allendoerfer, in
memory of James O. Barnett, member of the
University faculty from 1908 until his death in
1957.
Derrick A. Bell, Jr. Scholarship. One or more
scholarships are awarded annually by the
School of Law. An endowment established by
gifts from Hope Gibson Dohnal, a 1981 graduate
of this school, funds the scholarship. Oohnal's
intent is to provide scholarship assistance to
academically talented minority students. The
scholarship is awarded on the bases of
scholarly interest and achievement and
demonstrated ability.
Hugh L. Biggs Merit Scholarship. The Biggs
scholarship is awarded to a student in the
School of Law on the bases of academic
achievement, demonstrated leadership ability,
and professional promise. The award is sup-
ported through income from an endowed fund
established by Hugh L Biggs, a prominent
Portland, Oregon, attorney and member of the
Class of 1931.
Carpenter and Busselle. Loans in the amount
of up to $1,200 are made to financially needy
Law students from a fund established by the
estate of Marguerite Guiley in memory of
Charles Ernest Carpenter, dean of the School
of Law from 1927 to 1931. .
Henry E. Collier Law.Scholarshlps. Several
scholarships are awarded annually on the
bases of financial need and good moral
character to worthy students in the School of
Law who intend to make the practice of law their
life work. No recipient may be awarded more
than $500 in anyone year. The scholarships are
supported by the income from a $50,000 trust
fund established under the will of the late Henry
E. Collier, a Portland attorney.
Lorlenne Conlee Fowler Law Scholarship.
The Lorienne Conlee Fowler scholarship, in the
amount of approximately $500, is awarded on
the bases of need and scholastic record to a
student in the School of Law. The award
consists of the income from a $5,000 trust fund
established by the late Dr. Frank E. Fowler in
memory of his wife, Mrs. Lorienne Conlee
Fowler.
Herbert B. Galton Labor Relations Law
Scholarship. The Galton scholarship is
awarded to an entering first-year student who
has demonstrated interest in labor relations law
and shows potential for the pursuit of law. The
Galton scholarship is a two-year award of
approximately $2,000 for each year, with
continuation contingent upon satisfactory
academic achievement. During the second
year, the recipient assists a Law professor In
writing a publishable article or book on labor
relations law. The award is supported by the
income of an endowed fund established by the
late Herbert B. Galton, a member of the Class
of 1938 and a Portland, Oregon, attorney who
had an abiding interest and long involvement
in labor relations law.
Hershner, Hunter, Miller, Moulton, Andrews
& Nelli Scholarship. One scholarship is
awarded each year. The amount awarded-
approximately $2.700-pays resident tuition
and fees for a second-year law student. The
award is made to a business-oriented student
who intends to enter into the private practice of
law in the state of Oregon upon completion of
law school. The scholarship is funded by the
named Eugene-Springfield law firm.
Charles G. Howard Law Scholarships.
Several scholarships of varying amounts are
awarded annually to students in the School of
Law on the bases of satisfactory academic
progress, financial need, and the applicant's
effort to solve his or her own financial problems.
The scholarships are supported through a trust
fund established by members of Phi Alpha Delta
legal fraternity and are named in honor of the
late Charles G. Howard. professor emeritus of
law and a member of the faculty of the School
of Law from 1928 to 1971.
Michael A. Johnston Award. This scholarship
is awarded to a graduating student who has a
disabling disease or handicap and who has
displayed qualities of independence, persever-
ance, gentleness of spirit, and love for all
manner of people and things. It is funded by
the earnings froman endowment established in
memory of Law student Michael A. Johnston by
his family and friends.
James T. Landye Scholarships. One or more
scholarships are awarded annually by the
faculty of the School of Law to scholastically
superior students who are in need of financiaJ
assistance. The scholarships are financed
through the income from a fund contributed by
the friends of the late James T. Landye, a
Portland lawyer and a member of the Class of
1~34.
Law School Alumni Scholarships. Several
scholarships of approximately $800 are
awarded by the Law School Alumni Association
to members of the entering class of the School
of Law on the bases of financial need and
prelegal academic achievement. Recipients
are selected by the president of the AssOciation
and the dean of the School.
L1nklater·Latourette Memorial Scholarship
Fund In Law. The Law School faculty, through
this fund. annually awards one or more scholar-
ships. The Linklater-Latourette Memorial
Scholarship Fund in Law is supported by the
income from a $25,000 bequest by Jeanne
Latourette Linklater, whose husband, Kenneth
A. Linklater, graduated from the School of Law
in 1935 and whose father, Earl C. Latourette,
was Chief Justice of the Oregon Supreme Court
from 1953 to 1955.
Robert T. Mautz Scholarship. One or more
scholarships are awarded each year in memory
of Robert T. Mautz, class of 1927. Selection of
recipients is made bythedeah of the School of
Law on the bases of financial need and dem-
onstrated promise of becoming a good lawyer.
The scholarships are funded by contributions
from several individual lawyers in the Portland
firm with whichMr. Mautz practiced-and which
bore his name during his lifetime. (The scholar-
ship is offered on a funds-available basis.)
Oregon State Bar Conditional Loans. The
Oregon State Bar Affirmative Action Program is
funded through assessments from each active
member of the Oregon State Bar Association.
The Program works through the three law
schools ill Oregon toward the goal of increasing
the number of minority lawyers in private
practice in Oregon. Conditional loan assistance
is available to minority students through this
program. The loan obligation is waived when
the recipient passes the Oregon State Bar
Examination.
Paul Patterson Memorial Fellowship. A
fellowship of approximately $2,700 is awarded
annually to a student completing the second
year in the School of Law who best e~plifies
the high qualities of integrity, leadership, and
dedication to publicservice that characterized
the late governor of Oregon, Paul L. Patterson,
Class of 1926.
School ofLaw Scholarships. Several scholar-
ships of varying amounts may be awarded
annually by the School of Law to students who
demonstrate academic achievement and
financial need. The scholarships are financed
through gifts from alumni and friends of the
School of Law. (These scholarships are offered
on a funds-available basis.)
School of Law Emergency Loan Fund. A fund
established by gifts from the Lane County
Lawyers' Auxiliary Association is administered
by the School of Law to provide short-term loans
to students who encounter unforeseen,
emergency expenses during a period of
enrollment in the School of Law. The amount of
loan assistance available is limited.
Academic Calendar
for Law Students
The School of Law operates under an early
semester calendar. Under this calendar,
registration for fall semester takes place in late
August, fall semester examinations are given
before Christmas vacation, and the spring
semester ends in mid-May. For additional
information concerning calendar dates, please
inquire at the School of Law.
Courses in Law (L)
A complete list ofcourses with descriptions is in the School
of UlW Bulletin. For a free copy, write: School of Law,
University of Oregon, Eugene OR 97403-1221.
430 (M) Law, Its Processes and Functions (3)
Introduction to the legal system for non-Law students.
Not'offered 1987-88.
510 Law Couries for Nonlaw Students (Arr,R)
Open-ended course number for translating 500-level
School of Law semester credits to term credits on
transcripts of non-Law students.
Required First-Year Courses
511, 512 Contracts (3,3)
513,514 Torts (3,3)
515 Civil Procedure (4)
·516 Legislative and Administrative .Processes (3)
517 Property (4)
518 Criminal Lew (3)
522 Legal Resesrch and Writing I (2)
523 Legal Research and Writing II (2)
Second· and Third..Year Courses
Note: All second- and third-year courses are elective
except L549, which is required. Most ofthe courses listed
below are offered each academic year. Every effort is made
to offer all of the following courses at least once every
two years, but the ability of the School of Law to offer
Law 263
some courses may be limited by student' interest and
faculty resources.
535 Secured Land Transactions (3)
536 Commercial Lew (4)
537 Trusts and Estates I (3)
538 Trusts and Estates II (2)
539 Real Estate Transactions (3)
540 The Civil War Amendments (3)
541 Partnerships and Corporstlons (4)
542 Constitutional Law and Minority Issues (3) Not
offered 1987-88.
543, 544 Constitutional Law I, II (3,3)
545 Oregon Practice and Procedure (3)
546 Federal Courts (3)
547 Conflict of Laws (3)
548 Creditors' Rights (3)
549 Legal Profession (3)
550 The First Amendment (3)
551 Evidence (3-4)
552 Business Torts (3) Not offered 1987-88.
554 Insurance (2)
555 Family Lew (3)
556 Legislation (2) Not offered 1987-88.
557 State and Local Taxation (2) Not offered 1987-88.
558 Local Government Law (2)
559 Labor Law I (3)
560 Lebor Law II (3)
561 Restitution and EqUitable Remedies (3)
562 Jurisprudence (3)
563 Antitrust Law (3)
564 Administrative Law (3)
565 Securities Regulation (3)
568 Admiralty (3) Not offered 1987-88.
567 Copyrights (3) Not offered 1987-88.
588 Urban Lend Use Law (3)
569 Water Resources Lew (3)
570 Public Land Law (3)
571 International Law (2-3)
575 Legal Writing (1)
576 Environment and Energy (3)
577 Lew of the Sea (2)
578 Indian Law (3) Not offered 1987-88.
579 Ocean and Coastal Law (3)
580 Federal Income Tax I (3)
581 Federal Income Tax II (3)
582 Estate and Gift Taxes (2)
583 Estate Planning (2)
584 Criminal Procedure I (3)
585 Criminal Procedure II (3)
586 Environment and Pollution (3)
Professional Writing, Research,
and Seminars
501 Research (Arr,R)
505 Reading and Conference (Arr,R)
507 seminar (Arr,R) Recent topics includ.e Administra-
tion of Criminal JU$tice, American Legal History
Workshop, Consumer Law, Corporate Reorganization,
Immigration Law, Law Office Management and
Computers, Legal Issues in Accounting, Nonjudicial
Dispute Resolution. and Urban Land Use Law.
Clinical Experience and
Practice Skills Programs
607 seminar (Arr,R) Recenttopics Include Advanced
Appellate Advocacy; International Law Moot Court
Team Workshop; Law Review; Interviewing, Counsel.
ing,and Negotiating; Legal Externship Program;
Legislative Issues Workshop; Moot Court Board; Moot
Court National Team Workshop; and Trial Practice
Laboratory.
Note: Concurrent enrollment in the seminar entitled
Interviewing, Counseling, and Negotiating is highly
recommended with the following four clinics:
Civil Practice Clinic
Criminal Defense Clinic
Criminal Prosecution Clinic.
Environmental Law Clinic
264
265
School of Music
150 Music Building
Telephone (503) 686-5662
Bernard J. Dobroski, Dean
Faculty
Doris Renshaw Allen, Associate Professor (c:;lass
piano, piano pedagogy). BA, 1950, Westminster;
M.A., 1976, Goddard. (1978)
R. Wayne Bennett, Associate Professor (wind ensem-
ble, clarinet); Director of Bands. B.M.E., 1968,
Oklahoma State; M.M., 1969, PhD., 1974, North Texas
State. (1978)
Peter Bergquist, Professor (music history, theory,
bassoon). B.S., 1958, Mannes College of Music; MA,
1960, PhD., 1964, Columbia. (1964)
Leslie T. Breidenthal, Professor (voice, lyric diction).
B.S., 1948, MA, 1949, Columbia; AMus.Doc., 1965,
Michigan. (1967)
Mark A Brombaugh, Assistant Professor. B.Mus.,
1968, Oberlin; M.Mus., 1974, Louisville; M.MA, 1978,
D.MA, 1983, Yale. (1986)
Richard G. Clark, Assistant Professor (choral conduct-
ing, music education). B.S., 1964, MA, 1971, Oregon;
D.MA, 1977, Washington (Seattle). (1982)
Bernard J. Dobroski, Professor and Dean (low brass,
music history, music education). B.FA, 1968,
Carnegie-Mellon; M.Mus., 1972, Catholic University of
America; PhD., 1981, Northwestern. (1986)
David P. Doerksen, Associate Professor (music
education). B.M.E., 1956, Willamette; M.M., 1969,
Southern California; D.MA, 1972, Oregon. (1983)
Charles Dowd, Associate Professor (timpani, percus-
sion, jazz studies); Director, University Percussion
Ensembie. BA, 1970, San Jose State; MA, 1971,
Stanford. (1974) .
Derek E. Healey, Professor (composition, music
theory). B.Mus·., 1961, Durham; D.Mus., 1974, Toronto..
(1979)
J. Robert Hladky, Professor (violoncello, music
history). B.Mus., 1950, Oklahoma State; M.Mus.,
Performer's Certificate, 1952, AMusDoc., 1959,
Eastman School of Music. (19.61)
Robert i. Hurwitz, Professor (theory, history); Chair,
Musicianship and History. A.B., 1961, Brooklyn;
M.Mus., 1965, Ph.D., 1970, Indiana. (19,65)
Edward W. Kammerer, Associate Professor (hom,
musicianship, jazz studies); Coordinator, Under-
graduate Studies; Director, Brass Choir. B.Mus., 1964,
M.Mus., 1965, Oregon. (1965)
Dean F. Kramer, Assistant Professor (piano, music
history, chamber music). B.Mus., 1973, Oberlin
Conservatory of Music; M. Mus., 1976, Texas, Austin.(1983) .
Marsha E. Mabrey, Assistant Professor (orchestral
conducting, instrumental music education); Director,
University Symphony. B.M., 1971, M.M., 1972, .
Michigan. (1982)
Gary M. Martin, Professor (music education, music
history); Associate Dean; Director, Earely Musick
Pleyers. BA, 1961, MA, 1963, Adams State; PhD.,
1965, Oregon. (1966)
Lawrenc:;e C. Maves, Jr., Associate Professor (violin);
Director, Sinfonletta. B.Mus., 1954, M.Mus., 1959,
Oregon; Diploma, 1958, The Juilliard Schooi. (1958)
James A Miller, Professor (voice, chamber choir). .
B.A., 1952, Goshen; M.Mus., 1956, AMusDoc., 1963,
Michigan. (1965)
J. Robert Moore, Associate Professor (oboe,
saxophone, woodwind techniques). B.Mus.Ed.,. 1961,
M.Mus., 1962, Tulsa; D.MA, 1980, Eastman School of
Music. (1975)
Randall S. Moore, Associate Professor (music
education); Chair, Music Education; Director, Univer-
sityChiidren's Choir. BA, 1963, MA, 1965, Oregon;
PhD., '1974, Florida State. (1974)
Harold Owen, Professor (composition, music history,
musicianship); Director, University Consort. B.Mus.,
1955, M.Mus., 1957, D.M.A., 1972, Southern California.(1966) .
Stephen J. Paul, Assistant Professor (band, music
education); Director, Marching Band; Director,
Symphonic Band. BA, 1974, Westminster; M.M.E.,
1976, North Texas State. (1983)
George W. Recker, Assistant Professor (trumpet).
Coprincipal Trumpet, Kennedy Center Opera Or-
chestra, Florida State University, George Peabody
College, 1964-1969. (1983)
H. Royce Saltzman, Professor (choral music); Execu-
tive Director, Oregon Bach Festivai. B.A., 1950,
Goshen; M.Mus., 1954, Northwestern; D.MA, 1964,
Southern California. (1964)
Victor Steinhardt, Professor (piano). B.Mus., 1964,
Mount St. Mary's; MA, 1967, California, Los Angeles.
(1968)
StephenStone, Associate Professor (Field Instructional
Services, choral music, jazz history). B.S., 1949, M.S.,
1956, D.M.A., 1971, Oregon. (1976)
Marlene Soriano Thai, Associate Professor (piano,
piano literature, piano pedagogy); Coordinator,
Chamber Ensemble Studies. BA, 1954, M.L.S., 1962,
M.Mus., 1971, D.MA, 1978, Washington (Seattle).
(1973)
Richard Trombley, Associate Professor(music history,
flute). B.S" 1961, The Juilliard School; M.Mus., 1962,
Manhattan School of Music; D.MA, 1977, Stanford.
(1963)
Monte Tubb, Associate Professor (musicianship,
composition). BA, 1956, Arkansas; MA, 1960,
Indiana. (1966)
Mary Lou Van Rysselbyrghe, Instructor (general
music-elementary and middle school, early child-
hood,music and special education). B.Mus., 1956,
M.Mus., 1976, Oregon. (1977)
Jeffrey Williams, Associate Professor (trombone and
low brass); Coordinator, Jazz Studies; Director, High
School Music Summer Session. B.Mus., 1965, North
Texas State; M.S., 1966, Illinois; D.MA, 1974, North
Texas State. (1980)
Courtesy
Joan Benson, Courtesy Assistant Professor (piano,
early keyboard instruments). B.Mus., 1950, M.Mus.,
1951, Illinois; Performer's Certificate, 1952, Indiana.(1984) .
John Brombaugh, Courtesy Assistant Professor (organ
construction). B.S., 1960, Cincinnati; M.S., 1963,
Corneli. (1978)
Adjunct
David E. Gustafson, Adjunct Instructor (piano technol-
ogy). (1970)
William Hunt, Adjunct Instructor(violin). B.Mus., 1973,
Oregon; M.Mus., 1979, North Texas State. (1985)
Sarah Calkins Maxwell, Adjunct Assistant Professor
(harp). BA, 1957, Oregon. (1980)
Emeriti
Exine Anderson Bailey, Professor Emerita (voice,
pedagogy). B.S., 1944, Minnesota; MA, 1945,
Professional Diploma, 1951, Columbia. (1951)
Francis W. Bittner, Professor Emeritus (piano, music
theory). B.Mus., 1936, Cincinnati Conservatory of
Music; MA, 1943, New York. (1946)
Edmund A Cykler, Professor' Emeritus. AB., 1926,
California, Berkeley; PhD., 1928, Charles University,
Czechoslovakia. (1947)
John M. Gustafson, Associate Professor Emeritus
(music education). AB., 1947, Augustana; M.Mus.,
1951, Michigan; PhD., 1956, Florida State. (1956)
John Hamilton, Professor Emeritus (organ,
harpsichord). AB., 1946, California, Berkeley; M.Mus.,
1956, D.M.A, 1966, Southern California. (1959)
George Hopkins, Professor Emeritus (piano).
Teacher's Certificate, 1918, Peabody Conservatory;
B.A., 1921, Oregon. (1925)
Homer T. Keller, Professor Emeritus (composition,
music theory). B.Mus., 1937, M.Mus., 1938, Eastman
School of Music. (1958)
John C. McManus, Professor Emeritus (clarinet, music
education). B.Mus.Ed., 1943, Northwestern; MA,
1950, Columbia. (1967)
Robert E. Nye, Professor Emeritus (music education).
B.Ed., 1932, Milwaukee State Teachers; MA, 1942,
Ph.D., 1949, Wisconsin. (1950)
Morrette L. Rider, Professor and Dean Emeritus
(chamber music, conducting, pedagogy). M.Mus.,
1942, M.Mus., 1947, Michigan; D.Ed., 1955, Columbia.
(1975)
Robert M. Trotter, Professor Emeritus (analysis and
criticism, musicianship, pedagogy). B.Mus., 1942,
Northwestern; MA, 1947, Chicago; PhD., 1957,
Southern California. (1963)
Robert S. Vagner, Professor Emeritus (clarinet, music
education, director of bands). BA, 1935, MA, 1938,
Colorado State; M.Mus., 1942, Michigan. (1950)
William C. Woods, Professor Emeritus (piano, music
history). B.Mus., 1948, M.Mus., 1949, Southern
California. (1950)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon. .
The School of Music began as the Depart-mentof 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 Schooi are in
accordance with those of the Association.
The primary aims of the School are to help
students prepare for a variety of professions in
music, to provide nonmajors with elective
studies that can enhance their understanding
and enjoyment of music, and to provide the
community with a rich diversity of musical
experience. .
General Information
Facilities
The Sc;:hool of Music is housed in a building
complex of five units, two completed in 1978.
These units include Beall Concert Hall, seating
550 persons; separate band, choir, and or-
chestra rehearsal rooms with support fa9ilities;
more than 65 practice rooms; a small reCital
hall; studio offices, classrooms, and seminar
rooms. The University of Oregon Library music
collection includes complete works, periodicals,
recordings, and a large collection ofbooks and
scores. The music collection is supported by
gifts from Phi Beta and Mu Phi Epsilon and a
bequest from the late Matthew H. Douglass,
former University Librarian. Through acquisi-
tions under the Farmington Plan, the Library has
a partiCUlarly strong and growing collection of
contemporary foreign books on music. Seven
pipe organs are housed within the School of
Music facilities, including the nationally recog-
nized organ by JOrgen Ahrend of East Friesland,
Germany, a concert instrument unique in
266 Music
America, and other tracker organs by Flentrop,
Schlicker, and Olympic. Two of the four
harpsichords available for student use are
French doubles by William Dowd. Moog and
Arp electronic synthesizers are available to
qualified students. The University owns an
extensive collection of orchestral and band
instruments and a distinctive collection of
ancient and ethnic musical instruments.
Concerts and Recitals
More than 200 concerts and recitais are
presented on campus throughout the year by
visiting artists, members of the School of Music
faculty, and advanced Music students. Other
regularly scheduled concerts include perform-
ances by artists of international fame sponsored
by the University Music Society and the Commit-
tee for Musical Arts.
The School of Music has also conducted the
annual Oregon Bach Festival during a two-week
period in late June and early July for the past
18 year.s. The Festival, under the administrative
direction of H. Royce Saltzman, Professor of
Music, and the German conductor Helmuth
Rilling, artistic director, combines an educa-
tional program in choral music for academic
credit with the public offering of some 30
concerts. While the focus is on Bach, major
choral and instrumental works by other compos-
ers are programmed regularly. Distinguished
soloists from throughout the world are featured
with the Festival chorus and orchestra.
Honor Societies
The honorary music fraternity, Pi Kappa
Lambda, and the professional music fraternities,
Mu Phi Epsilon and Phi Beta, maintain chapters
at the University of Oregon. There is also an
active student chapter of the Music Educators
National Conference.
Ensembles
The U,niversity Singers, University Chorale,
Chamber Choir, Oregon Wind Ensemble,
University Percussion Ensemble, Marching
Band, Symphonic Band, Pep Band, Symphony
Orchestra, Sinfonietta, Brass Choir, Jazz
Ensembles, Jazz Laboratory Bands, Vocal Jazz
Ensembles, Opera Workshop, and numerous
small chamber ensembles offer membership
and performance opportunities to all qualified
students on campus. Collegium Musicum, a
vocal-instrumental group, provides opporturiity
for the study of medieval, Renaissance, and
baroque music, using a sizable collection of
reproductions of Renaissance and baroque
instruments. The repertory and activities of
these ensembles are planned to complement
courses in analysis, history, and criticism
offered by the School.
Financial Aid
The following scholarships are available to
Music students. For additional details on
financial aid, write to Dean, School of Music,
University of Oregon, Eugene OR 974.03.
Ruth Lorraine Close Musical Fellowship (about
$50,000 awarded annually to approximately 25
students for advanced study in Music, with'
some awards reserved for students in harp and
composition)
Eugene Chamber Choir Scholarships
Lawrence Maves Scholarship ($250 for violin
students)
Maud Densmore Memorial Scholarship ($500
for returning Music students)
Max Risinger Memorial Scholarship
Mu Phi Epsilon Scholarships (variable amounts
for Music majors)
Paul Clarke Stauffer Scholarships (apprOXi-
mately 12 awards of $1,000 each for Music
majors residing in Oregon)
Phi Beta Scholarships (variable amounts for
Music majors)
Presser Foundation Scholarship ($1 ,obo for an
undergraduate Music major)
Women's Choral Society Scholarship (variable
amounts for entering M.usic majors)
Public School Teaching
Certification
The School of Music offers work for preparation
to teach music in the public elementary and
secondary schools, kindergarten through
twelfth grade. Certification requires satisfactory
completion of a program ofteacher preparation
that includes subject matter preparation in the
teaching specialty, in professional education,
and recommendation of the institution in which
the preparation is completed. The School of
Music offers work toward Basic and Standard
Oregon certification.
For specific information regarding requirements
for the Music endorsement, students should
consult one of the Music Education advisers
and the staff in the Teacher Education Office of
Student Services, 175 Education Building.
Students who already have bachelor's degrees
but seek Music endorsement for teacher
certification are not held responsible for all
University degree requirements. Program
descriptions and checklists for both Basic and
Standard endorsements are available in the
School of Music.
Fees (per term)
Studio Instruction
Half-hour lessons , $ 70-120
Hour lessons , $140-240
Note: The number of lessons a term is deter-
mined in consultation with the instructor.
Normally, it is one less than the number of weeks
of instruction in the term. .
Exemptions
Music majors, provided the instruction is a
degree requirement as primary performance
study at the 171 level or above
Music majors, provided the instruction is a
degree requirement as secondary performance
study at the 171 level or above; and provided
faculty teaching loads permit
Music majors in class piano instruction, pro-
vided it is to develop the proficiency required
by the student's degree program
Note: Guitar students are not exempt from
studio instruction fees.
Other Fees
All Music majors $ 5.00
Nonmajors' access to practice rooms. $ 5.00
Rental of University instrument when
enrolled in Performance Studies
(MUP) courses $10.00
Summer session rental of instrument
for performance studies .... , ..... $15.00
Instrument rental when enrolled
in ensembles , , $ 3.00
Instrument rental when enrolled in
technique classes $ 7.00
Percussion studies instrument fee $ 5.00
Use of electronic studio $20.00
Use of organs and harpsichords $12.00
Use of elementary music education
laboratory $ 3.00
Orientation to Music Education
(MUE 326) ,. $ 5.00
Performance Studies
All courses in Performance Studies are listed
with the MUP prefiX. These courses are in two
general categories:
Preparatory instruction (MUP 100-162,
231-233). Fee required
Studio instruction (MUP 170-194, 271-294,
341-.362,371-394,471-494,511-532,541-562,
571-594,641-661,671-694)
Degree requirements of Performance Studies
are usually defined in terms of studio instruction.
In some instances preparatory instruction must
precede the studio instruction. (See fees for
studio instruction, listed above.)
Enrollment in any Performance Studies se-
quence must be preceded by an audition.
Auditions are conducted to establish details
(e.g., level, credits) for registration. Auditions
must also precede advancement from one level
to another.
Studio instruction carries 2-4 credits a term.
Students giving recitals must be enrolled in
Performance Studies and in Reading and
Conference (MUS 405 or 505) during the term
of the recital. The number of credits, up to 4,
for the Reading'and Conference is determined
by the instructor. Prerecital auditions are
required to evaluate the student's readiness for
public performance. After the recital a faculty
evaluation is required. If approval is given the
recital is then formally acknowledged as a
fuifilled degree requirement.
Enrollment in studio instruction is sometimes
limited because of faculty teaching loads.
Under suctrcircumstances, priority is given to
continuing Music majors. Forlhose who cannot
be initially assigned a faculty teacher, studio
instruction for credit at extra cost can be
arranged with other teachers.
Details concerning levels, repertory, and other
matters are available upon request.
Undergraduate Studies
Nonmajors
Courses
The School of Music offers numerous oppor-
tunities for nonmajors to be involved in Music
courses and performance ensembles. See
course listings for details. The following courses
are primarily for students without preVious
musical instruction.
Basic Music (MUS 125)
Introduction to Music and Its Literature (MUS
201, 202, 203)
Music in World Cultures (MUS 258)
The Music of Bach and Handel (MUS 351)
Music 267
The Classic Symphony and Sonata (MUS 352)
Survey of Opera (MUS 353)
Introduction to 20th-Century Music (MUS 354)
Listening with Understanding (MUS 450)
Special courses are frequently offered under
Special Studies .(MUS 199), SEA!;ICH (MUS
200), Experimental Course (HUM 410), includ-
ing such topics as Asiatic and Near Eastern
Music, Folk Guitar, Inside Rock Music,and
History of Rock and Roll.
Ensembles
Collegium Musicum (MUS 191, 391, 591)
Chamber Ensemble: Brass Choir, other ensem-
bles as needed (MUS 194, 394, 594)
Band: Marching Band, Pep Band, Symphonic
Band, Oregon Wind Ensemble (MUS 195, 395,
595)
Orchestra: Sinfonietta, Symphonic Orchestra
(MUS 196, 396, 596)
Chorus: Chamber Choir, Gospel Choir, Univer-
sity Chorale, University Singers, Vocal Jazz
Ensemble (MUS 197, 397, 597)
Special Studies: Song and Dance Troupe
(MUS 199)
Small Jazz Ensembles (MUS 392, 592)
Jazz Laboratory Band (MUS 393, 593)
Opera Workshop (MUS 398, 598)
Minor Requirements
The School of Music offers two minors: the minor
in Music and the minor in Music: Elementary
Music Education.
Minor In Music. The minor in Music requires
27 credits, of which at least 15 must be upper
division. Credits are to be distributed as follows:
Course ReqUirements 27 credits
Cors (Choose A or B): . 12 credits
Option A: Basic Music (MUS 125) 3
Introduction to Music and Its Literature
(MUS 201, 202, 203) 9
Option B: Musicianship I (MUS 111, 112, 113) .. 12
History and Literature 6 credits
At least two courses chosen from the following:
Music in World Cultures (MUS 258),
The Music of Bach and Handel (MUS 351),
The Classic Symphony and Sonata (MUS 352),
Survey of Opera (MUS 353), Introduction
to 20th-Century Music (MUS 354), History
of Jazz (MUS 355) 6
Performance 6 credits
Performance Studies for Music Minors
(MUP 365) . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 2-4
Performance ensembles 2-4
Electives 3 credits
Minor In Music: Elementary Music Education.
The minor in Music: Elementary Music Educa-
tion requires 27 credits. Before beginning the
minor program, students must complete 13
credits of prerequisites or pass waiver examina-
tions. Upto 6credits intheminor program may
be taken PIN (passino pass); grades of D or
below cannot be applied to the minor. At least
18 credits must be taken at the University of
Oregon.
.Prerequisites 13 credits
Introduction to Music and Its Literature
(MUS 201, 202, 203) 9
Musicianship I (MUS 111) or Music
Fundamentals (MUS 321, 322) 4
Required Courses 21·24 credits
One of the following: Special Studies: Guitar
(MUE 199), Basic Performance Studies:
Class Piano (MUP100), Basic Performance
Class Piano (MUP 131, 132, 133), Intermediate
Performance Class Piano (MUP 231,232,233). 2-3
Basic Performance Studies: Voice (MUP 101)
or Performance Studies (StUdio Instruction):
Voice for Nonvoice Specialists (MUP 170) ... 2-4
Music Methods for Elementary Teachers
(MUE 383) or Teaching Methods:
Elementary Choral and General (MUE 412) 3
Kodaly Contextl (MUE 416G) 3
Orff-Schulwerk: Introduction (MUE 420G) 3
The General Music Program: Elementary
(MUE 426G) 3
Classroom Management in Music (MUE 430G) .. , 3
One term of choral ensemble 1
Electives 3·6 credits
Choose from the following:
General Music in the Middle School (MUE
415G), Kodaly Context II (MUE 417G), Orff-
Schulwerk:Levell (MUE 421G), Orff-Schulwerk:
Level II (MUE 422G), Children's Choir (MUE
424G), Classroom Instruments (MUE 425),
Music for Early Childhood (MUE 428G), Music
in Special Education (MUE 429G) 3-6
Music Major Programs
Bachelor's Degrees Offered
Bachelor of Arts (BA) in Music
Bachelor of Science (B.S.) in Music
Bachelor of Music (B.Mus.):
Music Composition
Music Education
Music Education: Choral-General
Music Education: Choral-Instrumental
Music Education: Instrumental
Music Merchandising
Music Performance: Instrumental
Music Performance: Keyboard
Music Performance: Percussion
Music Performance: Voice
Music Theory
The Bachelor of Arts in Music is primarily for
students wanting a broad liberal arts education
while majoring in Music. The Bachelor of
Science in Music is appropriate for those
wanting a broad education in the sciences or
social sciences while majoring in Music. Those
wanting strong preparation in music should
work toward the bachelor of music degree.
AdmIssion
To be admitted applicants must demonstrate
sufficient competence in a primary medium of
performance. Auditions can be scheduled by
correspondence. Auditions for fall term admis-
sion are in March and June. Details on repertory
and procedure are available upon request.
Applicants who are unable to arrange an
on-campus audition may submit a tape record-
ing. Applicants in composition must call or write
a member of the composition faCUlty.
Applicants are given a diagnostic examination
dealing with fundamental concepts and skills.
Although this examination is not used in
determining admission, it is critical for guidance
in course assignments. Study guidelines for the
examination are available upon request.
Program Requirements
Ensemble Requirements
Each degree requires a minimum number of
terms of ensemble. Some degrees require
participation in specific ensembles.
It is also a general requirement that students
enrolled in studio instruction be concurrently
enrolled in an ensemble.
Enrollment in a conducted ensemble must be
preceded by an audition. The auditions are
given by a faculty committee, which assigns
students to ensembles. These assignments
take into account the student's preference and
level of ability, the value of diversity, and the
needs of the School's ensembles. The decisions
also presume that priority will be given to the
University Orchestra, the Oregon Wind Ensem-
ble, the University Singers, and the University
Jazz Lab Band I.
Except for keyboard and guitar students,
students enrolled in a chamber ensemble must
be concurrently enrolled in an assigned con-
ducted ensemble.
General ReqUirements
In addition to the general University require-
ments for bachelor's degrees (see the Registra-
tion and Academic Policies section of this
bulletin), all undergraduate degrees in Music
require the following. Music majors must earn
a C- or better in each of these courses.
Core Courses 42 credits
Musicianship I (MUS 111, 112, 113) 12
Introduction to Music and Its Literature
(MUS 201, 202, 203) 9
Musicianship II (MUS 221, 222. 223) 6
Analysis (MUS 224, 225, 226) '. 6
History of Music (MUS 361, 362, 363) 9
Students are subject to the degree requirements
stated in the bulletin for the academic year of
their admission to the School of Music. If there
are subsequent changes in requirements,
students may choose between the initial and
most recent set of requirements but not a
combination of the two.
Specific Degree Requirements
In addition to general University requirements
and the general requirements for all under-
graduate Music degrees, each undergraduate
Music degree has the following specific require-
ments. Detailed checklists for all degrees are
available upon request.
BACHELOR OF ARTS IN MUSIC
Studio instruction: at least three terms
Ensemble: at least six terms
9 credits in either History of Western Art (ARH 204,
205,206) or World Literature (ENG 107, 108, 109)
Senior project: a scholarly work, performance, or
composition. Enroll in Reading and Conference (MUS
405); consult adviser for details and procedure
All BA degrees require 36 credits in literature and
language and proficiency in French, German, orItalian
(see Registration and Academic Policies).
BACHELOR OF SCIENCE IN MUSIC
Studio instruction: at least three terms
Ensemble: at least six terms
Senior project: a scholarly work, performance. or
composition. Enroll in Reading and Conference (MUS
405); consult adviser for details and procedure
All B.S. degrees require 36 credits in either science or
social science. In addition, neWly enrolled students
with fewer than 30 credits must meet a mathematics
competence requirement (see Registration and
Academic Policies).
BACHELOR OF MUSIC: MUSIC PERFORMANCE
credits
Studio instruction: at least 36 credits including
three terms at the MUP 400 level 36
Ensemble: at least 12 terms
Electives: at least 5 credits in upper-division
MUS courses 5
A total of at least 121 Music credits inclUding required
and elective courses .
Senior recital: Enroll in Reading and Conference:
Recital (MUS 405); consult studio teacher for details
Singers:
Proficiency In piano: sight reading, transposing,
accompanying; consult studio teacher for details
Proficiency .in French, German, Italian: if all three,
equivalent to completion of one college year in each:
268 Music
credits
if two of the three, equivalent to two years in one
language and one year in the other
Pianists:
Six of the 12 terms of ensemble must be in Chamber
Ensemble (MUS 194, 394)
Piano Pedagogy I and II (MUE 471, 472), Practicum
(MUE 409)
Candidates majoring in Music Performance: Instru-
mental with a specialization in woodwinds are subject
to special requirements; consult studio teacher for
details and procedures
BACHELOR OF MUSIC: MUSIC COMPOSITION
Ensemble: at least nine terms
credits
Composition I, II, III (MUS 240, 241,242,
340,341,342,440,441,442) 27
Instrumental Conducting I, II (MUS 387, 388) 4
Advanced Analysis (MUS 430, 431, 432) 6
18th-Century Counterpoint (MUS 433) 2
Fugue I, II (MUS 434, 435) 4
Scoring :~r Voices and Instruments (MUS 439) '" 3
Proficiency in piano at the MUP 200 level or
above, or proficiency in piano and another
instrument at the 100 level or above
A total of at least 121 Music credits including
electives and required courses
Senior recital: a public performance of
compositions written by the student under
the guidance of the composition faculty
Final approval of the student's recltai and
general qualifications by the composition
faculty
BACHELOR OF MUSIC: MUSIC THEORY
credits
Studio instruction: at least 18 credits
including at least three terms at the 200
level or above , , . . . . . . . . . .. 18
Ensemble: at least nine terms
18th-Century Counterpoint (MUS 433) .. , 2
Fugue I, II (MUS 434, 435) " 4
Composition I (MUS 240, 241, 242) , 9
Scoring for Voices and Instruments (MUS 439) ,., 3
Advanced Analysis (MUS 430, 431, 432) 6
Select 6 credits from the following:
Fugue II (MUS 435), Sacred Choral Music
(MUS 457), Music for Chamber Ensemble
(MUS 461, 462, 463), Piano Literature
(MUS 464, 465, 466), Solo Vocal Music
(MUS 467, 468, 469), Orchestral Music
(MUS 470, 471, 472), History of Opera
(MUS 473,474,475), Organ Music
(MUS 476), Wind-Instrument Music
(MUS 477), or approved Seminar (MUS 407) , , . 6
A total of at least 121 Music credits including electives
and required courses
Senior lecture-recital: Enroll in Reading and Confer-
ence (MUS 405); consult adviser for details
Final approval of the student's lecture-recital and
general qualifications
BACHELOR OF MUSIC: MUSIC MERCHANDISING
The major in Music Merchandising is designed to
prepare students for successful management roles in
the retail music industry including those related to the
operation of music stores; to sheet music, instrument,
recording, and musical equipment sales; and to similar
outlets. The program has been designed jointly by the
School of Music and the College of Business Adminis-
tration at the University. Seniors in the program serve
one,term internships in music industries throughout the
state as a practical application of their classroom
learning experience. The program has the enthusiastic
support of the retail music industry. Requirements are
listed below.
credits
Studio instruction at the 100 level , 7
Ensemble: 11 terms
Choral Conducting I, II (MUS 384, 385),
Instrumental Conducting for Choral Majors
(MUS 3,86) or Instrumental Conducting I, II
(MUS 387, 388), Choral Conducting for
Instrumental Majors (MUS 389) 6
Select 10 credits from the following: Orientation
to Music Education (MUE 326), Instrumental
Techniques (MUE 392), Choral Materials for
Schools (MUE 444), String Materials for
Schools (MUE 445), Wind Instrument Materials
for Schools (MUE 446) . . . . . . . . . . . . . . . . . 10
Choose three of the following: Music in World
Cultures (MUS 258), History of Jazz (MUS 355),
Seminar: Instrument Maintenance (MUS 407G),
Seminar: Piano Tuning and Maintenance
(MUS 407G), or any 400-level seminar in
music history ,......... 9
Choose two of the following: Teaching Methods:'
Instrumental (MUE 411), Teaching Methods:
Elementary Choral and General (MUE 412),
Teaching Methods: Secondary Choral and
General (MUE 413), Ihstrumental Teaching'
Strategies (MUE 414) , 5"6
Piano Proficiency: six terms of class piano
or passing of piano proficiency examination
Electives in Music to total 93 credits
Select 15 credits from the following: Introduction
to Business-Information Processing (CIS 131),
Introduction to Financial Accounting I
(ACTG 221), Introduction to Law (BE 226),
Marketing Systems and Demand Analysis
(MKTG 311), Management and Organizational
Behavior (MGMT 321), Small Business
Management (MGMT340), Principles of
Advertising (J 341), Principles of Public
Relations (J 359), Retail Administration
(MKTG 365), Advertising Layout (J 447) ..... , 15
BACHELOR OF MUSIC IN MUSIC
EDUCATION: CHORAL-GENERAL
credits
Studio instruction , , 18
Pianists:
Competence in piano equivalent to completion ofthree
terms at the MUP 271 level or above and competence
in voice equivalenlto completion of three terms althe
170 level or above
Singers:
Competence in voice equivalent to completion ofthree
terms atthe MUP 274 level or above and competence
in piano equivalenlto completion ofthree terms althe
171 level or above
Ensemble: at least 11 terms
Choral Conducting I, II (MUS 384, 385)
and Instrumental Conducting for Choral
Majors (MUS 386) .. , .. , ,. 6
Orientation to Music Education (MUE 326) ,. , . 3
Teaching MethodS (MUE 412,413) , 6
Scoring for Voices and Instruments (MUS 439) .,. 3
Choral Materials for Schools (MUE 444) 2
Instrumental Techniques (MUE 392), one
term each in woodwinds, brass, and strings '" 3
Voice Pedagogy (MUE 391) : 1
Classroom Instruments (MUE 425) .. " , 2
Practicum'(MUE 409) ',' 3
Student Teaching: Elementary K-9
(ELED 415) or Student Teaching: .
Secondary (Music) (SEED 417), 15credits,
and student teaching seminar (MUE 407),
1 credit, , , 16
Educational Psychology I (EPSY 322),
Educational Psychology II (EPSY 323) , 6
Completion of courses in the College of Education
required for certification to teach in secondary schools
Minimum cumulative grade point average of 2.50;
grades of C-or better in courses listed above; at least
two terms in residence
BACHELOR OF MUSIC IN MUSIC EDUCATION:
CHORAL-INSTRUMENTAL
The requirements for this degree are the same as those
for either the instrumental or the choral-general
program with the following exceptions:
Studio instruction: students must meet
the performance requirements for both
degree options
Ensemble: at least 11 terms including
three in an instrumental ensemble and
three in a choral ensemble
Choose three of the following: Teaching
Methods: Instrumental (MUE 411), Teaching
Methods: Elementary Choral and
General (MUE 412), Teaching Methods:
Secondary Choral and General
(MUE 413), or Instrumental Teaching
Strategies (MUE 414) , .
Instrumental techniques, to be determined
In conference with an adviser , .
BACHELOR OF MUSIC IN MUSIC
EDUCATION: INSTRUMENTAL
credits
Studio instrwction: 18 credits including
6 at the MUP 300 level or above (string,
wind, or percussion instrument) , . . . . . . . 18
Ensemble: atleast 11 terms (including two
terms of marching band for woodwind,
brass, and percussion specialists)
Instrumental Conducting I, II (MUS 387, 388),
Choral Conducting ·for Instrumental Majors
(I\j1US:389) , , 6
Orientation to Music Education (MUE 326) . , ,3
Teaching Methods: Instrumental (MUE 411),
Teaching Methods: Elementary Choral
and General (MUE 412), Instrumental
Teaching Strategies (MUE 414) . . . . . . . . . . . . 8
Scoring for Voices and Instruments (MUS 439) .. , 3
Voice Pedagogy (MUE 391) " 1
Instrumentai Techniqu~s (Ml,IE 392) , 8
Practicum (MUE 409) , , 3
Proficiency in piano equivalent to completion of three
terms of MUP 141 or above
Student Teaching: Elementary K-9 (ELED 415)
or Student Teaching: Secondary (Music)
(SEED 417), 15 credits, and 1-credit student
teaching seminar (MU E 407) . . .. . . . . . 16
Educational Psychology I (EPSY 322),
Educational Psychology II (EPSY 323) 6
Completion of courses in College of Education
required for certification to teach in secondary schools
Minimum cumulative grade point average of 2.50;
grades ofC- or better in courses listed above; atleast
two terms in residence
Note: Admission to the teacher certification program
requires faculty approval.
STATE HANDICAPPED
LEARNE;R ENDORSEMENT
The requirements for this endorsement are commensu-
rate with those for eitner the Music Education:
Choral-General or Music Education: Choral-Instrumen-
tal programs for the B,Mus, in Music Education. See
,also the Handicapped Learner Endorsement Program
in the Teacher Education section of this bulletin.
The Handicapped Learner endorsement can be ' '
completed as part of an undergraduate program in
teacher education, as a combined undergraduate and
postbaccalaureate prog ram, or as part of the fifth year
or master's degree program. The endorsement
requires a minimum of 36 credits or demonstrated
competence and prepares one to teach the mildly
handicapped, mildly retarded, learning disabled, and
behaviorally disordered. The endorsement requires a
Basic or Standard secondary teaching certificate.
The applicant mustbe accepted into the Handicapped
Learner endorsementprogram and must nave
completed student teaching in musicprior to taking
any of the required practica.
Graduate Studies
Master's Degree
Programs
Master's Degrees Offered
Master of Arts (MA)
Music Education
Music Education: Choral-General
Music Education: Choral-Instrumental
Music Education; Instrumental
Music History
Music Theory
Master of Music (M.Mus.):
Music: Choral Conducting
Music Composition
Music Education
Music Education: Choral-General
Music Education: Choral-Instrumental
Music Education: Instrumental
Music Performance: Instrumental
Music 269
Music Performance: Keyboard
Music Performance: Percussion
Music Performance: Voice
Music: Piano Pedagogy
Admission
Applicants must satisfy general University,
Graduate School, and School of Music require-
ments governing admission. See the Graduate
School section of this bulletin regarding credits,
residence, and transfer of previous graduate
work taken elsewhere.
Send to the Director of Admissions and Rec-
ords, Graduate Admissions, University of
Oregon, the original copy of an Application for
Graduate Admission, a $25.00 fee, and an
official transcript showing receipt of a bachelor's
degree.
Send the following materials to the Coordinator
of Graduate Studies, School of Music, University
of Oregon, Eugene OR 97403:
1. The four carbon copies of the Application for
Graduate Admission
2. A copy of transcripts of all previous under-
graduate and graduate study
3. Three written recommendations, one from a
primary-area professor
4. A statement of career goals, including
purpose and intent in earning a graduate
degree
5. A recent sample of your scholarly writing,
such as a term paper
6. Supporting material related to the primary
area of interest. Performance students: a
tape, a repertoire list, and copies of pro-
grams from solo public performances;
composers: musical scores and tapes;
music education majors:copies of prog rams
conducted; other majors: copies of recent
programs in which you have participated
Following are additional admission require-
ments for each major or area of emphasis:
Music: Choral Conducting. Minimum of two
years of successful conducting experience
supported by letters of recommendation, tapes,
and programs; piano proficiency examination
Music Composition. Demonstration of sub-
stantial ability and technical skill in composition
by submitting to the composition faculty scores
and tapes of original works for large and small
ensembles. The candidate should arrange an
interview with a member of the composition
faCUlty, if possible, prior to the first term of
graduate study.
Music Education. Proficiency to enter MUP
341-362 in voice or on an instrument taught at
the University
Music History. Proficiency to enter MUP
541-562 in voice or on an instrument taught at
the University
Music Theory. Proficiency to enter MUP
541-562 in voice or on an instrument taught at
the University
Performance and Music Literature. Profi-
ciency to enter MUP 571-594. Prospective voice
specialists must also have piano proficiency in
sight reading, transposing, and accompanying
Performance In Early Keyboard Instruments.
None
Performance in Woodwind or Brass Instru-
ments. Proficiency to enter MUP 581-590 in
primary instrument. Proficiency to enter MUP
521-530 in two secondary instruments
Piano Pedagogy. Proficiency to enter MUP 541
Wind Ensemble Conducting. Proficiency to
enter MUP 541. Students must also have two
years' experience as a conductor and pass an
audition of conducting skills.
Entrance Examinations
All entering graduate students admitted into a
master's degree program, either conditionally
or unconditionally, are required to take entrance
examinations in musicianship and music history
before their first term of enrollment. These
examinations are given on or before the first day
of registration each term. Students who do not
pass the examinations (or portions thereof) are
required to complete prescribed courses by the
end of their second term of enrollment.
Note: Students in the planned fifth-year certifica-
tion program are exempt from these examina-
tions.
Program ReqUirements
Ensemble Requirements. Each degree
requires a minimum number of terms of ensem-
ble, and some require participation in specific
ensembles.
Students enrolled in studio instruction must be
concurrently enrolled in an ensemble.
Enrollment in a conducted ensemble must be
preceded by an audition. The auditions are
given by a faculty committee, which assigns
students to ensembles. These assignments
take into account the student's preference arid
level of ability, the value of diversity, and the
needs of the school's ensembles. Priority is
given to the University Orchestra, Oregon Wind
Ensemble, University Singers, and University
Jazz Lab Band I.
Note: Except for keyboard and guitar stUdents,
students enrolled in a chamber ensemble must
be concurrently enrolled in an assigned con-
ducted ensemble.
Degree Requirements. A minimum of 50
percent of all degree requirements must be
taken in 500-level courses. In addition to
Graduate School requirements (see the
Graduate School section of this bulletin) for
master's degrees, each degree program listed
below has the following specific requirements:
MASTER OF ARTS: MUSIC HISTORY
Studio instruction: at least three terms
Ensembie: at least three terms
credits
Research Methods in Music (MUS 511) , 3
Choose four of the following: Music in the
Middle Ages (MUS 560), Music in the
Renaissance (MUS 561), Music in the
Baroque Era (MUS 562), Music in the
Classical Period (MUS 563), Music in the
Romantic Era (MUS 564), Music in the 20th
Century (MUS 565) 12
A total of at least 9 credits in music history
or theory seminars (MUS 407G, 507) .. "., ... 9
Electives in music history or theory or
appropriate area outside Music; recommended
courses are MUS 457-477G, 543, 544, 589,
or additional seminars (MUS 407G, 507)
A total of at least 48 graduate credits
Thesis (MUS 503) , , 9
Language requirement: reading proficiency
in a foreign language (usually German)
demonstrated by two years of successful
undergraduate study or by passing an
examination. Note: Lan\luage courses
taken to meet this requirement are not
included in the 48 total credits
Completion requirements: defined in consultation with
the adviser: normally an oral examination on the thesis
MASTER OF ARTS: MUSIC THEORY
Studio instruction: at least three terms
Ensemble: at least three terms
credits
Research Methods in Music (MUS 511) ..... 3
Choose three of the following: Music in the
Middle Ages (MUS 560), Music in the
Renaissance (MUS 561), Music in the
Baroque Era (MUS 562), Music in the
Classical Period (MUS 563), Music in the
Romantic Era (MUS 564), Music in the
20th Century (MUS 565) , 9
A totai of at least 6 credits in music history
or theory seminars (MUS 407G, 507) 6
Electives in music theory or history or appropriate area
outside Music; recommended courses are MUS
457-477G, 543, 544, or additional seminars (MUS
407G,507)
A total of at least 48 graduate credits
Thesis (MUS 503) , .. , 9
Language requirement: reading proficiency in a
foreign language (usually German) demonstrated by
two years of successful undergraduate stUdy or by
passing an examination. Note: Language courses
taken to meet this requirement are not included in the
48 total credits
Compietion requirements: definedin consultation with
the adviser; normally an oral examination on the thesis
MASTER OF ARTS OR MASTER OF MUSIC
IN MUSIC EDUCATION
Candidates are required to establish an area of focus
within their specialized majors.
Areas of Focus:
Music in Elementary Education
Music in Secondary Education
Instrumental Conducting and Literature
Chorai Conducting and Literature
Note: Other areas of focus within oroutside the School
of Music can be arranged (consult adviser and
Graduate Committee),
Ensemble: at least three terms
Studio instruction: at least three terms
credits
Music in School and Society (MUE 532) 3
Seminar: Music Education (MUE 507) , 3
Research Methods in Music (MUS 511) 3
A total of at least 6 credits in
music history, theory, or composition
at the 400G level or above .. ,.............. 6
A total of at least 9 credits in courses
reiated to the primary area at the
400G level or above .. , . , , . . . . 9
A total of at least 9 credits In courses
reiated to the supporting area at the .
400G level or above , . . . . . . . . . 9
Electives (chosen with adviser) within or outside the
School of Music at the 400G level or above to complete
48 graduate credits
Courses as needed in expository writing
For MA degree: reading proficiency in a foreign
language (usually German); see Graduate School
section of bulletin
Completion requirements-one of the following:
9 credits in Thesis (MUS 503) and oral examination or
maior project (2-4 credits) and oral examination or
reCital (if studio instruction is MUP 541-562 level
or above) and oral examination
MASTER OF MUSIC: CHORAL CONDUCTING
Studio instruction: at ieast three terms of voice
Ensemble: at least three terms of choral
credits
Advanced Instrumental Conducting (MUS 486) 3
Research Methods in Music (MUS 511) 3
270 Music
credits
MASTER OF MUSIC: PERFORMANCE IN
EARLY KEYBOARD INSTRUMENTS
This option requires specialization in two or more of
the following: clavichord, harpsichord, fortepiano,
organ.
One additional course in music history at the
500 level or above 3
Electives in the area of focus, chosen
with adviser, at the 400G level or above . . 12
Completion requirements: academic year in residence,
final oral examination, juried rehearsal, juried conduct-
ing performance, and research paper dealing with
some aspect of wind ensemble conducting
Doctoral Degree
Programs
Doctoral Degrees Offered
Doctor of Musical Arts (D.M.A.)
Music Composition
Music Education
Music Education: Choral-General
Music Education: Choral-Instrumental
Music Education: Instrumental
Music History
Music Performance: Instrumental
Music Performance: Keyboard
Music Performance: Percussion
Music Performance: Voice
Music Theory
Doctor of Education (D.Ed.) or Doctor of
Philosophy (PhD.)
Music Education: Choral-General
Music Education: Choral-Instrumental
Music Education: Instrumental
Supporting areas are offered in choral
conducting, piano pedagogy, and wind ensem-
ble conducting.
Note: The D.Ed. and PhD. degree programs
offer the primary area in music education; the
supporting area for these degrees is outside
the School of Music. Additional details are
available upon request from the School of Music
office.
Admission
Conditional Admission
Send to the Office of Admissions and Records,
University of Oregon:
1. The original copy of an Application for
Graduate Admission
2. An official transcript showing receipt of a
bachelor's degree
Send to the Coordinator of Graduate Studies,
School of Music:
1. The four carbon copies ofthe Application for
Graduate Admission
2. A copy of transcripts of all previous under-
graduate and graduate study
3. Three written recommendations from people
who know your professional and personal
qualifications
4. A recent sample of your scholarly writing,
such as a term paper, and recent copies of
concert or recital programs
5. For students choosing either a primary or a
supporting area in composition: ascore and
a tape recording of an original composition
6. For students choosing a primary area in
music education: two letters of reference
indicating four years of successful full-time
music teaching in either elementary or
secondary school or both. For students
Studio instruction: MUP 581-590 in primary
instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9
Studio instruction: MUP 521-530 in each
secondary instrument 3
Ensemble: at least three terms
Collegium Musicum (MUS 591) 1
Research Methods in Music (MUS 511) 3
Wind Instrument Music (MUS 477G) 3
Advanced Pedagogy: Woodwind or Brass
(MUE 491 G) 3
Seminars or courses in music history or
literature at the 400G level or above 12
Electives at the 400G level or above and
chosen in consultation with the adviser 8
A total of at least 48 graduate credits
Complete pUblic recital of both solo and ensemble
music on the primary instrument, and a performance
of a substantial composition on each of the two
secondary instruments during a public student recital
Final oral examination with emphasis on woodwind or
brass history, literature, and pedagogy
MASTER OF MUSIC: PIANO PEDAGOGY
Studio instruction in piano: at least 12 credits at the
MUP 541 level or above
Ensemble: at least three terms
credits
Advanced Instrumental Conducting (MUS 486) ... 3
Seminar: Literature for Large Wind Groups
Study and Analysis (MUS 507), three terms .... 9
Seminar: Wind Ensemble Conducting (MUS 507) . 3
Practicum (MUS 509), three terms 6
Research Methods (MUS 511) 3
Studio performance studies at the 541 level
or above " " 6
Music in the 20th Century (MUS 565) 3
Wind Ensemble (MUS 595) 6
credits
Research Methods in Music (MUS 511) 3
Piano Literature (MUS 464, 465, 466G) 9
Piano Pedagogy I: Fundamentals of
Teaching (MUE 471G) 3
Piano Pedagogy i1: Pre-Piano and Beginning
Piano Study (MUE 472G) concurrent with
Practicum (MUE 409G or 509) 4
Piano Pedagogy ill: Teaching Teenagers
and Adults (MUE 473G) 3
Advanced Pedagogy: Piano (MUE 491 G) 3
A total of at least three terms of Practicum
(MUE 509), 1 credit each term 3
Seminars or courses in music history
or literature 6
Electives at the 400G level or above and .
chosen in consultation with the adviser 7
A total of at least 52 graduate credits
Project and short recital (at least 30 minutel performing
time)
Final oral examination
MASTER OF MUSIC:
WIND ENSEMBLE CONDUCTING
credits
credits
Studio instruction: selected from MUP 572, 573,
593,594 (as applicable) 12
Secondary instruments selected from MUP 372,
373, 393, 594 or higher (as applicable) 12
Ensemble: at least three terms
Collegium Musicum (MUS 591) 1
Research Methods in Music (MUS 511) 3
Seminars or courses in music history or
literature at the 400G level or above. . . . . . .. 12
Electives at the 400G level or above and
chosen in consultation with the adviser. . . 17
A total of at least 48 graduate credits
Two public recitals
Final oral examination with emphasis on history,
literature, and pedagogy related to the performance
media
MASTER OF MUSIC: PERFORMANCE IN
WOODWIND OR BRASS INSTRUMENTS
Advanced Composition Studies (MUS 540,
541,542) .... '" . . . . . . 6
Research Methods in Music (MUS 511) 3
Seminar: Composition (MUS 507) 3
A total of at least 6 credits in music history
selected from MUS 561, 562, 563, 564, 565 .... 6
A total of at least 10 credits selected
from: Advanced Keyboard Harmony (MUS
425G), Score Reading (MUS 426, 427G),
Advanced Analysis (MUS 430, 431, 432G),
Scoring for Voices and Instruments (MUS
439G), Synthesizer Techniques (MUS 443G),
Electronic Synthesizer Laboratory (MUS 444G),
Advanced Choral Conducting (MUS 485G),
Advanced Instrumental Conducting (MUS
486G), Advanced Pedagogy (MUE 491 G),
Seminar: Advanced Aural Skills (MUS 407G),
Performance Studies (Studio Instruction)
(MUP 541-562) 10
A total of at least two courses outside the
School of Music at the 400M level or above .... 4
Music electives, selected in consultation with the
adviser, to complete at least 50 graduate credits
Proficiency in piano at the MUP 200 level or above or
proficiency in piano and another instrument at the MUP
100 level or above
Thesis (MUS 503): a composition of substantial
dimension, composed under the guidance of a
member of the composition faculty, performed, and
recorded
Public performance of works composed under the
guidance of a member of the composition faculty
(faculty approval required for graduation)
Final oral examination reviewing the thesis
MASTER OF MUSIC: PERFORMANCE AND
MUSIC LITERATURE
This option is available in piano, harpsichord, organ,
voice, harp, violin, viola, cello, oboe, flute, clarinet,
bassoon, trumpet, trombone, horn, tuba, saxophone,
string bass, and percussion.
Practicum: Advanced Choral Conducting
(MUS 509).......... . 6
Reading and Conference: Choral Literature
(MUS 505) 9
Advanced Choral Conducting (MUS 485G),
Seminar: Advanced Choral Analysis
(MUS 507), Seminar: Advanced Choral
Performance (MUS 507) 7-11
A total of at least 6 credits in music history
selected from MUS 561-565 6
Electives selected from Scoring for Voices and
Instruments (MUS 439G), Advanced Pedagogy: Voice
(MUE 491G), Baroque Performance Practices (MUS
589), Collegium Musicum (MUS 591)
Three consecutive terms in residence, excluding
summer sessions
A total of at least 54 graduate credits
Completion requirements: conduct at least two public
performances ofchora! ensembles (faculty approval
required), final oral examination
MASTER OF MUSIC: MUSIC COMPOSITION
Ensemble: at least three terms
credits
Studio instruction: MUP 571-594 12
Ensemble: at least three terms
Research Methods in Music (MUS 511) 3
Collegium Musicum (MUS 591) 1
Seminars or courses in music history or
literature at the 400G level or above . . . . . . . .. 12
Electives at the 400G level or above and
chosen in consultation with the adviser 17
A total of at least 48 graduate credits
A public recital
Completion requirements: a final oral examination with
emphasis on history, literature, and pedagogy of the
primary performance medium
Pianists: Piano Literature (MUS 464, 465, 466G)
Singers: Competence in Italian, French, and German
equivalent to two years of college study in one
language and one year of college study in each of the
other two
Music 271
credits
Performance Studies (Studio Instruction).
(MUP 641-661), three terms. . ... . . . . ... . 12
Two public performances (subject to prerecital
approval by a faculty jury), one of which must be a
solo recital
credits
credits
MUSIC HISTORY, PRIMARY
credits
Collegium Musicum (MUS 591) . . . ..... 3
Music in the Middle Ages (MUS 560) . . . . 3
Music in the Renaissence (MUS 561) . . . . .. . .. 3
Music in the Baroque Era (MUS 562) . 3
Music in the Classical Period (MUS 563) 3
Music in the Romantic Era (MUS 564) 3
Music in the 20th Century (MUS 565) 3
A total of at least three terms in music history
or theory seminars (MUS 407G, 507)
Notation of Medieval and Renaissance
Music (MUS 543, 544) . . . . . . . . . . . . . .. 6
Performance Practices before 1800 (MUS 589) 3
Seminar: Thesis Organization (MUE 507)
Thesis (MUS 503) 18
Two pUblic lecture-demonstrations or lecture-recitals
(subject to faculty approval) on the University campus
MUSIC HISTORY, SUPPORTING
At least three terms in music history or theory seminars
(MUS 407G, 507)
credits
Music in the Middle Ages (MUS 560) ,. 3
Music in the Renaissence (MUS 561) . . . 3
Music in the Baroque Era (MUS 562) 3
Music in the Classical Period (MUS 563) 3
Music in the Romantic Era (MUS 564) 3
Music in the 20th Century (MUS 565) 3
MUSIC THEORY, PRIMARY
credits
Collegium Musicum (MUS 591) 3
Choose at least three of the following:
Music in the Middle Ages (MUS 560), Music
in the Renaissance (MUS 561), Music in
the Baroque Era (MUS 562), Music in the
Classical Period (MUS 563), Music in the
Romantic Era (MUS 564), Music in the
20th Century (MUS 565) . 9
A total of at least three terms In music history
or theory seminars (MUS 407G, 507)
Advanced Analysis (MUS 430, 431, 432G) 6
Choose at least three of the following: .
18th-Century Counterpoint (MUS 433G),
Fugue I, II (MUS 434, 435G), Advanced.
Keyboard Harmony (MUS 425G), Score
Reading (MUS 426, 427G) . . . . . . . . . . . . . . .. . 6
Seminar: Thesis Organization (MUE 507)
Thesis (MUS 503) 18
Two public iecture-demonstrations or lecture-recitals
(subject to faculty approval) on the University of
Oregon campus
MUSIC THEORY, SUPPORTING
A total of at least three terms of music theory
and history seminars (MUS 407G, 507)
Performance Studies (Studio Instruction)
(MUP 671-694), six terms . 24
Seminar.: Thesis Organization (MUE 507)
Thesis (MUS 503), focusing on some aspect
of the perforrnance medium " 18
Three public performances on the University of Oregon'
campus (subject toprerecital approval by a faCUlty
jury), one of which must bea solo recital
PERFORMANCE, SUPPORTING
Choose at least three of the following: Music
in the Middle Ages (MUS 560), Music in the
Renaissence (MUS 561), Music in the Baroque
Era (MUS 562), Music in the Classical Period
(MUS 563), Music in the Romantic Era
(MUS 564), Music in the 20th Century
(MUS 565) 9
Choose at least three of the follOWing:
Advanced Keyboard Harmony'(MUS 425G),
Score Reading (MUS 426, 427G), 18th-Century
Counterpoint (MUS 433G), Fugue I, II,
(MUS 434, 435G) . . . . . 6
PERFORMANCE, PRIMARY
. credits
Advanced PedagiJgy (MUE 491 G): two terms,
one each in primary and supporting areas ..... 6
Supervised College Music Teaching (MOE 502): two
terms, one each in primary and supporting areas
A total of at least two courses or seminars in
music history or theory, chosen from MUS
407G or the 500 level. . . . . . . . . . . . . . . . 4-6
A total of at least two of the following:
Music in the Middle Ages (MUS 560), Music
in the Renaissance (MUS·56l), Music in the
Baroque Era (MUS 562), Music in the Classical
Period (MUS 563), Music in the Romantic Era (MUS
564), Music in the 20th Century (MUS 565) .... 6
A total of at least 9 credits in courses outside
Music, chosen in consultation with the
faculty adviser and excluding elementary
language courses. . . . . . . . . . . . . . . . . . . . . . 9
Proficiency in a foreign language, preferably German.
Students with <l primary or supporting area in voice
must demonstrate proficiency in French, German, and
Italian equivalent to two years of college study in one
language and one year of study in each of the other two
Note:Reading and Conference, Thesis, and Research
are available during the summer session on a limited
basis.
Specific Area Requirements
In addition to the general requirements of the Graduate
School and School of Music for doctoral degrees, the
following are specific requirements for the various
primary and supporting areas.
MUSIC COMPOSITION, PRIMARY
credits
Advanced Pedagogy: Musicianship (MUE 491G),
one term; if the supporting area is other
than musicianship, this term is in
addition to the one term required in
the supporting area . 3
Courses in composition chosen with
a faculty adviser, 20 credits
including thesis 20
Courses outside the School of Music, chosen with a
faculty adviser,3 credits beyond what is required of
all students
Public performance on the University of Oregon
campus of compositions completed during the period
of doctoral study and approved by the composition
faculty
MUSIC COMPOSITION, SUPPORTING
Courses in composition, analysis, or
pedagogy of musicianship or of composition,
chosen in consultation with a faculty
adviser . 12
Public performance on the University .of Oregon
campus of compositions completed during the period
of doctoral study and approved by the composition
faculty
MUSIC EDUCATION, PRIMARY
The following requirements are the same for
the D.M.A., Ph.D., and D.Ed. degrees:
credits
Research Methods in Music (MUS 513) 3
Seminar: Thesis Organization (MUE 507)
Statistical Methods in Physical Education
(PEP 540, 541) or equivalents . . . 6
Studio instruction, three terms
Thesis (MUE 503) 18
A total of at least 15 credits in additional
graduate MUE courses 15
credits
Research Methods in Music (MUS 513) ·3
Statistical Methods in Physical Education
(PEP 540) or equivalent 3
Studio instruction, three terms
A total of at least 9 credits in additional
graduate MUE courses 9
For the Ph. D. degree the supporting area is in
research. For the D.Ed. degree the supporting area is
in any field other than music.
MUSIC EDUCATION, SUPPORTING
choosing a supporting area in music educa-
tion: two letters of reference indicating two
years of successful full-time music teaching.
These letters are in addition to the recom-
mendations required of all applicants in 3
above
7. For students choosing a primary or support-
ing area in history and musicianship: a
document exemplifying the applicant's
scholarship and research ability. This
document will serve as the sample of writing
requested in 4 above
8. For students choosing either a primary or
supporting area in performance: a personal
audition or a recent tape recording of your
performance; a list of repertoire and copies
of recent programs
9. Any other materials you believe will be of
interest to the School of Music Graduate
Admissions Committee
Entrance Examinations
All entering graduate students admitted into a
doctoral or predoctoral program are required
to take entrance examinations in musicianship
and music history before their first term of
enrollment. These examinations are given on or
before the first day of registration each term..
Students who do not pass the examinations (or
portions thereof) must complete prescribed
courses by the end of their second term of
enrollment.
Formal Admission
Formal admission is accomplished by appear-
ing before the Graduate Committee during the
second orthird term of residence (not including
summer session). Students must meet this
requirement to be permitted to enroll for
subsequent terms. Further information about
formal admission is available from the graduate
secretary, School of Music.
Program Requirements
Ensemble Requirements
Each degree requires a minimum number of
terms of ensemble, and some require participa-
tion in specific ensembles.
Students enrolled in studio instruction must be
enrolled concurrently in an ensemble.
Enrollment in a conducted ensemble must be
preceded by an audition. The aqditions are
given by a faculty committee, which assigns
students to ensembles. These assignments
take into account the student's preference and
level of ability, the value of diversity, and the
needs of the school's ensembles. Priority is
given to the University Orchestra, Oregon Wind
Ensemble, University Singers, and University
Jazz Lab Band I.
Note: Except for keyboard and guitarstudents,
students enrolled in a chamber ensemble must·
be concurrently enrolled in an assigned con-
ducted ensemble..
General Degree Requirements
In addition to the Graduate School's require-
ments for doctoral degrees, the School of Music
has the following general requirements:
credits
Ensemble: at least three terms 3-4
Concept Development in College Music
Teaching (MUE 540, 541, 542) 9
Research Methods in Music (MUS 511) 3
272 Music
Comprehensive Examinations
Written and oral comprehensive examinations
in the primary and supporting areas are taken
before advancement to candidacy but after
meeting the following conditions:
Formal admission to the doctoral program
Completion of all course work in the examination
area
Approval of the dissertation proposal by the
dissertation advisory committee
Approval from the adviser
Satisfaction of the language requirement
Further information about comprehensive
examinations is available from the graduate
secretary, School of Music.
Advancement to Candidacy
Advancement to candidacy is based on
successful completion of comprehensive
examinations and foreign language require-
ments, approval by the dissertation advisory
committee, and the recommendation of the
adviser. .
Dissertation Requirement
A dissertation is required in all areas. For
candidates whose primary area is composition,
the dissertation must be an original composition
of major proportions composed during doctoral
study and performed and recorded on the
University campus. For candidates whose
primary area is performance, the dissertation
consists of three required public performances
and a written dissertation focusing on some
aspect of the performance medium.
Time Limit
Doctoral students have seven years from the
beginning of their first year in residence to
complete the degree. Prior to the end of the
seven-year period all course work, the com-
prehensive examinations, any required recitals,
and the dissertation must be satisfactorily
completed. If the period is exceeded, an
additional year of residence or a new set of
comprehensive examinations, or both, will be
required.
Final Examination
A final oral examination isrequiied in all areas.
The candidate is expected to defend the
dissertation and show a command of the
primary area. Members of the dissertation
advisory committee normallyconducl the final
examination; their appointment is subject to the
approval of the dean of the Graduate School.
Courses Offered
The School of Music curriculum is divided into
three general categories, each designated by
a specific prefix:
MUS: Music Courses and Ensembles
MUE: Music Education
MUP: Performance Studies
Courses in Music (MUS)
Lower-Division Courses
111,112,113 Musicianship I (4,4,4) Elementary study
of musical structure emphasizing the acquisition of
descriptive and analytical capacity as well as skill in
performing, composing, and listening.
125 Basic Music (3) Elementary study of terms and
notational symbols; designed to develop elementary
competence in performing from notation and in
notating muSical ideas. Nonmajors only.
191 Collegium Musicum (1 R) Study of music '.
repertoire of the medieval, Renaissance, and baroque
periods through rehearsals and extensive sight-
reading; vocal and instrumental repertoire. Prereq:
audition. Owen.
194 Chamber Ensemble (1 R) Study of music through
small-group rehearsal. For string and wind instrument
players, percussionists, pianists, andsingers. Prereq:
audition, instructor's consent, R for maximum of 6
credits.
195 Band (1-2R) Marching Band; 2 credits; Oregon
Wind Ensemble, 1-2 credits; Eugene-University Wind
Ensemble. 1 credit; Symphonic Band, 1 credit; Pep
Band, 1 credit Prereq: audition for Oregon Wind
Ensemble and Eugene-University Wind Ensemble;
interview for Marching Band, Symphonic Band, and
Pep Band. R for a maximum of six terms. Bennett.
196 Orchestra (1-2R) University Symphony Orchestra,
2 credits; University Sinfonietta, 1 credit R for a
maximum of six terms. Mabrey, Maves,
197 Chorus (1-2R) University Singers, Chamber Choir,
Vocal Jazz Ensemble, 2 credits; University Chorale,
Laboratory Chorus, 1 credit Prereq: audition, instruc-
tor's consent. R for maximum of six terms. Clark, Miller,
Saltzman, Stone.
199 Special Studies (1-3R)
200 SEARCH (1-3R)
201, 202, 2031ntrodllctlonto Music and Its Literature
(3,3,3) Cultivation of understanding and intelligent
enjoyment of music through a study of its eiements,
forms, and historical styles. Separate sections for
majors and nonmajors. Martin, Tubb.
221, 222, 223 Musicianship II (2,2,2) A continuation
of MUS 111,112,113. Prereq: MUS 113orequivalent.
Healey, Hurwitz, Kammerer, Mabrey, Owen.
224, 225, 226 Analysis (2,2,2) Basic techniques of
analyzing melody, harmony, rhythm, and form in music
from various periods and cultures. Prereq: MUS 113
or equivalent; coreq: MUS 221, 222, 223. Hurwitz,
Trombley.
240,241,242 Composition I (3,3,3) Introduction to
musical composition. Problems of notation, scoring for
instruments, basic concepts of form; emphasis on
student's own beginning creative work. Prereq: MUS
113, 203 or equivalents and instructor's consent.
Healey, Owen, Tubb.
258 Music in World Cultures (3) Survey of music from
Africa, Asia, and·the oral traditions of Europe and the
Americas: the styles and functions of music in many
cultures. .
Upper-Division Courses
321,322 Music Fundamentals (2,2) Music notation
and terminology; learning musical rudiments through
singing simple songs: introduction to simple melodic,
rhythmic, and harmonic instruments. Nonmajors only.
Laboratory fee: R Moore.
340,341,342 Composition II (3,3,3) Composition and
pUblic performance of small works for piano, voice,
and small ensembles. Prereq: MUS 242, instructor's
consent. Healey, Owen, Tubb.
351 The Music of Bach and Handel (3) Compositions
by Bach and Handel such as organ chorale, cantata,
oratorio. opera, and mass; cultural context in Germany,
France, Italy, and Eng land for the development of their
styles. Primarily for nonmajors. Prereq: sophomore
standing or higher.
352 The Classic Symphony and Sonata (3) Sym-'
phonies and sonatas by Haydn, Mozart, and .Bee-
thoven; elements of style in the Viennese classic period
and its iegacy In the 19th century. PrimarilY for
nonmajors. Prereq: sophomore standing or higher.
353 Survey of Opera (3) Le nozzediFigaro, Carmen,
Otello, Tristan und Isolde, Pelleas et Melisande, and
The Rake's Progress as masterpieces fusing theatrical
and musical modes of dramatic expression. Primarily
for nonmajors. Prereq: sophomore standing or higher.
354 Introduction to 20th-Century Music (3) Evolution
and revolution in musical style since Debussy and
Mahler; selected masterpieces by such composers as
Stravinsky,.Bart6k, Schoenberg, Copland, and Varese.
Primarily for nonmajors. Prereq: sophomore standing
or higher.
355 History of Jazz (3) Jazz from the turn of the
century to the present. DUke Ellington, Count Basie,
Woody Herman, Charlie Parker, and Miles Davis.'
Improvisation and trends in vocal jazz. Prereq:
sophomore standing or higher. Stone.
361,362,363 History of Music (3,3,3) Intensive study
ofthe history ofWestern music from its beginnings to
the present. Primarily for music majors. PrE;lreq: MUS
203, 223, 226 or equivalents.
384, 385 Choral Conducting I, II (2,2) Conducting,
techniques with emphasis on practical application to
choral organizations; score reading; analysis and
interpretation of choral music. Conducting experience
with laboratory chorus. Prereq: MUS 223, 226 or
equivalents and instructor's consent. Clark. Saltzman.
386 Instrumental Conducting for Choral Majors (2)
Transposition and !nstrumental conducting
techniques. Third term in the conducting sequence for
choral majors. Prereq: MUS 385, MUE392 (one term),
and instructor's consent. Bennett, Mabrey.
387, 388 Instrumental Conducting I, II (2,2) Baton
techniques with emphasis on practical applications to
instrumental organizations; score reading; general
problems of the conductor of large instrumental
ensembles. Conducting experience with laboratory
ensembles. Prereq: MUS 223, 226, MUE 392 (one
term) or equivalents and instructor's consent. Bennett,
Mabrey.
389 Choral Conducting for Instrumental Majors (2)
Choral conducting techniques. Third term in the
conducting sequence for instrumental majors. Prereq:
MUS 388 and instructor's consent. Clark, Saltzman.
391 Collegium Musicum (1 R) Repertoire of the
medieval,Renaissance, and baroque periods through
rehearsals and extensive sight-reading; vocal and
instrumental repertoire. Prereq: audition. Owen.
392 Small Jazz Ensembles (1 R) ImproVisatory group.
StUdy of current and past small-group jazz perform-
ances. Prereq: audition, interview with instructor,
full-year commitment. Kammerer.
393 Jazz Laboratory Band (1 R) Large ensembles
performing progressive jazz-rock repertoire. Perform-
ances on campus and at jazz festivals. Improvisation
as well as repertoire study. Prereq: audition, fUll-year
commitment. Williams.
394 Chamber Ensemble (1 R) Study ofmUSic through
small-group rehearsal. For string and wind instrument
players, percussionists, pianists, and singers. Prereq:
audition, instructor's consent.
395 Band (1-2R) See MUS 195 for available bands. R
for maximum of six terms. Prereq: audition, instructor's
consent. Bennett, Paul.
396 Orchestra (1·2R) University Orchestra, University
Sinfonietta. R for maximum of six terms. Prereq:
audition, instructor's consent. Mabrey, Maves.
397 Chorus (1-2R) See MUS 197 for available
choruses, Rfor maximum of six terms. Prereq: audition,
instructor's consent. Clark, Miller, Saltzman, Stone.
398 Opera Workshop (2R) Traditional and contempo-
rary repertory for the musical theater through analysis,
rehearsal, and performance of complete and excerp-
ted works; training in stage movement, diction, and
rehearsal techniques. Prereq: instructor's consent.
400 SEARCH (1-3R)
405 Reading and Conference (1·4R)
407 (G) Seminar (Arr,R) Various topics at an advanced
level, offered periodically according to student and
faculty interest and availability. Recent topics are
Bart6k, Beethoven, The Classical Symphony, Haydn,
Jazz Improvisation, Mahler, Mozart, Schoenberg,'
Stravinsky, and Wagner.
408 Workshop (Arr,R) Various topics at a level
beyond that available in regularly scheduled courses.
Prereq: completion of all regularly scheduled courses
related to the topic or equivalents and both instructor's
and dean's consent.
410 (G) Experimental Course (Arr,R)
411 (G) Percussion Master Class (1 R) Techniques
of percussion ensemble, performance, education'
methods, instrument construction, mallet construction:
Limited to percussion specialists and Music Education
majors. Dowd.
425 (G) Advanced Keyboard Harmony (2) Realization
of figured bass notation in the light of baroque
performance practices. Prereq: MUS 223, 226 or
instructor's consent. Owen.
426,427 (G) Score Reading (2,2) Analysis of musical
scores of composition for small and large ensembles
inVolving transposition of parts; use of the piano as a
means of studying ensemble scores. Maves.
430,431,432 (G) Advanced Analysis (2,2,2)
Advanced analytical techniques, especially those
developed by Heinrich Schenker and Feiix Salzer,
applied to music of all periods and styles. Prereq: MUS
223, 226. Bergquist.
Music Education 273
433 (G) 18th-Century Counterpoint (2) Study of
contrapuntal techniques through analysis and
composition. Prereq: MUS 222,226 or equivalents and
instructor's consent. Owen.
434 (G) Fugue I (2S) Contrapuntal techniques olthe
18th century through analysis and composition.
Prereq: MUS 433 and instructor's consent. S with MUS
435. Owen.
435 (G) Fugue II (2S) Continuation of 434; contrapuntal
techniques of the 19th and 20th centuries through
analysis and composition. Prereq: instructor's consent.
S with MUS 434. Owen.
439 (G) Scoring for Volcea and Inatrument8 (3)
Techniques of arranging and scoring for various types
of choral and instrumental groups. Prereq: MUS 223,
226. Maves.
440,441,442 (G) Composition III (3,3,3) Composition
and public performance of works including large or
chamberensembles. Prereq: MUS342 and instructor's
consent.
443 (G) SyntheelzerTechnlques(3) Basic principles
and techniques of music synthesis; laboratory
experience using the Moog and Arp synthesi~ersan~
other related equipment In the electronic musIc studio
of the School of Music. Fee: $7.50. Prereq: instructor's
consent. Owen.
444 (G) Electronic Synthesizer Laboratory (1)
Individual laboratory experience with electrOnic
synthesizers and related equipment. Fee: $15.00.
Prereq: instructor's coNsent. Healey,
450 (M) Listening with Understanding (3) Introduc-
tion to perceptive listening through experiencing and
analyzing various types of music; coliateral reading
and class discussion. Not open to Music majors or to
students with credit in MUS 201, 202, 203.
455, 456 (G) Lyric Diction (3,3) Fundamentais of
pronunciation of Italian, German, French, and English
with emphasis on the singer's approach to perform-
ance. Use of International Phonetic Alphabet (IPA) in
analysis and transcription of song and opera texts.
455: Italian and German. 456: French and English.
Need not be taken in sequence. Breidenthal.
457 (G) Sacred Chora' Music (3) Choral music based
on liturgical and nonliturgical sacred themes; perform-
ance practices of various styles; development of
criteria for judging aesthetic quality of the music and
its performance.
461,462,463 (G) Music for Chamber Ensemble
(2,2,2) Basic repertory for strinl;J quartet and other
ensembles using piano and stnngs; emphasis on
listening and analysis. Prereq: MUS 363. Hladky.
464.465, 466 (G) Plano Literature (3,3,3) Solopiano
music from J. S. Bach to the present; original works
for four hands and for two pianos; the concerto;
emphasis on style as it affects performance. Prereq:
MUS 363. ThaI.
467,468,469 (G) Solo Vocal Mualc (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;
deveiopment of bases for artistic performance and
sound critical judgment through study of text, voice,
and accompaniment. Prereq: MUS 363. Miller.
470,471,472 (G) Orchestral Music (2,2,2) Major
types of orchestral. music from the 18th to the 20th
century; dance suite, symphony, tone.poem, descrip-
tive suite, pieces for string orchestra. Prereq: MUS 363.
473, 474, 475 (G) History of Opera (2,2,2) Critical
study of the musical and dramatic content of operas
forming the standard international repertoire. 473:
antiquity to Mozart. 474: Mozart to Verdi. 475: Wagner
to the present. Prereq: MUS 363. Miller.
476 (G) Organ MusIc (31 The organ in ohurch and
concert; organ repertoire Irom the 15th century to the
present. Prereq: MUS 363. Hamilton.
477 (G) Wind Instrument Music (3) Music for wind
instruments and band from the 16th century to the
present. Style and performance practice; bases for
jUdgment in the selection of wind instrument and band
music. Prereq: MUS 363.
478 (G) Hleto~ of the Band (3) The development of
the wind band In Europe and the United States.
485 (G) Advanced Choral Conducting (3) Refinement
of choral conducting techniques; musical scores from
contemporary and earlier periods with emphasis on
analys!s, interpretation, and rehearsal proc~du.res.
Administrative procedures for choral organizations.
Prereq: MUS 384, 385,386. Saltzman.
466 (G) Advanced Instrumllntal Conducting (3)
Conducting techniques as applied to band and
orchestral music with emphasis on various styles and
periods of music; study of 20th-century rhythms and
related conducting problems. Prereq: MUS 387, 388
or equivalents.
Graduate Courses
Note: Research, Thesis, and Reading and Conference are
available only on a limited basis to .graduate students
enrolled during summer sessions.
501 Research (Arr,R) PIN only.
503 Theals (Arr,R) PIN only.
505 Reeding and Conference (1-4R) Individual study
of topics beyond the availability of regularly scheduled
courses.Prereq: completion of all regularly scheduled
courses related to the topic and instructor's and dean's
consent.
507 seminar (Arr,R) Studies of various topics at an
advanced level, offered periodically according to
student and faCUlty interest and availability. A current
topic is Composition. For additional topics see
MUS 407.
510 Experimental Course (Arr,R)
511, 512, 513 6e888rch Methods In Music (3,3,3)
511: use of reference, research, and bibliographical
sources in music. 512: research methods in music
history and theory. 513: experimental research .
including problem identification, research design,
influencing variables, research tools, and the interpre-
tation of data in relation to the teaching of music. MUS
511 is a prerequisite to both 512 and 513. Bergquist,
Hurwitz, Moore. .
520 Bibliography In Wind Ensemble Conducting (3)
Survey of research in conducting. Discussion of
rehearsal strategies and psychology.
521, 522, 523 Wind Repertoire (3,3,3S) Survey and
analysis of music composed for farge wind groups.
521: 1500-1850. 522: 1850-1950. 523: 1950 to the
present.
524 Wind Conducting Laboratory (2R) Study,
preparation, and conducting of works for instrumental
ensembles in rehearsals and performances. R for
maximum of 6 credits.
533, 534 2Oth-Century Counterpoint (2,2)
Techniques of present-day contrapuntal practice;
application in larger contrapuntal forms. Prereq: MUS
434.
540,541,542 Advanced Composition Studies
(2,2,2) Studio instruction in composition. Prereq: MUS
442 or instructor's consent; coreq: Seminar: Compo-
sition (MUS 507). Healey, Owen, Tubb.
543, 544 Notation of Medieval and Renal_nee
Mualc (3,3) Representative examples of notational
systems and practices in Western European polyphony
from 900 to 1600. Bergquist.
560 Music In the Middle Ages (3) Sources of Western
European music in classical antiquity and the Near
East; sacred monophony,secular monophony;
development of polyphony. Bergquist.
581 Music In the Renal_nee (3) The central
Renaissance style in 15th-century France and Italy;
high Renaissance music; late Renaissance music;
developments in England and Germany; instrumental
music; Renaissance music theory. Bergquist.
562 Muslc.ln the Baroque Era (3) From the Florentine
Camerata through the rococo; the monody, opera,
oratorio, cantata, sonata, concerto, suite, and fugue;
nationalstyles; performance practices; representative
works, with emphasisonJ. S.Bach. Trombley.
583 Mualc In the Cla88leel Period (3) Sources of
classical style and their culmination In the Viennese
high classical style of Haydn, Mqzart, and Beethoven.
Dramatic forms and 'procedures in opera. Bergquist.
584 Music In the Romantic Era (3) Virtuosic and lyric
extremes in instrumental and vocal styles. Literary
romanticism, desoriptive music, and the Lied; opera
in. France and'ltaly; Wagner's music drama as
Gesamtkunstwerk; Wagnerism in France. Bergquist,
Hurwitz.
585 Music In the 20th Century (3) The crisis of
romapticism and tonality: the transition of Debussy,
Mahler, and others; new styles of Stravinsky, Schoen-
berg, BartOk; developments in the United States;
implications of recent developments. Bergquist,
Hurwitz.
589 Performanee Practices before 1800(3) Introduc-
tion to 17th-.and 18th-century performance practices;
investigation of primary sources; comparative study of
recorded examples; preparation of a'performing
edition, class demonstrations. Trombley.
591 CoII~lumMuslcum (tR) See MUS 391 for
additional Information.
592 Small J~ Ensembles (1 R) See MUS 392 for
additional information.
593 Jazz Labor8tory Band (tR) See MUS 393 for
additional information.
5.94 Chamber Ensemble (1R) See MUS 394 for
additional information.
595 Band (1-2R)See MUS 195 for additional informa-
tion.
598 Orchestra (1·2R) See MUS 196 for additional
information.
597 Chorus (1-2R) See MUS 197 foTadditional
information.
598.Opera Workahop (2R) See MUS 398 for additional
information.
Courses in
Music Education (MUE)
Lower-Division Courses
199 Special Studies (1-3R)
200 SEARCH (1-3R)
Upper-Division Courses
326 Orientation to Mualc Education (3) Observation
of the total school music program (grades one through
12). Includes dialogue with local teachers. Open to
school administrators and teachers in areas other than
music. Transportation fee. Doerksen.
383 Mllslc MethOds for Elementary Teechere (3)
Planning and organizing musical activities for elemen-
tary school children; opportunities for presenting and
testing ideas and techniques. Laboratory fee. Prereq:
MUS 321, 322. R. Moore, Van Rysselberghe.
391 Volee Pedagogy (1 R) Vocal techniques for
chorus,studio, and class instruction. Methods and
materials for adolescent and mature soloists. Bailey.
392ln&trumental Technlquee (1R) Elementary
instruction in pedagogy and performance of various
instruments. Sections in strings, woodwinds, brass,
percussion, flute, clarinet and saxophone, oboe and
bassoon, trumpet, trombone, horn, violin and viola, and
cello. Primarily for Music Education majors. Instrument
rental fee. .
400 SEARCH (1-3R)
405 Reeding and Conferenee (1-4R) Individual study
of topics at alevel beyond the availability of regularly
scheduled courses. Prereq: completion of all regularly
scheduled courses related to the topic or equivalents
and both instructor's and dean's consent.
407(G) Seminar (1·3R) Various topics at an advanced
level, offered periodically according to student and
faculty interest and availability.
408 (G) Workshop (Arr,R)
409 (G) Practlcum (1-4R) Practical experience in
~~~d~~s9d~~~~~f activities. pr~~r : instructo~r's and
410 (G) Experimental Course (Arr,R)
411 Teechln Methods: Inet i1tentlil (3) onoerns
of music tea~ers in seconda and eleme tary
schools. Observations, procedures, and in tructional
materials; planning and te.aching lessons f r analysis
and criticism. Instrumental technique clas es recom-
mended. Precedes student teaohing. Doe ksen.
412 Teaching Method.s: Elementliry Choral and
General (3) Concerns of music teachers in the
elementary school. Observations, procedures,
instructional materials; planning and teaching lessons
for analysis .and critioism. Precedes studentteaching..
Coreq: Practicum: Elementary School Music (MUE
409). Laboratory fe.e. R. Moore.
413 Teechlng Methods: secondary Choral and
General (3) See MUE 411 for details.
4141nltrUment81 Teechl~ Strategies (2) Learning
comprehensive ·musicianshlp through orchestra and
band performance ina laboratory setting. Performance
on primary and secondary instruments, conducting,
developing teaching strategies with goals and
objectives. Maybe taken priorto MUE 411. Doerksen.
415 (G) General Mu'slc In the Middle School (3)
Musical characteri.stics and capabilities of middle
school students. Suitable materials and music
experiences; alternative. approaches to curriculum
development, methods, and evaluation. Laboratory
fee. .
416,417 (G) Kodily Context I,ll (3,3) Development
of musicianship through solfa and hand signs.
Sequential steps for teaching music literacy. Review
of folk and composed musical literature for children.
R. Moore.
419 senior Colloquium In schcioi Mualc (31 The
interrelationships among the various areas of music.
To be taken in the last term of the senior year.
274 Music Education
420 (G) Orff·Schulwerk: Introduction (3R) Introduc-
tion to Orff-Schulwerk. Speech and rhythm improvisa,
tion, basic instrumentation.·Rwhen instructorchange.s.
421 (G) Orff·Schulwerk: Levell (3R) Ostinati, simple
bordun, recorders, creative movemElnt~. Prereq:MUE;
420. R when instructor changes.'" .
422 (G) Or;ff-Schulwerlc: Level II (3R) Moving bordun,
orchestrations: I-V, I-IV, I~IV-V. Prereq: MUE420, 421.
R when instructor changes. .
424 (G) Children's Choir (3) Study iechniques that
lead to beautiful singing by children. Warm-ups,
intonation exercises, motivation strategies, high-quality
music, programming concerts, rehearsals. R. Moore.
425 Classroom Instruments (2) Basic performing _
skills on the recorder and guitar; advanced sirumming.
techniques on the autoharp. Laboratory fee.Prereq:
instructor's c~:>nsent: R Moore. ',.
426 (G) The General fJ!Iuslc Program: Elementary (3)
Musical development'of children from nursei)l through
elementary school; curriculum; methods, materials;
and evaluation. Prereq: MUE 383 or 412..Labora;to,.y.
~a .
427 (G) The General MusicProgrllm: Secondary (3)
Objectives, procedures, instructiOnal materials, and
evaluation of music programs for the general student
in both junior and senior high schools.
428 (G) Music for Early Childhood (3R) Musical
characteristics and abilities of preschoolc/1jldren.
Suitable materials and musical experiences; ..
techniques of involving parents in children's music
ma;king. Laboratory .f.ee. R for maximum of 9 pr~dits.
429 (G) Music,in Special Education. (3) Music for
handicapped or gifted learners, .Educational and
therapeutic u~esofmusic for mentally, physically; and
emotionally disabled as well as gifted learners.
R. Moore. .
430 (G) Classroom Management in Music (3)
Aiternative tec.hniques foi maintaining an environment
conducive to music learning. ,Emphasis on obsElrving
effective public school music classes andinterpreta-
tion of effects on children. .
444 (G) Choral Materials for Schools (2) Rep'ertoire
for choral groups in secondary schoOls; choral music .
from early historical periods to the avant-garde; criteria
for selection of choral music; illstructional program and
concert planning..
445 (G) .String Materials for Schools (2) Repertoire
for orchestra and other string instrument groups' in
elementary and secondary schools; p~oblems of '.' .
leadership presentation, organization, and program
planning. Prereq; instructor's consent:
446 (G) Wind Instrumr.nt Materials for Schools (2)
Repertoire for bands and other~,ind inst~urnent grQUps
in elementary and secondary 'schools; pibblems'of'
leadership, presentation, and organization. Prer~q:
instructor's consent: J. R. Moore.
447 (G) Psych~logy of Music (3) Functions of the, .
musical mind; knowledge and intellectual skills reiated
to mature perception; implications for the teaching of
music. Prereq: EPSY 323 or equivalent:
471 (G) Piano Pedagogy I: Fundamentals of
Teaching (3) Basic processes of piano teaching.
Observation of individual, group, and laboratory
instruction at all levels of student proficiency. Allen.
472 (G) Piano Pedagogy II: Pre-Pianoan~ Beginning
Plano Study (3)Processes and materials for teaching .
children during the first three years of piano study.
Group and individual teaching experiences. Prereq:
MUE 471; coreq: MLJE 409 or 509. Allen. .
473 (G) Piano Pedagogy III: Teaching Teenagers
and Adults (3) Processes .and materials for teaching
older beginners and intermediate students. Group,
individual, and laboratory teaching experiences.
Prereq: MUE 471; coreq: MUE 409 or 509. Allen.
491 (G) Advanced Pedagogy (3R) Sections in brass,
college music education course's, composition, piano, .
history, musiCianship, percussion, string instruments;
voice, woodwinds. R for maximum of 9 credits.
Graduate COI.Jrses
501 Research (Arr',R) PIN ollly. Prerecj: ins.tructor's
and dean's consent: .
502 Supervised College Music Teaching (Arr,R)
503 Thesis (Arr,R) PIN only. Prereq: instructor's
q:>nsent:
505 Reading and Conference (1-4R) Individual study
of topics beyond the availability of regularly scheduled
courses. Prereq: completion of all regularly scheduled
courses related to the topic or equivalents and
instructor's consent.
507 Seminar (Arr,R) Recent topics are General
Seminar in Music Education, History of U.S. Music
Educaiion,NewTrends in MusicEducation, and.Thesis
Organization.
509 Practicum (1-4R) Professionally related experi-
ence on campus or elsewhere, with supervision bya
qual~iedexpertboth in planning and in carrying out
the project. Prereq: knowledge and competence both
in the substance of the activity and in curricular
planning,. instructor:s and dean'sco[1sent.
510 Experimental Course (Arr,R)
514 Resources in Music EdUcation (3) Review of
resources in musical pedagogy. Compilation of
annotated bltliography. Ways to evaluate music
teaehing and learning in order to improve ensemble
and classroom instruction.·R. Moore.
532 Music In School and Society (3) Musical
experiences,and responses in contemporary sooiety;
standards for musical quality. Elementary and
secondary school music programs, past and present,
and their relationships to the communities they serve.
533 Music in the Elementary School (3) CurricUla,
materials, and procedures of teaching.:general music
in the elementary school. Laboratory fee.
534 Music In the Junior High School (3) Current
concerns and philosophies related to music in the
junior high school and in the life of its students.
535 Music In the Senior HIgh School (3) Curricula,
organizations, methods, and materials in senior high
school music, both vocal and instrumental.
536 AdministratIon of School Music (3) Principles
underlying a sound policy in the administration of
school music programs; bUdgets, personnel, cur-
riculum, facilities.
538 Curricular Strategies In Music Education (3)
Procedures for developing music courses for today's
schools; determination of goals, content; instructional
materials, and evaluative criteria; exploration of
significant curriculum development projects in music
education.
540,541,542 Concept Development in College
Music Teaching (3,3,3) Developing knowledge, skills,
and attitudes useful for teaching music; current
principles of educational psychology, instructional
techniques, tests and measurements. Doctoral
students only. Prereq: instructor's consent. Martin.
Courses in Performance
Studies (MUP)
Lower-Division Courses
100Basic Performance Studies (2R) PIN only. Class
piano. Prereq: instructor's consent. Extra fee.
101-1(17 Basic Performance Studies (2R) PIN only.
101 : Voice, 102: Strings, 103:Woodwinds, 104: Brass,
105: Percussion, 106.: Guitar, 107: Recorder,. Prereq:
instructor's consent. R twice for maximum of 6 credits.
Extra fee.
131, 132, 133 Basic Performance Class Piano (2,2,2)
First-year sequence for students with little or no piano
background. Reading on the grand staff, technique,
improvisation, ensemble and solo repertoire, playing
by ear,adding simple accompaniments. Music majors
only.
14D-162 Intermediate Performance Studies (2R) PIN
only. Instruction in performance for students with
minimal previous training. 140: Voice for Nonvoice
Specialists, 141: Piano, 142: Harpsichord, 143: Organ,
144: Voice for voice specialists, 145: Violin, 146: Viola,
147: Cello, 148: Bass, 149: Harp, 150: Guitar, 151:
Flute, 152: Oboe, 153: Clarinet, 154: Saxophone, 155:
Bassoon, 156: Trumpet, 157: French Horn, 158:
Trombone, 159: Baritone Horn, 160: Tuba, 161:
Percussion, 162: Recorder. Prereq: audition, instruc-
tor's cQnsent. R twice for maximum of 6 credits. Extra
fee.
17D-194;Performance Studies (Studio Instruction)
(2-4R) First level of lower-division studio instruction.
Technique and style of artistic performance. 170:
Voice for Nonvoice Specialists, 171: Piano, 172:
Harpsichord, 173: Organ, 174: Voice for Voice
Specialists, 175: Violin, 176: Viola, 177: Cello, 178:
Bass, 179: Harp, 180: Guitar, 181: Flute, 182: Oboe,
183: Clarinet, 184: Saxophone, 185: Bassoon, 186:
Trumpet, 187: French Horn, 188: Trombone,189:
Baritone, 190:Tuba, 191: Percussion, 192: Recorder,
193: Fortepiano, .194: Clavichord.
200 SEARCH (1 0 3R)
231,232,233 Intermediate Performance Class
Plano (2,2,2) Chords, harmonization, transposition,
and playing by ear, Closed- and open-score reading.
Improvisation in classical and 20th-century traditions.
Solo and ensemble repertoire from baroque, classical,
romantic, and contemporary periods. Music majors
only.
271-294 Performance StUdies (Studio Instruction)
(2·4R) Second level of lower-division study. 271:
Piano, 272: Harpsichord, 273: Organ, 274: Voice, 275:
Violin, 276: Viola, 277: Cello, 278: Bass, 279: Harp;
280: Guitar, 281: Flute, 282: Oboe, 283: Clarinet, 284:
Saxophone, 285: Bassoon, 286: Trumpet, 287: French
Horn, 288: Trombone, 289: Baritone, 290: TLiba, 291:
Percussion, 292: Recorder, 293: Fortepiano, 294:
Clavichord. Prereq: instructor's consent, proficiency
equivalent to completion of 100 level.
Upper..Division Courses
341-362 Performance Studies (Studio Instruction)
(2-4R) Upper-division study for qualified degree
candidates specializing in an area other than perform-
ance. 341: Piano, 342: Harpsichord, 343: Organ, 344:
Voice, 345: Violin, 346: Viola, 347: Cello, 348: Bass, .
349:.,Harp, 350: Guitar, 351: Flute, 352: Oboe, 353:
Clarinet, 354: Saxophone, 355: Bassoon, 356:
Trumpet, 357: French Horn, 358: Trombone, 359:
Baritone, 360: Tuba, 361: Percussion, 362: Recorder.
Prereq: jury audition, instructor's consent; proficiency
equivalent to completion of 200 level.
Music Performance 275
365 Performance Studies for Music Minors (2-4R)
Studies in a variety of performance areas for the
student seeking a Music minor, Extra fee,
371·394 Performance Studies (Studio Instruction)
(2-4R) First ievel of upper-division study for degree
candidates, 371: Piano, 372: Harpsichord, 373:
Organ. 374: Voice, 375: Violin, 376: Viola. 377: Cello,
378: Bass, 379: Harp, 380: Guitar, 381: Flute, 382:
Oboe, 383: Clarinet, 384: Saxophone, 385: Bassoon,
386:Trumpet, 387: French Horn, 388: Trombone. 389:
Baritone, 390: Tuba, 391: Percussion, 392: Recorder,
393: Fortepiano, 394: Clavichord, Prereq: jury audition,
instructor's consent, proficiency equivalent to comple-
tion of MUP 271-294.
400 SEARCH (1-3R)
410 Experimental Course (Arr,R)
471-494 Performance Studies (StUdio Instruction)
(2-4R) Second level of upper-division study for degree
candidates preparing a recital. 471: Piano, 472:
Harpsichord, 473: Organ. 474: Voice, 475: Violin, 476:
Viola, 4n: Cello, 478: Bass, 479: Harp, 480: Guitar,
481: Fiute, 482: Oboe. 483: Clarinet, 484: Saxophone,
485: Bassoon, 486: Trumpet, 487: French Horn, 488:
Trombone, 489: Baritone, 490: Tuba, 491: Percussion,
492: Recorder, 493: Fortepiano, 494: Clavichord,
Prereq: instructor's consent, proficiency equivalent to
completion of MUP 371-394.
Graduate Courses
510 Experimental CO\lrse (Arr,R)
511-532 Performance Studies (Studio Instruction)
(2R) Beginning study for graduate students in a
secondary performance medium, 511: Piano, 512:
Harpsichord, 513: Organ, 514: Voice, 515:Violin, 516:
Viola, 517: Cello, 518: Bass, 519: Harp, 520: Guitar,
521: Flute, 522: Oboe, 523: Clarinet, 524: Saxophone,
525: Bassoon, 526: Trumpet, 527: French Horn, 528:
Trombone, 529: Baritone, 530: Tuba, 531: Percussion,
532: Recorder. Prereq: instructor's consent, jury
audition in primary performance medium to demon-
strate proficiency required for admission to MUP
341-362 or 371-394. R for maximum of 6 credits.
541-562 Performance Studies (StUdio Instruction)
(2-4R) Graduate-level study for degree candidates
specializing in other than performance. 541: Piano,
542: Harpsichord, 543: Organ, 544: Voice, 545: Violin,
546: Viola, 547: Cello, 548: Bass, 549: Harp, 550:
Guitar. 551: Flute, 552: Oboe, 553: Clarinet, 554:
Saxophone, 555: Bassoon, 556: Trumpet, 557: French
Horn, 558: Trombone, 559: Baritone, 560: Tuba, 551:
Percussion, 562: Recorder. Prereq: instructor's
consent, jury audition to demonstrate proficiency at
completion of MUP 271-294. R for maximum of 12
credits.
570 Performance Studies (StUdio Instruction):
Plano Accompanying (2·4R) Master's-Ievel piano
accompanying for degree candidates specializing in
performance, Concentration on vocal and instrumental
repertoire. Prereq: instructor's consent and audition to
demonstrate proficiency equivalent to MUP 571,
571-594' Performance Studies (Studio Instruction)
(2-4R) Master's level study for degree candidates
specializing in performance. 571: Piano, 572:
Harpsichord, 573: Organ, 574: Voice, 575: Violin, ~76:
Viola, 5n: Cello, 578: Bass, 579: Harp, 580: Guitar,
581 : Flute, 582: Oboe, 583: Clarinet, 584: Saxophone,
585: Bassoon, 588: Trumpet, 587: French Hom, 588:
Trombone, 589: Baritone, 590: Tuba, 591: Percussion,
592: Recorder, 59,3: Fortepiano, 594: Clavichord,
Prereq: instructor's consent, jury audition to dem-
onstrate proficiency at completion of MUP 471-494,
641-661 Pel10rmance Studies (StUdio Instruction)
(2-4R) Doctoral level study for degree Candidates with
a supporting area in performance. 641: Piano, 642:
Harpsichord, 643: Organ, 644:Voice. 645: Violin, 646:
Viola. 647: Cello, 648: Bass, 649: Harp, 650: Guitar;
651: Flute, 652: Oboe, 653: Clarinet, 654: Saxophone,
655: Bassoon, 656: Trumpet, 657: French Horn, 658:
Trombone, 659: Baritone, 660: Tuba, 661: Percussion.
Prereq: instructor's consent, jury audition to dem-
onstrate proficiency at completion of MUP 571-594,
sufficient talent and experience to justify the undertak-
ing of performance as a supporting area.
671-694 Performance Studies (StUdio Instruction)
(2-4R) Doctoral level study for degree candidates with
a primary area in performance. 671: Piano, 672:
Harpsichord, 673: Organ, 674: Voice, 675: Violin. 676:
Viola, 6n: Cello, 678: Bass, 679: Harp, 680: Guitar,
681: Flute, 682: Oboe. 683: Clarinet, 684: Saxophone,
685: Bassoon, 688: Trumpet, 687: French Horn, 688:
Trombone, 689: Baritone, 690: Tuba, 691: Percussion,
692: Recorder, 693: Fortepiano, 694: Clavichord.
Prereq: instructor's consent, jury audition to dem-
onstrate proficiency at completion of MUP 571-594,
sufficienltalent and experience to justify the undertak-
ing of performance as a primary area,
276
277
Graduate School
125 Chapman Hall
Telephone (503) 686-5128
Kenneth D. Ramslng, Acting Dean
Toby J. Deemer, Assistant to the Dean
for Academic Administration
Graduate Council
Kenneth D. Remslng, Chelr, ex officio
Laura J. Alpert, Fine and Applied Arts
Barry T. Bates, Physical Education and Human
Movement Studies
Christopher Bolton, Gerontology
Lawrence R. Carter, Sociology
Emmanuel S. Hatzantonis, Romance Languages
J. Robert Hladky, Music
Robert M. Mazo, Chemistry
Arnulf Zweig, Philosophy
Advanced Degrees
Through the Graduate School, the University of
Oregon offers studies leading to advanced
degrees in the liberal arts and sciences and in
the professional fields of architecture and allied
arts; business administration; education;
human development and performance; jour-
nalism; and music. Program offerings are listed
below. The advanced degree granted is printed
nexttothe degree program. Where no degree
is listed, the subject is an area of focus within
the college, school, or department.
Specific program requirements for the majority
of these degrees appear in the departmental
sections of this bulletin; general requirements
of the Graduate School appear in the following
pages.
College of Arts and Sciences
Anthropology: M.A., M.S., Ph.D.
Archaeology
Cultural Anthropology
Linguistics
Physical Anthropology
Biology: MA, M.S., Ph.D.
Cell Biology
Developmental Biology
Ecology
Genetics
Marine Biology
Microbiology
Molecular Biology
Morphology
Neurosciences
Physiology (mammal, plant)
Systematics
Chemistry: M.A., M.S., Ph.D.
Biochemistry
Chemical Physics
Molecular Biology
Organic Chemistry
Physical Chemistry
Theoretical Chemistry
Classics: M.A.
Classics
Greek
Latin
'. Computer and Information Science:
MA, M,S.,Ph.D.
Economics: MA, M.S., Ph.D.
Econometrics
Economic Development
International Economics
Monetary Theory and Policy
Public Finance
Regional and Urban Economics
Resource Economics
English: MA, M.FA, Ph.D.
American Literature
Creative Writing: M.FA
English Literature
Geography: MA, M.S., Ph.D.
Cultural Geography
Physical Geography
Geological Sciences: MA, M.S., Ph.D.
Economic Geology
Geochemistry
Geophysics
Mineralogy-Petrology
Paleontology
Stratigraphy
Volcanology
Germanic Languages and Literatures:
MA, Ph.D. .
History: MA, Ph.D.
Ancient History
East Asia
England since 1485
Europe to 1500
Europe 1400-1815
Europe 1780 to Present
Latin America
Russia
United States
Linguistics: MA, Ph.D.
English as a Second Language
General Linguistics
Mathematics: MA, M.S., Ph.D.
Algebra
Fields
Groups
Rings
Analysis
Differential Equations
Functional
Harmonic
Combinatorics
Geometry
Algebraic
Differential
Mathematical Education
Numerical Analysis
Probability
Statistics
Topology
Algebraic
General
Geometric
Philosophy: MA, Ph.D.
Physics: MA, M.S., Ph.D.
Applied Physics (inclUding solar energy)
Astronomy, Astrophysics, Cosmology
Atomic and Chemical Physics
Biophysics
Condensed Matter, Experimental and Theory
Elementary Particle Theory
Nuclear Physics
Statistical Mechanics
Political Science: MA, M.S., Ph.D.
American Government and' Politics
Comparative Politics
International Relations
Methodology
Political Behavior and Political Theory
Public Administration and Public Policy
Psychology: MA, M.S., Ph.D.
Clinical
Developmental, Personality
General Experimental (Cognitive)
Neurosciences
Physiological
Social
Romance Languages: MA, Ph.D.
French Language and Literature: MA
Italian Language and Literature: MA
Spanish Language and Literature: MA
Russian: MA
Sociology: M.A., M.S., Ph.D..
Family, Sex Roles, and Socialization
Population, Community, and Environment
Sociology of Women
Stratification and Political Sociology
Theory
Work, Occupations, and Organization
Speech
Speech: Rhetoric and Communication: M.A.,
M.S., Ph.D.
Speech: Telecommunication and Film: MA,
M.S., Ph.D.
Speech: Theater Arts: MA, M.S., M.FA,
Ph.D.
Interdisciplinary Programs
Asian Studies: M.A., M.S.
Chinese
Jap.anese
Comparative Literature: M.A., Ph.D.
Corrections: MA, M.S.
Individualized Program: MA, M.S.
e.g., Individualized Program: American
Studies, Individualized Program: Applied
Information Management, Individualized
Program: Environmental Studies,
Individualized Program: Folklore
Industrial Relations: MA, M.S.
International Studies: M.A.
Teaching: MA, M.S.
278 Graduate School
Professional Schools
and Colleges
School of Architecture
and Allied Arts
Architecture: M.Arch.
Interior Architecture: M.I.Arch.
Art Education: M.A., M.S., D.Ed., Ph.D. (D.Ed.
and Ph.D. degrees granted by College of
Education)
Art History: M.A., Ph.D.
Fine and Applied Arts: M.F.A.
Ceramics: M.F.A.
Metalsmithing and Jewelry: M.F.A.
Painting: M.F.A.
Printmaking: M.F.A.
Sculpture: M.F.A.
Visual Design: M.F.A.
Weaving: M.F.A.
Historic Preservation: M.S.
Landscape ArchiteCture: M.L.A.
Planning, Public Policy and Management
Public Affairs: M.A., M.S.
Urban and Regional Planning: M.U.P.
College of Business
Administration
Accounting: M.A.,M.S., M.B.A., Ph.D.
Decision Sciences: M.A., M.S., M.B.A., Ph.D.
Decision Sciences: Business Statistics:
M.A.. M.S., M.B.A., Ph.D.
Decision Sciences: Production and Opera~
tions Management: M.A., M.S., M.B.A., Ph.D.
Finance: M.A., M.S., M.B.A., Ph.D.
Management: M.A., M.S;, M.B.A., Ph.D.
Management: Corporate Strategy and
Policy: Ph.D.
Management: Generai Business: M.B.A.
Management: Human Resources: Ph.D.
Management: Organizational Studies: Ph.D.
Marketing: M.A., M.S., M.B.A., Ph.D.
Marketing: International Business: M.A., M.S.,
M.B.A.
Interdisciplinary Programs
Forest Industries Management: M.B.A..
College of Education
Counseling Psychology: D.Ed., Ph.D.
Counseling: M.A., M.S., M.Ed..
Employment and Vocational
Individual and Family.
School and Social Agency
Curriculum and Instruction: M.A., M.S.,
M.Ed., D.Ed., Ph.D.
Early Childhood Education: M.A., M.S., M.Ed.
Elementary Education: M.A., M.S., M.Ed.,
D.Ed., Ph.D.
Curriculum and Supervision: M.A., M.S.,
M.Ed.
Talented and Gifted': M.A., M.S., M.Ed.
Instructional Technology: M.A., M.S., M.Ed.
Reading and Language Arts: M.A., M.S.,
M.Ed.
Secondary Education: M.A., M.S., M.Ed.
Educational Policy and Management: MS.,
D.Ed., Ph.D.
Educational Psychology: M.A., M.S.,
M.Ed., D.Ed., Ph.D. .
Applied Human Development
General Educational Psychology
Measurement and Research
School Psychology: M.A., M.S., M.Ed., Ph.D.
Special Education: M.A.,¥.S., M.Ed.,
D.Ed., Ph.D.
Special Education: Developmental Dis-
abilities: M.A., M.S., M.Ed., D.Ed., Ph.D.
Special Education: Handicapped Learner:
M.A., M.S., M.Ed., D.Ed., Ph.D.
Special Education: Rehabilitation: D.Ed.,
Ph.D.
Speech Pathology-Audiology: M.A., M.S.,
M.Ed., D.Ed., Ph.D.
College of Human Development·
and Performance
Dance: M.A., M.S.
Health Education: M.A., M.S., D.Ed., Ph.D.
Community Health Administration
Community Health Education
Gerontology (certificate only)
Health and Fitness Management
Health Education for
Health Care Practitioners
School Health Education
Leisure Studies and Services: M.A.', M.S., D.Ed.,
Ph.D.
Outdoor Recreation and Education
Professional Education
Recreation and Park Administration
Recreation Program Supervision
Physical Education: M.A., M.S., D.Ed., Ph.D.
Adapted Physical Education
Athletic Training
Biomechanics
Exercise Physiology
Fitness Management
Growth and Development
Human Anatomy
Human Movement Studies
Leadership and Management
Motor Learning and. Control
Psychology of Sport
Teaching Analysis
School of Journalism
Journalism: M.A., M.S.
Journalism: Advertising: M.A., M.S.
Journalism: Magazine: M.A., M.S.
Journalism: News-Editorial: M.A., M.S.
Journalism: Public Relations: M.A., M.S.
Journalism: Radio-Television: MA, M.S.
School of Music
Music
Music: Choral Conducting: M.Mus., D.M.A.
Music Composition: M.Mus., D.M.A.
Music Education: M.A., M.Mus., D.M.A., D.Ed.,
Ph.D. (D.Ed. and Ph.D. degrees granted by
College of Education)
Music Education: Choral-General: M.A.,
M.Mus., D.M.A., D.Ed., Ph.D.
Music Education: Choral-Instrumental: M.A.,
M.Mus., D.M.A., D.Ed., Ph.D.
Music Education: Instrumental: M.A.,
M.Mus., D.M.A., D.Ed., Ph.D.
Music History: M.Mus., D.M.A.
Music Performance: Instrumental
Music Performance: Keyboard: M.Mus., .
D.M.A.
Music Performance: Percussion: M.Mus.,
D.M.A.
Music Performance: Voice: M.Mus., D.M.A.
Music Theory
Music: Piano Pedagogy: M.Mus.
General Information
Students wanting to earn a second bachelor's
degree should not apply to the Graduate
School. They should request an application for
G6 Postbaccalaureate Nongraduate Student
status from the Office of Admissions and
Records, University of Oregon, Eugene OR
97403; telephone (503) 686-3201. .
Students wanting to earn a graduate degree at
the University are admitted to the Graduate
. School in accordance with the procedures
described below.
Graduate Admission
To be admitted to the Graduate School for the
purpose of seeking an advanced degree or
enrolling in a formal nondegree graduate
program, a student must be a graduate of an
accredited four-year college or university and
must be accepted by the professional school
or major departme(lt in which he or she pro-
poses to study. .
Graduate Classification
Students seeking advanced degrees or certifi-
cates are classified as follows:
GO Premaster's certificate
G1 Postmaster's certificate
G2 .. Postdoctoral work
G3 (conditiona~ G8 (unconditiona~
Master's degree
G4 (conditiona~ G9 (unconditiona~
Doctoral degree
A student from an unaccredited institution or
. from one that offers the equivalent of bachelor's
degree instruction, but not the degree itself,
may be admitted under special procedures
once he or she has been recommended for
admission by a school or department at the
University of Oregon and has received the
approval of the dean of the Graduate School.
The University's schools and departments
determine their own specific requirements for
graduate admission. Students should become
familiar with these requirements before
applying.
Initial admission may be either conditional or
unconditional. If a conditionally accepted
student has not been granted unconditional
admission after the completion of 36 credits of
graduate course work, the Graduate School
may inquire as to the reason and recommend
that a decision on the student's status be made
as soon as possible.
A former University of Oregon student must be
admitted formally to the Graduate School in the
same way as a student from any other college
or university. A student who has been admitted
and wants to change his or her major must be
accepted by the new department. Filing a
Change of Major form and any official
documents the new department requires
accomplishes this change.
A student not previously enrolled at the Univer-
sity is required to pay. a $25.00 fee when
applying for admission, Applicants should
address inquiries concerning graduate admis-
. sion to the department or school in which they
plan to study, not to the Graduate School or the
Office of Admissions and Records.
Application Procedure
Students seeking admission to the Graduate
School must submit an application on an official
University application form. The first copy of the
Application for Graduate Admission and an
official transcriptfrom the college or university
from which the applicant received a bachelor's
degree must be sent to:
Office of Admissions and Records
PO Box 3237
University of Oregon
Eugene OR 97403
The remaining copies of the application form
and official transcripts of all previous college
work, both undergraduate and graduate, must
be sent to the department or professional
school of the University in which the applicant
plans to study.
At the option of the school or department, the
applicant may also be requested to furnish
additional materials such as transcripts of test
scores (e.g., Graduate Record Examination,
Miller Analogies Test), evidence of foreign
language proficiency, and letters of reference.
The applicant should ascertain from the school
or department what additional materials, if any,
are expected. These additional materials are to
be sent directly to the department.
Admission for Graduate Postbaccalaureate
Study. An applicant with a bachelor's degree
or the equivalent from an accredited institution
who wants to take additional graduate work not
in pursuit of a specific graduate degree must
submit the official application form and an
official transcript from the college or university
from which he or she received either the
bachelor's degree or a subsequenladvanced
degree to the Office of Admissions and Rec-
ords, University of Oregon, Eugene OR 97403.
(University of Oregon graduates do not need to
send an official transcript to the Office of
Admissions and Records.) Graduate postbac-
calaureate status is a nondegree classification.
A satisfactory record is a major factor in
determining reenrollment. Credits earned by
postbaccalaureate students are recorded in the
Office of the Registrar. For more information see
Other Graduate Classifications under General
Requirements and Policies, below.
International Students
Students whosenative language is not English
must supply the results of the Test of English
as a Foreign Language (TOEFL) with their
application.
For information about testing dates and places
write to:
TOEFL
PO Box 899
Princeton NJ 08540
Additional proficiency tests may be adminis-
teredupon the student's arrival at the University.
Students who are deficient in English are
assigned to special courses in English as a
second language. Tutoring on an individual
basis during the school term is available
through the Center for Academic Learning
Services, .108 Library; telephone (503) 686-
3226.
Foreign students wanting English training
beforebeginning their studies at the University
of Oregon or another U.S. university may enroll
in the American English Institute. For further
information write to:
American English Institute
241 Prince Lucien Campbell Hall
University of Oregon
Eugene OR 97403
USA
Course Numbering System
401-499 (M)
Upper-division courses that may be offered for
graduate minor or nonmajor credit or may, if
approved, form part of an interdisciplinary
master's program.
401-499 (G)
Upper-division courses that may be offered for
graduate major credit.
500-599
Graduate courses (seniors with superior
scholastic achievement may be admitted with
instructor's consent).
501·510
Graduate courses that maY be repeated in
successive terms under the same number;
credits are arranged according to the amount
of work to be completed. Certain numbers are
reserved for special types of work: 501 Re-
search or other supervised original work; 502
Supervised College Teaching; 503 Thesis; 505
Reading and Conference; 506 FieldStudies or
Special Problems; 507 Seminar; 508 Workshop,
Special Topics, or Colloquium; 509 Practicum,
Terminal Project, or Supervised Tutoring; 510
Experimental Course.
In all divisions except the School of Law, 501
Research and 503 Thesis are classified as
passino pass (PIN) courses.
600-699
Courses of a highly technical. nature that count
toward a professional degree only, not toward
advanced academic degrees such as M.A.,
M.S., PhD.
General
Requirements
and Policies
Course Registration
Requirements and Limits
A graduate studentmay register for up to 16
credits of graduate or undergraduate course
work. Registration in excess of this level
requires payment of additional fees for each
extra credit. Minimum registration is 3 graduate
credits a term.
Graduate students working toward an ad-
vanced degree must be erirolled continuously
until all requirements for the degree are come
pleted (see Continuous Enrollment). Further-
more, those using faculty assistance, services,
or facilities must register each term for a number
of graduate credits (no fewer than 3) to compen-
sate for usage. This includes students who are
only taking comprehensive or final examinations
or presenting recitals or terminal projects. In the
term inwhichthey receive the degree, students
must be registered for at least 3 graduate
credits.
Students living elsewhere while writing a thesis
or dissertation and sending chapters to an
adviser for criticism must also be registered for
a minimum of 3 credits; they may register by
proxy for thesis credits. Proxy registration is
permitted only during the normal registration
period for the term in question, as stated in the
Time Schedule of Classes.
Graduate School 279
Various on- and Off-campus agencies and
offices have their own course-load require-
ments. For example, some agencies making
student loans set registration.requirements. The
Office of the Reg istrar can certify a student's
registration only for the credits indicated on an
official registration card. Because the minimum
registration requirements for the Graduate
School may not satisfy some agency require-
ments, it is the student's responsibility to
register for the number of credits required.
Course Enrollment for
FaCUlty and Staff Members
Faculty and staff members wanting to take
graduate courses should refer to the University's
Faculty Handbook or Staff Handbook for
information on regulations and fees.
Faculty members may not pursue an advanced
degree in the department in which they hold an
appointment. To pursue a degree in another
department, they must petition the dean of the
Graduate School for approval.
Joint-Campus Program
Graduate students at the University may, with
adviser and departmental approval, take
graduate courses at any of the other institutions
in the Oregon State System of Higher Education.
A student registers for these courses with the
University of Oregon registrar, who records the
grade on the transcript under JC· 51 O. The
student must be a matriculated UO graduate
student in an advanced degree program and
registered for regular UO courses the same
term the JC 510 course is taken. A maximum
of 15 credits may be applied toward a graduate
degree program. Forms are available in the
Office of the Registrar.
WICHE Regional
Graduate Programs
The Western Interstate Commission for Higher
Education (WICHE) coordinates a regional
graduate exchange program toenable students
from Alaska, Arizona, Colorado, Hawaii, Idaho,
Montana, Nevada, .New Mexico, North Dakota,
Oregon, Utah, Washington, and Wyoming to
apply for admission to selected professional
programs and, if admitted, to be treated as
resident students for tuition purposes.
University of Oregon WICHE programs and
degrees are in molecular biology, PhD. (Aaron
Novick, Institute of Molecular Biology); neuro-
sciences, PhD. (Russell D. Fernald, Institute of
Neuroscience); historic preservation, M.S. _
(Wilmot G. Gilland, School of Architecture and
Allied Arts); and physical education and human
movement studies, PhD., D.Ed. (Michael Ellis,
Department of Physical Education and Human
Movement Studies).
Graduate Credit by Examination
Currently enrolled graduate students may
petition the major department to receive
graduate credit by examination for areas in
which they feel qualified by experience or
independent study. These areas must be
directly equivalent to graduate courses listed
by title in the current bulletin of the University.
Credit earned in this manner does not count
toward the satisfaction of the residence require-
ment for the master's degree. Procedures for
credit by examination for graduate students are
as follows:
280 Graduate School
1. The graduate adviser and the dean or
department head of the division offering the
course must approve the student's petition.
2. The student must pay in advance a special
examination fee of $25.00 per course.
3. The student must compiete arrangements
for the examination at least one month before
the examination date.
4. Graduate credit by examination is recorded
as a P(pass) unless the course in question
is listed in the most recent Time Schedule of
Classes as graded only.
5. Credit by examination is not awarded for
Research (401, 501), Thesis (403, 503),
Reading and Conference (405, 505), Work-
shops (408,508), Practica (409, 509), and
Experimental Courses (410,510).
6. ,Students may not receive graduate credit by
examination for courses (a) they have
preViously failed at the University or else-
where, or (b) that would substantially
duplicate credit already received that is
being applied toward an advanc€d degree
at the University.
Petition forms are available in the Office of the
Registrar.
Grade Requirements
For all master's programs, and those doctoral
programs with credit requirements, students
must maintain· at least a 3.00 grade point
average (GPA) in all graduate courses taken in
the degree program. Grades of D or F for
graduate courses are notaccepted for graduate
credit but are computed in the GPA The grade
of N (no pass) is neither accepted for graduate
credit nor computed in the GPA.
AGPA below 3,00 at anytime during a graduate
student's studies or the accumulation of more
than 5 credits of N or F grades-regardiess of
the GPA-is considered unsatisfactory. The
dean of the Graduate School, after consultation
with the student's major department, may drop
the student from the Graduate School, thus
terminating the student's degree program.
Other Graduate Classifications
A student not seeking a graduate degree may
be classified as a graduate student doing
graduate-level work but not for a degree or
certificate (GO,G1 ,G5), acommunityeducation
student(G7), or a nonprogram summer session
student (G7), All earned credits in these
classifications are recorded on the student's
transcript
Up to 15 graduate credits earned under one or
more of the above classifications may later be
counted in a master's degree program if
endorsed by the school or department and
approved by the Graduate School. (This is
within the 15-credit maximum of transfer credit
to a 45-credit master's degree program.)
Approved credits may be used to meet all
relevant University degree requirements.
I and Y Marks
Graduate students must convert a graduate
course incomplete (I) into a passing grade
within one calendar year of the assignment of
the incomplete.
Students may request added time for the
removal of the incomplete by submitting a
petition stating the course requirements that
were not initially completed, signed by the
instructor, to the dean of the Graduate School
for approval. This policy does not apply to
incompletes assigned to Research (501),
Thesis (503), and Terminal Project (509). Thesis
credits are automatically converted when the
thesis is completed and accepted by the
Graduate School. Research and Terminal
Project credits should be converted by the
instructor submitting a supplementary grade
report to the Office of the Registrar. Incompletes
remaining on the transcript subsequent to
completion of a degree may not be removed.
Graduate students are not permitted to convert
a markofY (no basis for agrade) unless the Y
was the result of an administrative error.
Continuous Enrollment
Students enrolled in an advanced degree or
graduate certificate program must attend the
University continuously, except for summers,
until all of the program requirements have been
completed, unless on-leave status has been
approved. Postadvancement doctoral students
are allowed only a single academic year of
leav.e following advancement to candidacy.
Beyond this, the doctoral student is permitted
to register in absentia, for a reduced term fee,
when he or she is doing no work toward the
degree and is using no University or faculty
services (i.e" no examinations are being taken,
no committee changes are being processed;
no thesis or dissertation chapters are being sent
in for review). This in absentia registration
maintains the student's status as a degree
candidate and reserves a place for dissertation
supervision and other academic affairs upon
the student's return to active enrollment within
the seven-year time limit Otherwise, minimum
registration is 3 credits ofgraduate work aterm.
On-Leave Status
A graduate student interrupting a study program
for one or more terms, excluding summer
session, must register for on-leave status to
ensure a place upon return. Only graduate
students in good standing are eligible.
The Graduate School must receive the applica-
tion by the last registration day in that term, as
noted in the Time Schedule ofClasses. On-leave
status is granted for a specified time period that
may not exceed three academic terms, exclud-
ing summer session Students with on-leave
status are not required to pay fees. However,
students r)lust register and pay fees if they will
be using University facilities or staff services
during that term.
A student pursuing a master's degree during
summer session only must obtain on-leave
status for each ensuing school year. These
summer students must still complete all require-
ments within the seven-year time limit.
Waiver of Regulations
All graduate students have the right to petition
for exemption fromany academic requirement.
The Graduate School reviews, upon petition, the
educational purpose the regulation in question
was designed to serve. If the student has met
the requirement in principle, the Graduate
School approves the petition. If the requirement
has not been observed in principle, the petition
is denied. Petitions are seldom granted if the
only reason given is to save the student trouble
or expense. Graduate School petition forms are
available at the department, school, and
Graduate School offices.
Student Records Policy
A copy of the Student Records Policy appears
in the fall term Time Schedule of Classes.
Copies may also be obtained at the Office of
the Dean of Students and the Office of the Dean
of the School of Law. The following is a summary
of that policy:
Students enrolled in the University generally
have the right to inspect records maintained by
the University that directly affect them. The
University maintains only student records
relevant to the educational or related purposes
of the University and will not release those
records to anyone other than the student,
except for University personnel who have
legitimate interests, at the direction of a court,
or in emergency situations. The University will
release upon request directory information
about the student, but the student may request
that such information not be released. The
student may request the correction of errors in
the University records and is also entitled to a
hearing, if necessary, Students may review
letters of recommendation received after
December 31, 1974, unless they have waived
that right with the appropriate University
department. ,
Graduate Tuition,
Fees, and
Financial Aid
Tuition and Fees
All fees are subject to change by the Oregon
State Board of Higher Education. The tuition
schedule for graduate students each term of
the 1986-87 academic year was as follows:
Credits Resident Nonresident
3 , $282,00 $ 426.00
4 .. , , $354.00 $ 546.00
5 , , , .. , $426,00 $666.00
6 .. , , $498,00 $ 786,00
7 . . . . $569.00 $905.00
8 .. , . , . , . . $64900 $1,030.00
9-16 $722.50 $1,151.50
Each credit
over 16 " $ 68,00 $ 116.00
Every graduate student must make one $50.00
general deposit annually at the first registration
to protect the University against loss or damage
to institutional property.
A graduate student not previously enrolled at
the University pays a nonrefundable $25.00
application fee with the application materials to
the Office of Admissions and Records.
All authors of doctoral and master's theses are
assessed a microfilming fee to cover reprodLJc-
tion costs. Every doctoral student must submit
the disseflation to University Microfilms Interna-
tional in Ann Arbor, Michigan. Copyrighting is
optional. Consult the UniversItyofOregon Style
andPolicyManual for Theses andDissertations,
available at the Graduate School, for more
information.
Fellowships and Financial Aid
At the University of Oregon, financial aid is
available through graduate teaching and
research fellowships (GTFs), training grant
stipends, scholarships, work-study, loans, and
part-time jobs,GTFs are available to qualified
graduate students who are enrolled in the
Graduate School and have been admitted to an
advanced degree program. Consult the depart-
ment for specific application deadlines. Fellow-
ship awards are made on the basis of the
student's promise as a graduate student.
Graduate teaching assistants and some
research assistants are represented by the
Graduate Teaching Fellows Federation, AFT,
Local 3544. Recruitment and selection follow
established published procedures from depart-
ments and the provisions of the GTF contract.
Details of appointment procedures are available
from the departments of instruction. Reappoint-
ment is subject to departmental policy but is
always contingent upon making satisfactory
progress toward the degree.
Teaching Fellowships. Nearly all schools and
departments award GTFs.ln 1986-87 stipends
fora 0.40 standard appointment ranged from
$4,735 to $6,714 for the academic year.
Appointments are at a minimum of a 0.20 FTE
(full-time equivalent) position and a maximum
of a 0.50 FTE position. GTFs must be enrolled
in an advanced degree program and must
register for and complete a minimum of 9
graduate credits a term. Audit hours do not
count. Tuition is paid by the University for up to
16 credits a term. Failure to complete the
minimum of 9 credits a term may disqualify an
appointment. GTFs on nine-month teaching
appointments who are designated for reap-
pointment the following fall term may also have
tuition paid during the summer.
Research Fellowships. A number of depart-
ments and schools employ graduate students
to work on research projects under the supervi-
sion of faculty members. Funds come from
research grants and contracts. Stipends and
tuition policy are the same as for graduate
students with teaching fellowships.
It is sometimes possible to extend these
fellowships through the summer, thus increas-
ing the total stipend. In addition, some depart-
ments have federally supported training grants
and consider fellowship applicants for support
through the·se·resources.
Fellowships from Other Sources. Graduate
students at the University are sometimes
eligible for fellowship awards granted by federal
agencies and private fOUndations. Specific
information is available from the Graduate
School, University of Oregon, Eugene OR
97403.
Postdoctoral Fellowships. The University of
Oregon participates in several postdoctoral
fellowship programs and provides facilities for
postdoctoral study under faculty supervision.
Other Financial Assistance. Some forms of
financial aid depend on financial need, defined
as the difference between the cost of attending
an institution ·and the amount the student or
family can contribute toward these expenses.
See the Financial Aid section of this bulletin for
information on available aid and application
procedures.
International Students. Foreign students may
work on campus during the school year but
should not expect to work off campus. Those
who hold student (F-1) visas are expected to
have sufficient funds for the period of their
studies. Their dependents are not normally
allowed to work. However, if it is necessary for
a dependent to work, students should write for
assistance to the Office of International Ser-
vices, 330 Oregon Hall, University of Oregon,
Eugene OR 97403, USA.
Foreign students are eligible for the departmen-
tal 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 requirements
set by the school or department in which the
degree is to be awarded. Consult the de-
partmental sections of this bulletin for such
requirements.
To earn a master's degree, students must
complete an integrated program of study
through either a departmental major or a
program of interdisciplinary studies totaling not
fewer than 45 credits in courses approved for
graduate credit.
As noted above, some departments require
more than the 45-credit minimum. The credits
must be taken after admission to the master's
degree program (conditional, G3, or uncondi-
tional, G8) or approved by petition. Of the total,
24 must be in University of Oregon graded
courses.
A minimum of 30 credits in the major are
ordinarily required for a master's degree with a
departmental major. In addition, there must be
at least 9 credits in courses numbered 500c599
taken in residence. The grade point average
(GPA) of all graded courses must be 3.00 or
better.
Credit Requirements
Students working toward a 45-credit master's
degree with thesis must register for a minimum
of 36 credits of course work and 9 credits of
Thesis (503). By Graduate School general
petition and with departmental approval, up to
3 of the 9 credits of thesis may be taken in
Research (501) instead. Credit for thesis and
research is given on a passIno pass basis.
Second Master's Degree
Students earning the first master's degree from
the University of Oregon may receive a second
master's degree in another field by taking at
least 30 graduate credits, of which 24 must be
in graded courses, after official admission as a
master's degree candidate in the new major at
the University. (This provision does not apply to
a second master's degree in the Interdiscipli-
nary Studies: Individualized Program [IS:IP], as
this is a composite master's degree program.)
Schools and departments may require more
than this minimum or may not approve the
request. If the first master's degree is from
another institution, the second master's degree
prog ram must comply with the normal University
master's degree requirements (45 credits). A
Concurrent Master's Degree form is available
in the Graduate School.
Time Limit
Students must complete all work for the master's
degree within seven years, including transferred
credits, thesis, and all examinations.
Residence and Enrollment
Requirements
The Graduate School requires for a master's
degree a minimum of 30 credits (applicable to
degree requirements) taken at the Eugene
Graduate School 281
campus over a minimum period of two terms.
A second master's degree also requires a
minimum of two terms of full-time study on the
Eugene campus. Individual schools or depart-
ments may have additional residence require-
ments. For example, the MFA. degree in studio
arts has a residence requirement of two
academic years (six terms).
In addition, students enrolled in an advanced
degree program must attend the University
continuously, except for summers, until all of
the program requirements have been com-
pleted, unless on-leave status (maximum time
of three academic terms) has been approved.
In the term the degree is received, the graduate
student must register for at least 3 graduate
credits.
Transferred Credit
Graduate credit earned while a graduate
student in another accredited graduate school
may be counted toward the master's degree
under the following conditions:
1. The total transferred credit may not exceed
15 credits in a 45-credit master's degree
program.
2. The courses must be relevant to the degree
program as a whole.
3. The student's major department and the
Graduate School must approve the transfer.
4. Tne grades earned must be A, B, or P.
Transferred credit of this kind may not be used
to meet the requirement of 24 credits in Univer-
sity of Oregon graded graduate courses.
Graduate credit is not allowed for correspon-
dence courses.
Transfer of
Baccalaureate Credit
Undergraduates who have passed graduate-
level courses during their senior year at the
University of Oregon-beyond all bachelor's
degree requirements-may apply up to 9
credits toward a master's degree (within the
overall i5-credit maximum for transfer credit).
Credits in Research (501); Thesis (503);
Reading and Conference (505); Workshops,
Special Topics, or Colloquia (508); and Practica,
Terminal Projects, or Supervised Tutoring (509)
do not qualify.
Work in graded courses (B or better) and PIN
courses, if accompanied by the instructor's
statement thatthe work was of graduate quality,
can count toward meeting all relevant University
master's degree requirements, with departmen-
tal or school approval. A Transfer of Bac-
calaureate Credit form (available at the
Graduate School) must be filed within two terms
of acceptance into a master's degree program
and within two years of earning the bachelor's
degree.
Other University of Oregon
Transferred Credit
A maximum of 15 graduate credits earned at
the University of Oregon while classified as a
graduate postbaccalaureate (G5), community
education (G7), nonprogram summer session
student (G7), or a graduate certification student
(GO, G1) may later be counted toward the
master's degree (see Other Graduate Classifi-
cations under General Requirements and
Policies, above), pending school or depart-
282 Graduate School
3 credits
9 credits
24 credits
30 credits"
from separate professional schools and the
College of Arts and Sciences. By vote of its
faculty, the Counseling Psychology area may
not be used as a department in an IS:IP
program.
The Individualized Program (IS:IP) requires a
total of at least 54 graduate credits; a minimum
of 15 graduate credits in each of the three areas
of concentration; and 9 credits for an integrated
terminal project or thesis, which the student and
three advisers determine during the course of
study.
Additional guidelines in the IS:IP program
include the following:
1. No more than three 400-level courses
labeled (M) in the General Bulletin or in the
Time Schedule of Classes may be used for
graduate credit.
2. A maximum of 15 credits may be used from
practicum, field studies, research, and
reading and conference courses. Such
credit must be distributed across all three
areas of the program.
3. The terminal project or thesis consists of
taking 9 credits distributed across at least
two areas. Credit for this project is obtained
by registering for Terminal Project (1ST 509); .
credit for the thesis is obtained by registering
for Thesis (1ST 503).
4. At least 39 of the 54 minimum credits forthe
degree must be taken after the candidate is
admitted to the IS:IP program.
Admission is selective. Acceptance into the
program is based on background qualifications,
the statement of purpose, and the appropriate-
ness and availability of courses and advisers
within the University. An applicant who previ-
ously has been denied admission to a de-
partmental graduate program at the University
must have departmental permission inorderto .
use that department as a program area.
If the initial application is approved, a final
course plan must be submitted to the Graduate
School during the first term ot'enrollmenl. .
Consent must be obtained in writing from each
of the ttiree advisers indicating their willingness
to serve and their approval of the final listing of
courses in each of the three areas. Oneaf the
three advisers must be designated as chair.
Later changes in the program must be approved
by both the adviser in the area involved and the
IS:IP director. Address inquiries about the
Individualized Program to Kenneth D. Ramsing,
Director, Interdisciplinary Studies: Individ-
ualized Program, Graduate School, University
of Oregon, Eugene OR 97403.
Individualized Program: Applied Information
Management. The interdisciplinary master's
degree focusing on applied information man- .
agement is designed as a professional master's
degree serving the needs of Portland-area
residents. Coordinated by the Continuation
Center, the program combines interdisciplinary
work in business management, computing
applications, and computer graphics or com-
puter-human interface studies. For individuals
unable to pursue the degree program, non-
degree certificates of completion are offered in
each of the four content areas. The applied
information management program is fully
described under Continuing Education Off
Campus in the Special Studies section of this
bulletin. Address inquiries to Curt Lind, Applied
Information Management Program, University
Minimum credits
in residence 30 credits
Specified by
Department school or
requirements department
• The school or department specifies whether
a thesis is mandatory or optional; however, a
student writing a thesis must register for 9
credits of 503 Thesis. (3 credits of501 Research
may apply; the student must submit a general
petition to the Graduate School.)
•• Exception: College of Human Development
and Performance, 24 credits for M.A. and M.S.
Interdisciplinary
Master's Degree
Programs
In addition to specialized graduate work in the
traditional fields of learning, the University
provides opportunities for integrated interdisci-
plinary studies leading to the MA or the M.S.
degree. These programs are planned in the
light of the individual student's interests and the
established programs of study organized and
administered through interdepartmental faculty
committees.
Graduate students pursuing a program of
interdisciplinary studies may supplement
graduate courses offered by the various
departments and schools with individualized
studies by enrolling under the following course
numbers.
A student interested in one of the specified
interdisciplinary programs approved by the
Graduate Council should direct inquiries to the
program director. Approved programs and their
directors are American Studies, C. H. Edson;
Asian Studies, William S. Ayres; Corrections,
Kenneth Viegas; Environmental Studies, John
H. Baldwin; Industrial Relations, Eaton H.
Conant; Teacher's Program and Individualized
Program, Kenneth D. Ramsing.
The requirements for an M.S. degree in interdis-
ciplinary studies are the same as those for a
departmental master's degree, except those
requirements relating to major or minor fields.
For the MA degree, the student must show a
reading knowledge of a foreign language either
by examination (Graduate Student Foreign
Language Test minimum score of 440) or by
adequate undergraduate courses (satisfactory
completion of the second-year college course).
As with all work for the master's degree,
demonstration of language competence must
be within the overall seven-year time limit.
Interdisciplinary Studies:
Individualized Program
The Individualized Program is the University's
most flexible interdisciplinary program leading
to MA and M.S. degrees. The program is
intended to meet the needs of students with
specific, well-articulated goals that cannot be
reached through established departmental
programs. Although considerable flexibility is
allowed in program design, the program must
be composed of existing graduate courses from
approved master's degree programs in three
separate professional schools, in three depart-
ments within the College of Arts and Sciences,
or in a combination of three programs
7 years
45 credits
ment endorsement and Graduate School
approval. This is within the overall 15-credit
maximum for transfer credit to a 45-credit
master's degree program. Grades earned must
be A, B, or P.
Distinction between
M.A. and M.S. Degrees
Students pursuing an MA degree must
demonstrate competence in one foreign
language, The minimum requirement is the
same as that for completing the foreign lan-
guage for the bachelor of arts degree. (See
Requirements for the Bachelor of Arts in the
Registration and Academic Policies section of
this bulletin.) The student's major department
may establish a higher level of proficiency or a
different method of determining that level.
Language competence must be demonstrated
within the overall seven-year limitation for
completion of a master's degree. There is'no
language requirement for the M.S. and profes-
sional advanced degrees unless the depart-
ment so specifies.
Examinations and Thesis
The student's major school or department may
require qualifying, comprehensive, and/or final
examinations in any field. The content and
methods of conducting such examinations are
the responsibility of the school or department.
In some fields, all master's degree candidates
are required to submit a thesis; in others, the
thesis is optional. Students writing a thesis must
complete the following procedures:
1. Request information from the major school
or department about the various steps
involved and the standards expected.
2. Obtain from the Graduate School a current
copy of the University of Oregon Style and
Policy Manual for Theses and Dissertations
(only theses meeting the standards of style
and form discussed in that manual will be
accepted).
3. Ascertain the exact number of copies of the
thesis to submit.
4. Submit three copies of an abstract (150-word
maximum) to the Graduate School.
Upon submission of the thesis and the abstract,
the Graduate School will assess the.fee for the
mandatory microfilming of the thesis.
Summary of Graduate School
Master's Degree Requirements
The following outline of Graduate School
requirements for master's degrees lists
minimum requirements. Specific departmental
requirements must also be met before the
student is awarded an advanced degree.
Language requirement . M.A. only
Required minimum .GPA 3.00
Thesis. . . . . . . . . 9 credits'
Time limit for
program completion
Total credit minimum
Registration
minimum per term
Minimum graded credits
taken in residence .
Minimum 500-level
credits in residence
Minimum credits
in major ....
of Oregon Continuation Center, 1553 Moss
Street, Eugene OR 97403.
Individualized Program: Environmental
Studies. Available thr.ough the Interdisciplinary
Studies: Individualized Program is a special
program of courses leading to an interdiscipli-
nary master's degree focusing on environmental
studies. The Program is fully described in the
Environmental Studies section of this bulletin.
Address inquiries to John H; Baldwin, Director,
Environmental Studies Program, 156 Hendricks
Hall, University of Oregon, Eugene OR 97403.
Individualized Program: Folklore. Available
through the Interdisciplinary Studies: Indi-
vidualized Program, this special program of
courses leads to an interdisciplinary master's
degree focusing on folklore studies. The
Program is fully described in the Folklore and
Ethnic Studies section of this bulletin. Address
inquiries to Sharon R. Sherman, director,
Folklore and Ethnic Studies Program, 466
Prince Lucien Campbell Hall, University of
Oregon, Eugene OR 97403.
Interdisciplinary Studies:
Corrections Program
The Corrections Program is designed as a
professional master's degree. The Program is
flexible and uses the strengths of existing
disciplines at the University. Program faculty
members and the student develop an indi-
vidualized program of study with a well-defined
set of goals that allows professional develop-
ment in an area of corrections and defines a
specific issue or topic for analysis.
The Program contract is designed according to
the student's professional goals, facuity exper-
tise,and relevant curriculum content available
within the disciplines and professional schools.
Each student admitted to the Program develops
a contract with a program adviser that includes
course content in theories of crime and delin-
quency causation, applied social research, and
examination of contemporary issues of justice.
The Program provides opportunity for intern-
ships in situations where students can gain
practical experience. It is recommended that
each participant select an issue of special
interest for thorough examination through the
entire period of the Program. This issue analysis
becomes the focus of the required oral
examination.
Each student must complete a minimum of one
1ST 507 seminar in corrections. The seminars
are organized around contemporary policy and
practice issues in the administration of justice.
Address inquiries about the Program to.Kenneth .
Viegas, Director, Interdisciplinary Studies:
Corrections Program, 111 Hendricks Hall,
University of Oregon, Eugene OR 97403. '
Interdisciplinary Studies:
Teaching
The University offers an interdisciplinary
master's degree program for secondary
teachers who are also working toward the
Standard teaching certificate. Students must
have a reasonable background of under-
graduate study in education and in the field or
fields in which they propose to work, as evi-
denced by holding a Basic Oregon certificate
for secondary teaching.
Although certification requirements for institu-
tional recommendation for the Standardcertifi-
cate are separate from the University master's
degree requirements, some courses taken as
part of a master's degree program may also be
applied toward certification requirements.
Depending on the student's background,
additional courses at the undergraduate orthe
graduate level or both may be required for
certification. Every admitted student must file a
planned program with the Office of Teacher
Certification inthe College of E'ducation in order
to meet certification requirements. Inquiries
regarding certification requirements should
also be directed to that office.
The student must plan a well-rounded program
of related courses. The program culminates in
a comprehensive examination in each subject
matter field or in an approved terminal project.
Requirements. A minimum 'of 45 credits in
graduate courses, distributedasshown below,
is required for an interdisciplinary master's
degree for secondary teachers:' However, the
total number of required credits may be as high
as 54 or 57, depending on the number of
courses an individual student needs to meet
Standard certification requirements. To be
granted the Interdisciplinary Studies: Teaching
degree, a student must complete both the
program requirements for the master's degree
and the requirements designated by the Office
of Teacher Certification for recommendation for
the Standard teaching certificate.
A total of 36 credits in subject fields (work in
professional schools or in arts and sciences)
are required in accordance with one of the
following options:
One-Subject Emphasis (IS:T:1SUB). A minimum
of 36 credits in a subject matter field in which
secondary certificates are issued.
Two-Subject Emphasis (lS:T:2SUB). Between'
15 and 21 credits in each of two subject matter
fields in which secondary certificates are
issued.
Social Science Emphasis (IS:T:SSCI) or
Science Emphasis (lS:T:SCI). A minimum of 36
credits in the composite field of social studies-
including work in any three of the following:
Anthropology, Economics, Geography, History,
Political Science, Psychology, and Sociology-
or in the composite field of science- including
work in any three of the following: Biology,
Chemistry, Geology, Mathematics, and Physics.
12 credits are required in each field.
In each of the emphases listed above,the
student must take at least 9 credits in 500-level
courses; the remaining courses may include,
with some restrictions, both the 400(G) and the
400(M) series.
A student electing the one-subjectemphssisor
the two-subject emphasis must have had at
least 18 credits of course work in the chosen
subject matter field or fields as an under-
graduate. An undergraduate prerequisite of at
least 12 credits of course work in each of the
three chosen subject matter fields is required
of the student electing the social science
emphasis or the science emphasis.
Based on the amount of work in professional
education that the student completed as an
undergraduate, no fewer than 9 credits of
graduate professional education must be
included as part of the master's degree
Graduate School 283
requirements. However, additional courses in
education may be required to satisfy certifica-
tion requirements.
Address inquiries about programs under the
one-subject emphasis to the appropriate
departmental adviser for teacher certification.
Address general inquiries about the program
as a whole or about the twO-SUbject emphasis,
the social science emphasis, or the science
emphasis to the Interdisciplinary Master's
Teaching Program, Graduate School, University
of Oregon, Eugene OR 97403.
Courses in
Interdisciplinary
Studies (1ST)
501 Research (Arr,R) PIN only.
503 Thesis (Arr,R) PIN only.
505 Reading and Conference (Arr,R)
506 Special Studies (Arr,R)
507 SemInar (Arr,R) Current topics are Administration
of Justice and Corrections, Asian Studies, Industrial
Relations, and Research in American Studies.
508 Colloquium (Arr,R)
509 Tennlnal Project (Arr,R)
Doctoral Degrees
Doctor of Philosophy
The degree of doctor of philosophy (PhD.) is
granted primarily for attainment and proven
ability. Minimum University and school or
department requirements of residence and
study must be satisfied. The requirements for
all Ph.D. degrees established by the Graduate
School are given below. Individual programs
have additional specific requirements, which
are presented inthe academic program
sections of this bulletin. It is recommended that
a student not take all undergraduate and all
graduate work at the University of Oregon.
Residence and
Credit Requirements
Forthe PhD. degree the student must complete
at least three years of full-time graduate-level
academic work beyond the bachelor's degree,
of which at least one academic year must be
spent in residence on the Eugene campus after
the student has been classified as a condition-
ally (G4) or an unconditionally (G9) enrolled
student in a doctoral program. One academic
year consists of three consecutive terms of
full-time study, with a minimum of 9 completed
graduate credits a term. Research (501) and
Thesis (503) may be a part of the 9 credits per,
term, although thesis credits normally are not
recorded as completed until the final disserta-
tion is submitted.
A doctoral candidate may fulfill the residency
requirement during the period in which he or
she works toward a master's degree on the
University campus as long as the doctoral
degree program immediately follows the
master's degree program and when both the
master's degree and the doctoral degree are in
the same major. '
Students working toward a Ph.D. or professional
doctorate must register for a minimum total of
284 Graduate School
18 credits in Thesis (503); with departmental
and Graduate School approval, up to 6 of the
18 credits may be in Research (501). Credit for
Thesis and Research is recorded on a PIN
(passIno pass) basis. Credit for Thesis (503)
will not be accepted until the candidate is
advanced to candidacy.
Language Requirement
Individual schoolsor departments may require
knowledge of a foreign language or of other
specialized disciplines, such as computer
science or statistics, as part of a Ph.D. program.
For information on such requirements, consult
the school or department directly.
Advisory Committee
The advisory committee is appointed by the
department and determines the work to be
completed in light of the candidate's academic
background and objectives. This committee
usually consists of three or four members, with
the student's adviser chairing.
Examinations and Advancement
to Candidacy
Every student must pass a group of comprehen-
sive examinations (oral, written, or both) that
cover the major areas of the student's program
and, if applicable, any supporting area required
by the department. The student is responsible
for material directly covered in completed
graduate courses and for additional indepen-
dent study in his or her field.
Within two weeks after the student has passed
these examinations, the major department
must submit a report to the dean of the Graduate
School recommending advancement to
candidacy.
Dissertation
All candidates must submit a dissertation based
on independent and original research. The
dissertation must contribute significantly to
knowledge, show a mastery of the literature of
the subject, be written in acceptable literary
style, and conform to the standards outlined in
the University of Oregon Style and Policy
Manual for Theses and Dissertations. Copies of
the manual are available at the Graduate School
office and the UO Bookstore. The preparation
of the dissertation normally requires the greater
part of one academic year,
Dissertation Committee. Following advance-
ment to candidacy, the candidate's department
proposes the membership of the dissertation
committee to the dean of th.e Graduate School
who, after approving it, appoints the committee.
The committee includes at least four instruc-
tiOnal faculty members with the rank of assistant
professor or higher. Three of the members are
from the department awarding the degree and
one is from outsidethe department. The outside
member, who represents the Graduate School,
must be from a University of Oregon department
with a doctoral program. When appropriate,
some of the "department" committee members
may be from another department, with the
approval of the dean of the Graduate School
and the department. The committee should be
proposed to the dean within one month after
advancement to candidacy but in no case later
than six months before completion of the
dissertation.
Dissertation Registration. The dissertation
committee cannot be appointed formally, nor
can TMesis (503) credits be accepted, until the
candidate is advanced to candidacy.
Defense of Dissertation. Formal, public
defense' must take place on the campus at a
date set by the committee chair and approved
by the Graduate School.
Note: Tentative approval of the dissertation by
the committee is recommended prior to formal
defense. This evaluation is based on copies of
the final manuscript, which the candidate
provides for the dissertation committee at least
three weeks before the formal defense.
Four copies of the dissertati.on abstract
(350-word maximum) mu\>t also·pe filed with the
Graduate School at this time.
The time and place of the defense must be
publicly noted, The dissertation committee must
be present at the defense, and the chair of the
committee must certify tothe Graduate School
within two weeks fqllowingthe defense that the
defense was held as scheduled.
Completion Of Dissertation. Within two weeks
following the defense of the dissertation but
before the dissertation is submitted in duplicate
to the Graduate School, each member of the
dissertation committee must confirm in writing
approval or disapproval of the final version.
Approval requires a unanimous vote. In the
event of a split vote, the dean of the Graduate
School determines the review procedure after
consultation with the stUdent, the department
chair (or the school dean), and the committee.
Following final approval of the dissertation, two
copies must be submitted to the Graduate
School. Committee members should sign
approval of the dissertation only if they have
seen and approved what issubstantially a final
draft and, further, ifthey are willing to delegate
the overseeing of remaining minor revisions to
the chair. If this is notthe case, they should not
sign the final oral form. If no signed approval
form is received by the Graduate School within
two weeks following the scheduled oral, another
oral eventually must be scheduled to defend
the dissertation. .
Time Limit
The one year of residency required to be spent
on the Eugene campus, the passing of the
comprehensive examinations required for
advancement to candidacy, and the completion
of the doctoral dissertation must all be ac-
complished within a seven-year period. If this
period is exceeded, either a second year of
residency or a new set of comprenensive
examinations or both are required. In addition,
some departments may require that the disser-
tation be completed within a certain number of
years after advancement to candidacy (e.g.,
three years), to ensure currency of knowledge.
Students are responsible for informing them-
selves regardfng individual departmental
regulations. .
Continuous Enrollment
Students enrolled in a doctoral program must
attend the University continUOUSly, except for
summers, until all of the program requjrements,
including the actual submission of the disserta-
tion to the Graduate School, have been com-
pleted, unless on-leave status (maximum time.
of one academic year-three academic terms,
excluding summer session) has been ap-
proved. Following advancement to candidacy,
only a single academic year of leave is allowed.
For the remainder of the postadvancement
period, the candidate must maintain a minimum
registration of 3 graduate credits a term or an
in absentia registration (see Continuous Enroll-
ment underGeneral Requirements and Policies,
above).
Doctor of Education
The doctor of education (D.Ed.) degree is·
granted in recognition of the candidate's
mastery of theory, practice, and research in
professional education or in human develop-
ment and performance.
General Requirements
A student interested in the D. Ed. degree in the
College of Human Development and Perform-
ance or in theCoilege of Education must meet
the requirements established by the college. In
addition to a primary specialization, thesiu-
dent's plan of study should include work in
supporting areas ofeducation, such as founda-
tion areas, a research area, and some nonedu-
cation courses related to the program. With the
exceptions noted here, the general require- ,
ments for residence, dissertation, examinations,
time limit, and continuous enrollment are the
same as those listed for the 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 knowledge
or a study in which the student deals with
knowledge already available and produces a
constructive result of importance and value for
educational practice,
Advancement to Candidacy
Advancement to candidacy for the D.Ed.
degree in the College of Education is based on
the recommendation of a doctoral advisory
committee and demonstrated'proficiency in
comprehensive examinations. The student may
take these examinations only after (1) being
admitted to the degree program, (2) substan-
tially completing all of the planned course work,
and (3) receiving the adviser's consent to take
the examinations.
Doctor of Musical Arts
Requirements for the Doctor of Musical Arts
(D.MA) degree inciude formal admission,
proficiency and comprehensive examinations,
languages, a program of study including area
ofemphasis, anda dissertation. Requirements
for residence, time limit, and continuous
enrollment are the same as those listed for the
Ph.D. degree. See the School of Music section
of this bulletin for details.
Chronological Summary
of Procedures Leading to
Doctoral Degrees
Procedure
1. Admission.
2. Continuous enrollment. Students enrolled
in advanced degree programs must attend
the University continuously, except for
summers, until all program requirements
are completed, unless on-leave status has
been approved. Enrollment minimum is
3 graduate credits a term.
3. Course work and residence. Student's
advisory committee, appointed by the
department, school, or college, determines
the program, which must include three
full-time years of accredited graduate work
beyond the bachelor's degree, of which at
least one academic year (three consecutive
terms of full-time study-minimum of 9
completed graduate credits a term, involv-
ing mainly organized course work) must be
spent on the Eugene campus.
4. Foreign languages or other specialized
knowledge. Regula.tionsare set by the
department, school, orcollege.
5. Comprehensive examination, covering the
major discipline, advances the student to
candidacy for the degree. The examination
is taken after the majority of required course
work has been completed and after most
of the requirements for the degree, except
completion and defense of the dissertation,
have been satisfied.
6. Appointment of dissertation committee,
registration for Thesis (503), and comple-
tion of dissertation. The committee is
appointed following advancement to
candidacy and at least six months before
completion of the dissertation. Normally,
the committee consists of at least three
members of the graduate faculty of the
candidate's major department, school, or
college as well as a Graduate School
representative who is a graduate faculty
member from outside the candidate's
department, school, or college. Eighteen
credits of Thesis (503) are required after
advancement.
7. In absentia. Postadvancement doctoral
students are allowed only a single
academic year of leave following advance-
ment to candidacy. Beyond this, permission
to register in abs~ntia is allowed for a
reduced term fee, when no work or use of
faculty or facilities occurs.
8. Application for degree made to the regis-
trar. Referto Time Schedule ofClasses for
deadline.
9. Defense of dissertation. Application for oral
defense, confirmation of agreement to
attend, and four copies of final abstract
must be filed with the Graduate School no
fewer than three weeks before the date of
defense.
10. Dissertation publication, arranged through
the Graduate School. Microfilming fee is
required.
11. Certificate of completion issued aftei
approval of dissertation by committee and
Graduate School.
12. Granting of degree at end of term in which
all degree requirements are satisfied.
13. Diploma, with commencement date, issued
by registrar.
,j~.•.......~.. ~.? .
. . ..~
" . 4111
Graduate School 285
286
287
Campus and Community
Resources
Museums
Condon Museum
of Geology
144 Geology Building
Telephone (503)686-4586
William N. Orr, Curator
The Condon Museum of Geology houses the·
geological collection of Thomas Condon,
pioneer geologist and professor cif natLiral
history and geology at the University of Oregon.
Condon was one of the first professors to join
the faculty of the LJniversity when it was estab-
lished in 1876. When he died in 1907 his
personal and extensivecollection of vertebrate
fossils, which he used for teaching, became the
permanent possession of the University. Since
1907 the collection has been added to by
various people, particularly A. J. Shotwell
during the 1950s and 1960s. In a 1977 national
Summer Session
Program and the Corporate Training Program. or American College Test (ACT). scores may
The Computer-Aided Design Training Program qualify for admission by completing an ap-
links Continuing Education to an ir;lternational proved program of study during summer
network of training centers specializing in session. For further information, see the Admis-
computer-aided design applications for en- sions and Records section of this bulletin or
gineers, architects, and other design profes- inquire attha Office of Admissions and Records,
sionals. Areas of study include computer-aided 270 Oregon Hall; telephone (503) 686-3201.
design (CAD), computer-aided manufacturing Financial Aid
(CAM), and computer-integrated manufacturing
(CIM). A variety of applications software, Financial aid is available in summer only for
including AutoCAD and AutoCAD AEC, are students who are in good academic standing
used. Offerings include regular 10-week and were enrolled in the University the previous
courses and intensive seminars. The Corporate spring term or have been formally admitted and
Training Program is designed to meet the . plan to attend the succeeding fall term. Univer-
special needs of local, regional, and national sit~ I?ans an? part~time work are available on
organizations in business, industry, public a limited baSIS dunng su~mer. Studen~s must
utilities, and education. Individualized programs have complete? applicallons In the Office of
provide educational support and staffdevelop- 7StudentFinancial Aid on or before March 1.
ment, and instructors develop courses specifi- Housing
call~ ?eSi~ned for ~pp.lications within ~he Single and multiple rooms in University resi-
part,?!patlng or9anlzatlon. A~dress :",ntt~n dence halls are abundant in summer. Student
inquiries to Continuing Educallon, University of family housing is limited because most units are
Oregon, 1553 Moss Street. Eugene OR 97403. . . .
I 0 II toll f· e 1(800) 824-2714' others occupied dunng· the summer by year-round
n regon ca6- ;~ ' students. Rental houses, apartments, and
call (503) 68 35 '. boarding houses are available nearthe campus.
See also Microcomputer Laboratories in the .•
Special Studies section of this bulletin. Registration
?1he ?a.,tes f.or thoe eight-week 1988 summerCommunity Education session are June 20-August 12. Selected .P 11-week courses begin June 21 and endrogram September 2. RegistratiOil day is June 20.
An important dimension of the University's Students may also register the first day of clasS.
continuing education responsibility is the Detailed information about summer session
Com'munity Education Program, which provides registration and courses may be obtained from
an opportunity for individuals not formally the Summer Session Bulletin or by writing to
admitted to enroll in University classes. Summer Session, 333 Oregon Hall, University
Community Education students may register for oi Oregon, Eugene OR 97403. In Oregon call
a maximum of 7 credits a term at reduced fees toll free 1 (800) 524-2404: others call (503)
Credits earned through the Community Educa- 686-3475.
tion Program may be subsequently transierred .
to undergraduate or graduate programs. .
For further information write or call Community
Education Program, 333 Oregon Hall, Universiiy
of Oregon, Eugene OR 97403; telephone (503) .
686-5614.
Enrollment during summer session is open to
anyone. Formal admission to the University is
necessary only if a student decides to pursue
a formal degree program. All summer course~
offer regular University Gredit. In addition, all
students pay in-state tuition. The only require~
ment for attending summerse,ssion is that an
Imentlo Register card be file,d prior to registra-
tion day to enable preparation ola personalized
registration packet. Intent to Register cards are
available in the SummerSession Bulletin and at
the Continuation·Center. In Oregon call toll free
1(800) 524-2404; others call (503) 686-3475.
Prefreshman Summer Program
Students unable to qualify for regular admission
to the University on the basis of a high school
record or either Scholastic Aptitude Test (SAT)
Continuing Education.
C ontinuing Education is the pr.ogram throughwhich the Continuation Center offers a wide
range of educational activities in the Eugene'
area and throughout Oregon.. Activities include
credit and noncredit lectures, conferences,
seminars, workshops, and formal courses.
Topics include such diverse subjects as
microcomputer applications, international
affairs, Oregon history, business computing,art
therapy, and teacher education. Divisions of
Continuing Education are Off-Campus Pro-
grams and the Conference Center.
Off-Campus Programs. The Paul D. Lintner
Center for Advanced Education offers courses
and nondegree certificates of completion in
computer graphics and in computers in busi-
ness management to Portland-area residents.
The Off-Campus Te'acher Education Program
serves teachers and administrators throughout
Oregon. The interdisciplinary master of science
(M.S.) degree and certificate programs in
applied information management include
cou.rse work in business management, comput-
ing applications, computer graphics~and
computer-human interface studies. For a more
detailed description of these programs see
Continuing Education Off Campus in the Special
Studies section of this bulletin.
Conference Center. The Center offers major
conferences and noncredit workshops and
supports academic departments and individual
faculty members in the development of activities
for both UO students and communitymembers.
It sponsors many annual events including the
Pacific Northwest Computer Graphics Confer-
ence, Extension of the Human Mind: Computers
in Education Conference, the Microcomputers
in Business Conference, the Health and Fitness
in the Workplace Conference, the Men and
Masculinity Symposium, and the UO Computer
Camp for students nine to 15 years of age. In
addition, the Center sponsors academic society
and association regional meetings, non-
academic community interest programs, and
telecourses, which offer credit opportunities for
the nontraditional student. The Conference
Center continually offers new and exciting
programs to provide diverse educational
opportunities to a wide range of partic;ipants.
Two special components of the Conference
Center are the Computer-Aided Design Training
Continuation
Center
333 Oregon Hall
Telephone (503) 686·4231
Curt Lind and Ron Trebon, Codirectors
Corinne Hunt, Associate Director for
Community Education Program
Paul Katz, Conference Manager
288 Museums
museums became autonomous, the Museum of
Natural History has served as the public
education and exhibit vehicle for those
museums and for other University-owned
reference collections that relate to natural
history. Much of the direct fi nancial support for
Museum programs is obtained from nonstate
sources. A Department of Energy grant and
private donations financed the building of a
handsome new and expanded Museum in 1987.
In addition to frequently changed displays in
geology, paleontology, zoology, botany, and
anthropology, Museum programs include
periodic workshops, field trips, and traveling
exhibitions. Recent workshops have included
storytelling by Oregon Indians, studies of
animal movement, sketching of artifacts and
ethnographic art objects, and Native American
Days, a program held in conjunction with local
school districts. Field trips have presented visits
to sites of archaeological and paleontological
interest. Traveling exhibits now on circuit in
Oregon cover native peoples of the southern
Oregon coast and of the Willamette Valley, and
historical and anthropological subjects related
to the Columbia River. Facilities of the Museum
of Natural History are used regularly by the
Assistance League of Eugene in their programs
on geology. geography, and native peoples of
Oregon, which are presented to elementary
school classes. Display facilities are available
for use in connection with University classes in
biology, geology, anthropology, folklore, and
other appropriate subjects.
Admission to the Museum is free. A small store
features gifts and publications related to natural
history and to traditional cultures of the world.
During the regular academic year Museum
hours are noon to 5:00 p.m" Tuesday through
Saturday.
The Museum is moving to its new 15th Avenue
quarters during the summer of 1987. It will
reopen in the fall.
Oregon State Museum
of Anthropology
308 Condon Hall
Telephone (503) 686-3034
Don E. Dumond, Director
C. Melvin Aikens, Curator
Pamela Endzweig, Collections Assistant
Theodore Stern, Curator
Established by the Oregon Legislature in 1935
to serve as custodian of archaeological and
anthropological material in the possession of
the state of Oregon, the Oregon State Museum
of Anthropology contains holdings that are·
among the most important in the Pacific
Northwest. They include extensive archaeolog-
icalcollections resulting from excavations in
Oregon and elsewhere in the Northwest that
were begun by Luther S. Cressman and
continued by numerous successors. The
Museum has a fine collection of northwest
Indian baskets made before 1900. Collections
of archaeological material from southwestern
Alaska are also partiCUlarly important.
The Oregon State Museum of AnthroPology also
sponsors research in its field by faculty mem-
bers'and students and contracts archaeology
for state and federal agencies. Facilities for
fieldwork in archaeology are especially com-
plete. Portions of the collections are displayed
through the Museum of Natural History.
Museum of
Natural History
1680 East 15th Avenue
Telephone (503) 686-3024
Don E. Dumond,Dlrector
Patricia Krier, Assistant Director
The Museum of Natural History was originally
established in 1936as an umbrellaorganization
to include existing research collections such as
the Condon Museum ofGeology, the University
Herbarium, and the Oregon State Museum of
Anthropology. Since 1977, when the subsidiary
survey it was ranked thirteenth in the United
States in scientific importance and number of
specimens.
The Museum houses approximately 35,550
specimens. Vertebrate fossils make up the bulk
of the collection, but it also includes some
invertebrate fossils, large holdings of fossil
plants (largely leaf impressions), and several
thousand skulls and skeletons of recent birds,
reptiles, amphibians, and fish. Several hundred
technical papers have been published docu-
mentingthe collections, and some research on
the collections has been published in the
University of Oregon Museumof Natural History
Bulletin series. A list of publication titles and a
pamphlet with additional information about the
Museum may be obtained by writing to the
Condon Museum of Geology. University of
Oregon, Eugene OR97403.
The Museum serves as an extension service
and as a resource center for University students
and faculty and staff members in all academic
disciplines, but primarily those in the School of
Architecture and Allied Arts and in the Asian
Studies Program. 'The student study center
allows faculty members and students to view-
upon request-small exhibitions of particular
works from the Museum's permanent collections
for classroom study, A museology course is
offered annually by the Museum director,
through the Department of Art History; and is
available to seniors and graduate students,
primarily from the School of Architecture and
Allied Arts. Master's degree candidates from
the Department of Fine and Applied Arts exhibit
their projects at the Museum annually.
Visual Arts Resources, a department of the
Museum, is dedicated to outreach programs,
primarily but not exclusively in the areas ofMuseum of Art traveling eXhibitions, artists' workshops, and
Museum of Art museum consultation. Visual Arts Resources
Telephone (503) 686-3027 has become, in its 13-year existence, a major
RIchard Calkins Paulin, Director visual artextension service for Oregon and the
Pacific Northwest.
Tommy Lee Griffin, Curator of Exhibitions
Ellen Johnston Laing, Curator of Oriental Art .,' EXhibitions that are local, national, and interna-
Michael J. Whitenack, SuperVisor of VisualArts tional in scope are featured in theMuseum's
Resources . extensive changing exhibitions program. All
Margaret Xie, Museum Registrar exhibitions and programs are funded privately,
with assistance from the Friends of the Museum.
The University of Oregon Museum of Art was Organized in 1957, the Friends of the Museum
built in 1930 with private funds provided by the maihtains an active statewide membership that
generosity of friends throughout the state. The helps to support such activities as Visu~J Arts
primary purpose of the Museum is to promote Resources, the Docent Council, and the staffing
an active and continuing interest in the visual ofthe Rental-Sales Gallery and the Rainbow Gift
arts-both past and present-among students Shop. Membership in the Friends olthe Museum
and faculty members at the University and the·, ,:"" is open to the public, with dues ranging from
general public. The adjoining courtyard of ~··~5.00(student)to$250and higher(benefactor).
contempora~ sculptu~e is dedicated to the The Museum Council is responsible to the
me~ory of Prince L.ucle~ Campbell, !ourth Office of the President for all Art Museum
preSident of t~e Un,vers.,ty; constr.uctlon was matters that come under its jurisdiction. The
funded exclusively by his many friends and membership of the Council includes some 35
supporters. business, educational, and community leaders
The Murray Warner collection of Oriental Art was from throughout the state who support art and
the nucleus of the Museum's collections in the are concerned with Museum policy, funding,
early 1930s and included more than 6,000 building, and collections.
objects. Represented are the cultures of China, The Museum 0; Art maintains diverse exhibitions
Japan, S:.ambodia, ~ongolia,an~. Russia, with and programs providing for the varied needs
th~ addl~lon of Amencan and Bntlsh. works of and interests of the students, faculty, and
Onentall~fJuence. More than 1,000. Items,. . general public. Visitors are always welcome; no
through gift ~nd purchase, have been.~cqulr~d admission is charged. Attendance at the
fr?m the Onent an.d the Greater PaCifiC Basl~ Museum has grown from 8,200 visitors in 1953
since the complet~~n of the Warner beguest In (when the Museum first opened to the public
.1940. Recent additions to t~ese collections on a regular basis) to more than 100,000 this
Include Ghandaran and Indian sculpture, past year
Chinese jade, Persian miniatures and ceramics, .
Syrian glass, and contemporary Japanese arts Museum of Art hours are noon to 5:00 p.m.~
and crafts Wednesday through Sunday. The Museum IS
I d ·· . h M h . I d closed on all University holidays.n a .dltlon, t e useum as been active yan
successfully collecting in the Americas, Europe,
and the Greater Pacific Basin, with particular
emphasis on contemporary artists and
craftspeople from thePacificNorthwest. African
arts and crafts, primarily from Ghana and
Nigeria, comprise a recent major addition to the
Museum's collections. More than 2,000 works
are currently contained in a growing collection
of contemporary Pacific Northwest and Ameri-
can art. In 1970, a permanent gallery was
devoted exclusively to this area. Included in the
collection are more than 500 works-both
archival and major-executed by the interna-
tionally renowned Northwest artist Morris
Graves and more than 137 photographs of
buildings throughout the nation designed by the
internationally famous Northwest architect
Pietr~ Bellus<;hl.
Research Instl"tutes 289
University of
Oregon Herbarium
Herbarium, 1811 Garden Avenue
Telephone (503) 686-3033
David H. Wagner, Director and Curator
Georgia Mason, Honorary Curator
The University of Oregon Herbarium, a sys-
tematically arranged collection of pressed,
dried, mounted, and carefully labeled plants,
was established in 1903 and soon thereafter
became the repository for the original collec-
tions of most of Oregon's resident pioneer
botanists. A succession of professional
botanists has cared forthe Herbarium since that
time, beginning with Albert R. Sweetser and
continued by Louis Henderson, LeRoy E.
Detling, and Georgia Mason. Each contributed
to the growth and significance of the collections
and has left a valuable legacy in published
studies of the flora of the region. Current
holdings are in exceSs of 108,000 prepared
specimens of lichens, bryophytes, and vascular
plants. The vascular plant Type Collection, with
more than 1,000 nomenclatural types, ranks in
the top 25 in the nation. These specimens are
used for research and educational purposes,
mainly by students and scientists at the Univer-
sity. Several hundred specimens are sent each
year for specialized study at other botanical
institutions across the country and abroad.
Current research is directed mainly toward
solving regional taxonomic problems, with
special projects involving liverworts, ferns, and
rare and endangered plants of Oregon. Educa-
tional activities center around training In
systematic botany. Public services include
identification of native piants for the general
public, consultations with federal and state
agencies, and informal community education
programs.
Research Institutes
110 Johnson Hall
Telephone (503) 686·3186
John T. Moseley, Vice-President
for Research
Several interdisciplinary institutes provide
opportunities for graduate training and research
in addition to those offered by schools and
departments. Institute staff members hold joint
appointments in related teaching departments.
Graduate students who intend to do thesis or
dissertation research work in one of the institutes
must also satisfy the graduate degree require-
ments of the related department through which
they will receive their degree.
Students who want to work in any of these fields
may obtain detailed information concerning the
programs and available financial aid from the
institute directors listed.
Advanced Science and
Technology Institute
110 Johnson Hall
Telephone (503) 686-3189
Robert McQuate, Director
The Advanced Science and Technology
Institute (ASTI) is ajoint institute of the University
of Oregon and Oregon State University. The
Institute's purpose is to increase business and
corporate access to research and scholarship
of both universities. Toward this end, ASTI
• Organizes colloquia, workshops, and confer-
ences for industry in various research areas
• Promotes industry-university collaboration on
specific research topics
• Solicits industry support for research pro-
grams
• Facilitates technology transfer (patent and
licensing agreements) in coordination with the
Oregon State System of Higher Education
(OSSHE) chancellor's office
Bureau of Governmental
Research and Service
340 Hendricks Hall
Telephone (503) 686-5232
Jeffrey S. Luke, Director
Faculty
Sandra L. Arp, Legal Associate (pUblic law). B.A.,
1972, J.D., 1976, Oregon. (1978)
Alan Contreras, Legal Assistant (public law). BA,
1982, J.D., 1985, Oregon. (1986)
Carol A. Heinkel, Research Assistant (planning, public
policy). BA, 1974, Rhode Island; M.U.P., 1985,
Oregon. (1985)
Jeffrey S. Luke, Director (state and local government.
pUblic policy and management). B.A., 1972, PhD.,
1982, Southern California. (1986)
Jonathan D. Raab, Research Associate (energy,
public works and land use). B.A., 1980, M.S., 1983,
Stanford. (1983)
Karen Seidel, Senior Research Associate (public
finance, data systems). B.A., 1957, Knox. (1963)
Kenneth C. Tollenaar, Senior Research Associate
(state and local government, intergovernmental
relations). BA, 1950, Reed; M.A., 1953, Minnesota.
(1953)
Emeriti
Robert E. Keith, Planning Consultant Emeritus (urban
and regional planning). B.S., 1944, Kansas State;
M.Arch., 1950, Oregon. (1963)
A. Mark Westling, Planning and Public Works Consul-
tant Emeritus (planning and pUblic works). B.S., 1943,
Washington (Seattle). (1947)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Bureau of Governmental Research and
Service is a University research center, estab-
lished and maintained especially to serve
Oregon state and local governments as well as
citizens, students, scholars, organizations,
news media, and other individuals and agencies
interested or involved in state and local govern-
ment. The Bureau has programs in the areas of
public finance, public law, public administra-
tion, planning, and energy management.
The Bureau conducts and publishes policy
research studi.es; compiles and disseminates
data and information; provides consultation to
iocal governments, state agencies, citizen
groups, and other interested persons or
agencies; sponsors and participates in training
conferences; and undertakes special service
activities at the request of specific government
agencies on a cost-reimbursable basis. In
addition totheir research, consultation, training,
and service activities, Bureau staff members
teach University courses and provide other
instructional support.
The Bureau has close working relationships with
the Department of Planning, Public Policy and
Management; other University social science
departments; and the Public Affairs Library.
Center·for
the Humanities
122 Chapman Hall
Telephone (503) 686·3934
John Stuhr, Director
The Center for the Humanities was established
by the Oregon State Board of Higher Education
in 1983 to promote innovative teaching in the
humanities, support humanities scholarship,
and present the work of hurnanities scholars in
the community.
The Center's teaching initiatives include offering
introductory humanities in small classes with a
significant emphasi~on writing and discussion.
More generally, the Center supports teaching
that uses direct work with primary texts and
other cultural artifacts such as paintings and
sculpture. It seeks to bridge cultural boundaries
by looking beyond Western traditions and to
encourage interdisciplinary teaching.
Through its support of distinguished visitors and
interdisciplinary seminars for regular faculty
members, the Center brings together scholars
from various fields to discuss issues of common
interest. As its official title suggests, it provides
a center for interchange and collaboration on
questions that extend beyond traditional
disciplinary boundaries.
Center for the Study
of Women in Society
636 Prince Lucien Campbell Hall
Telephone (503) 686-5015
Miriam M. Johnson, Acting Director
Executive Committee
Doris Renshaw Allen, Music
Aletta A. Biersack, Anthropology
Beverly Fagot, Psychology
Marion Sherman Goldman, Sociology
Jean Stockard, Sociology
Louise Westling, English
Advisory Committee
Randi M. Birn, Romance Languages
Frances B. Cogan, Honors College
Judith H. Hibbard, School and Community Health
Barbara Dale May, Romance Languages
Randall E. McGowen, History
Geraldine Moreno-Black, Anthropology
Barbara Corrado Pope, Women's Studies
Louise Carroll Wade, History
John J. Whalen, Sociology
The Center for the StUdy of Women in Society
offers grants and services to encourage
research on women within a broadly defined
sociological perspective. More than 75 scholars
from 20 disciplines are affiliated with the Center.
Areas of research include, but are not limited
to, women and social structure, symbolic
representations of gender and sexuality, and
gender differentiation in developmental and
life-span perspectives. The Center fosters
collaboration and interchange among faculty
and student researchers interested in questions
about women, gender, and the new women's
scholarship. Visiting scholars, seminars,
conferences, and a lecture series are part of
the program. A bequest from William B. Harris
in honor of his wife, Jane Grant, a writer and
feminist, to establish a Fund for the Study of
Women, provides support for the Center
program. Dissertation fellowships are provided
by the Center for students engaged in research
on women. For further information consult the
acting director.
290 Research Institutes
Center for the Study
of Work, Economy,
and Community
611 Prince Lucien Campbell Hall
Telephone (503) 686-5002
Steven Deutsch, Director
Participating Faculty
Joan R. Acker, Sociology
Steven Deutsch, Sociology
Paul Goldman, Educational Policy and Management
Daniel Goldrich, Political Science
David Milton, Sociology
Donald R. Van Houten, Sociology
The Center for the Study of Work, Economy, and
Community provides a facilitating structure for
interdisciplinary research on issues ofwork and
work organizations, labor force and labor
market, and the economy and linkages to the
community. Some current projects and interests
of participants include labor and new technol-
ogy; American and Japanese organizational
and managerial applications within United
States industry; form, content, and direction of
labor-management cooperation in the United
States economy; changing positions of women
in the United States labor force; the politics of
comparable worth; labor and community
connections in historical and contemporary
perspective; alternative policies for reindustriali-
zation and economic growth in Oregon and the
United States; international comparisons of
worker participation in industry, including
quality ofworking life applications; and energy
and community~regional economic develop-
ment.
The Center has hosted visiting American and
foreign scholars and conducts forums, confer-
ences, and seminars as part of its programs.
Participating faculty members hold appoint-
ments in academic departments. Opportunities
are available for graduate and undergraduate
student involvement in research.
Chemical Physics
Institute
129 Science I
Telephone (503) 686-4773
Bernd Crasemann, Director
Members
Bernd Crasemann, Physics
Thomas R. Dyke, Chemistry
Paul C. Engelking, Chemistry
John W. Farley, Physics
Marvin D. Girardeau, Physics
Margaret M. Graff, Physics
John Hardwick, Physics
David R. Herrick, Chemis\ry
Bruce S. Hudson, Chemistry
Stephen D. Kevan, Physics
John T. Moseley, Physics
Ira G. Noit, Physics
Warner L. Peticolas, Chemistry
Geraldine Richmond, Chemistry
Associates
Robert M. Mazo, Chemistry
Richard M. Noyes, Chemistry·
The Chemical Physics Institute at the University
provides opportunities for interdisciplinary
research and education in atomic, molecular,
and chemical physics. Concepts and
techniques of both physics and chemistry are
applied to the understanding of atomic and
molecular systems. The research environment
encourages interdisciplinary exchange of ideas
among faculty and students. Significant growth
in the program has been assisted by a develop-
ment grant from the M. J. Murdock Charitable
Trust. Facilities, support, and research guid-
ance are provided for qualified graduate
students and postdoctoral fellows.
Faculty members of the Chemical Physics
Institute hold appointments in either the Chemis-
try or the Physics Department, and formal
courses are offered through these departments.
Astudent, regardless of departmental affiliation,
may elect to work with a staff member in either
department.
Institute facilities include a Shared Laser
Laboratory that contains 10 laser systems,
spanning a frequency range from the infrared
to the vacuum ultraviolet. Aaron C. Koskelo is
director of the Laboratory. .?
Problems under active investigation are molecu-
lar ion and radical interactions including
reaction processes, interactions with photons,
and molecular spectroscopy; photoelectron
spectroscopy; structures of weakly bound
complexes; vibrational energy transfer; atomic
inner-shell physics and the interface between
atomic and nuclear physics; theoretical atomic
physics; application of quantum field theory
techniques to calculation of spectral line shifts
and broadening in gases and plasmas, gas-
phase chemical reaction kinetics, and other
molecular properties; applications of Lie groups
to electron correlation in atoms and molecules,
theory of polyene spectra, highly excited
Rydberg states, and collisional angular momen-
tum transfer.
Institute of
Molecular Biology
297 SCience II
Telephone (503) 686·5151
Aaron Novick, Director
Members and Associates
Sidney A. Bernhard, Chemistry
Roderick A. Capaldi, Biology
VickiL. Chandler, Biology
Frederick W. Dahlquist, Chemistry
O. Hayes Griffith, Chemistry
Diane K. Hawley, Chemistry
Bruce S. Hudson, Chemistry
Brian W. Matthews, Physics
Aaron Novick, Biology
Warner L. Peticolas, Chemistry
Stephen J. Remington, Physics
John A. Schellman, Chemistry
Eric Selker, Biology
William R. Sistrom, Biology
George F. Sprague, Jr., Biology
Karen U. Sprague, Biology
Franklin W. Stahl, Biology
Tom H. Stevens, Chemistry
Tadmiri Venkatesh, Chemistry
Peter H. von Hippel, Chemistry
The Institute of Molecular Biology fosters
research and training in contemporary biology
at the molecular level by bringing together
scientists from various disciplines into a com-
mon intellectual and physical space. Collabora-
tion is encouraged through the sharing of
facilities and ideas. Because a broad range of
expertise is focused on related problems,
researchers with specialties ranging from
molecular genetics to physiCal biochemistry
and protein structure directly benefit from each
other.
Current research is directed toward under-·
standing basic cellular mechanisms in both
eukaryotes and prokaryotes, including control
of gene expression and development, genetic
recombination, replication and transcription of
DNA, and chemotaxis. A more fundamental
understanding is developed through studies of
DNA-protein interactions as the basis for control
of gene expression, protein structure through
X-ray crystallography combined with molecular
genetics, conformational changes in proteins
as the result of ligand binding, and structure-
function relationships in proteins and in mem-
branes.
Faculty members in the Institute hold joint
appointments in one of the regular departments
(biology, chemistry, or physics). Graduate
students are admitted through one of the
departments and supported by the Institute.
Prospective students shoiJld indicate an
interest in the Institute when applying directly
to one of the participating departments.
Ins'l'itute of
Neuroscience
219 Huestis Hall
Telephone (503) 686-4556
Russell D. Fernald, Director
Members
Judith S. Eisen, Biology
Russell D. Fernald, Biology
Barbara Gordon-Lickey, Psychology
Marvin -(3ordon-Lickey, Psychology
Philip Grant, Biology
Daniel P. Kimble, Psychology
Charles B. Kimmel, Biology
Richard Marrocco, Psychology
Peter M. O'Day, Biology
Nathan J. Tublitz, Biology
Tadmiri Venkatesh, Chemistry
Monte Westerfield, Biology
James A. Weston, Biology
Marjorie Woollacott, Physical Education and Human
Movement Studies
Associates
WilliamE. Bradshaw, Biology
Ruth A. Bremiiler, Biology
Frederick W. Dahlquist, Chemistry
Steven Keele, Psychology
Gary A. Klug, Physical Education and Human
Movement Studies
Michael I. posner, Psychology
Kent A. Stevens, Computer and Information Science
The objective of the interdisciplinary Institute of
Neuroscience is to promote research training in
the field of neuroscience at the University by
providing a formal structure that facilitates
collaboration among individual.scientists and
students from the four departments with .
Neuroscience faculty. It fosters the develop-
ment of a graduate curriculum in neuroscience
that makes most efficient use of the participating
faculty members. .
The focus of the Institute is on experimental
neuroscience, with the goal of understanding
relationships between behavior and the chemi-
cal, morphological, and physiological functions
. of nervous systems. A special aspect of the
program is an effective interdisciplinary ap-
proach to problems, brought about by the
collaboration of scientists from different disci-
plines who have differing viewpoints about
neuroscience. Within the program, a strong
group of developmental neurobiologists Is
pursuing questions concerning the establish-
ment ofnervous system patterns during growth.
Members of the group from both biology and
psychology are interested in aspects of visual
neurobiology.
Other areas of particular interest and strength
include auditory physiology, circadian rhythmic-
ity, biochemistry of endogenous opiates, and
the control of locomotion.
Staff members of the Institute hold appointments
in academic departments. Research scientists
are encouraged to visit the Institute for varying
periods of time.
A coordinated program of graduate instruction
is offered, supported by faculty members
associated with the Institute of Neuroscience.
Graduate students who want to enter the
program should apply through the appropriate
department.
For a list of relevant graduate courses offered
at the University, see the Neuroscience section
of this bulletin.
Institute of
Theoretical Science
155L Science II
Telephone (503) 686·5204
Robert M. Mazo, Director
Members
Paul L Csonka, Physics
Charles W. Curtis, Mathematics
Nilendra G. Deshpande, Physics
Russell J. Donnelly, Physics
Marvin D. Girardeau, Physics
Amit Goswami, Physics
Roger Haydock, Physics
David R. Herrick, Chemistry
Rudolph C. Hwa, Physics
James N. Imamura, Physics
James A. Isenberg, Mathematics
John V. Leahy, Mathematics
Robert M. Mazo, Chemistry
Joei W. McClure, Physics
Michael J. Moravcsik, Physics
Davison E. Soper, Physics
Robert L. Zimmerman, Physics
Associates
Thomas R. Dyke, Chemistry
Warner L Peticolas, Chemistry
The Institute of Theoretical Science provides a
center for interdisciplinary research in overlap-
ping areas of theoretical physics, theoretical
chemistry, and mathematics. Current research
focuses on the areas of statistical mechanics,
chemical physics, theory of solids and liquids,
nuclear theory, elementary particle theory,
accelerators, X-ray and lasers, astrophysics,
general relativity, and applied mathematics.
Graduate students with adequate preparation
in one of the science departments may do thesis
or dissertation research in the Institute. The
Institute also sponsors postdoctoral research
associateships and visiting professorships,
usually funded by the United States Department
of Energy and the National Science Foundation.
International Institute
for Sport and
Human Performance
1479 Moss Street
Telephone (503) 686-4114
Eric D. Zemper, Director
The International Institute for Sport and Human
Performance is an interdisciplinary venture
formed as an outgrowth of the 1984 Olympic
Scientific Congress. Its mission is to support the
study of human motor behavior through re-
search and development, dissemination of
information, and service to the international
community of scholars concerned with the
study of sport and human performance. Central
to the international exchange of ideas and
scholars, the Institute augments and expands
the offerings of the College of Human Develop-
ment and Performance. Its faculty members
hold appointments in various academic
departments,
Materials Science
Institute
14 Science I
Telephone (503) 686-4784
Richard J. Higgins, Director
Members
Dietrich .Belitz, Physics
J. David Cohen, Physics
Roger Haydock, Physics
Richard J. Higgins, Physics
David C. Johnson, Chemistry
Stephen D. Kevan, Physics
Catherine J. Page, Chemistry
Geraldine Richmond, Chemistry
Martin Wybourne, Physics
Associates
Russell J. Donnelly, Physics
M. Darby Dyar, Geological Sciences
Richard G. Finke, Chemistry
Harlan W. Lefevre, Physics
Jack C. Overley, Physics
George W. Rayfield, Physics
Stephen J. Remington, Physics
Jack M. Rice, Geological Sciences
David R. Tyler, Chemistry
Harve S. Waff, Geological Sciences
The Materials Science Institute fosters research
and education in the structure and properties
of solids and liquids by encouraging collabora-
tion among scientists in chemistry, geological
sciences, molecular biology, and physics. The
Institute structure facilitates coordination of
ideas, techniques, and specialized resources
in dealing with topical problems. While the
Institute emphasizes the science of materials,
applications are often close at hand. Current
research, for example, will influence future
developments in electronic, optoelectronic, and
solar-cell materials and devices as well as
applications in catalysis and electrochemistry.
Close cooperation is also maintained with
materials and device colleagues at nearby
Oregon State University and with Oregon's
expanding microelectronics industry,
Resources include materials preparation,
including crystal and film growth; electronic,
optical, and defect characterization; X-ray
diffraction; transmission electron microscopy;
and microprobing. Equipment and facilities
Researchlnstitutes 291
include a 5-MV Van de Graaf accelerator with
a 1 pm scanning ion microprobe, a Convex
C-1/XP minisupercomputer, electrochemical
and ultra high-vacuum surface equipment, .1 0
T magnetic fields, and low-temperature (0.3 K)
facilities. The Institute will move in 1988 into
specially designed facilities in a new science
building, which will include clean-room and
microphysics facilities for fine-scale patterning
of electronic and physics devices. Access to
the University's $2 million laser facility and a
resident helium Iiquifier is also available.
Regional collaboration gives Institute scientists
access to molecular beam epitaxy and metal-
organic chemical vapor deposition growth
methods as well as sophisticated semi-
conductor device fabrication facilities.
Current research topics include synthesis and
characterization of novel metastable materials;
characterization of heterostructure and amor-
phous materials, interfaces, and devices;
surfaces, surface-reaction dynamics, and
interface formation; limited dimensionality;
organic conductors and polymer science;
biotechnological materials; and ion-modifica-
tion and ion probes for materials. Prospective
students should apply directly to a participating
academic department (Biology, Chemistry,
Geological Sciences, or Physics) and mention
specifically an interest in the Institute.
The Institute is one of three University of Oregon
Centers of Excellence funded by the 1985
Oregon Legislative Assembly to encourage
science activities that promote economic
development. The state funds the Institute
administration and the faculty positions, and it
provides seed and match money for new faculty
members. The Institute's equipment budget
averages $250,000 a year during this growth
phase, Members receive outside federal and
industrial grants averaging $1 million a year.
Two of the members, Richmond and Kevan,
have received Presidential Young Investigator
awards-five-year career development
grants-won in national competition.
Oregon Institute
of Marine Biology
Charleston OR 97420
Telephone (503) 888-2581
Paul P. Rudy, Director
Faculty
James T. Carlton, Biology
Paul P. Rudy, Biology
Nora B. Terwilliger, Biology
Robert C. Terwilliger, Biology
The Oregon Institute of Marine Biology is
situated on 107 acres of coastal property along
Coos Bay on the southern Oregon Coast. The
many different marine environments in that area
provide the institute with an ideal location for
the study of marine organisms. Current research
focuses on the biochemistry of respiratory
pigments and on marine ecology.
The Institute offers a program of summer study
'for Biology majors, a fall program for under-
graduate and graduate Biology students, and,
in the spring, an interdisciplinary course for
undergraduates entitled People and the Oregon
292 Research Ins1'itutes
Coast. Facilities for individual research are
available throughout the year, Courses include
marine ecology, invertebrate zoology, compara-
tive physiology, marine birds and mammals,
algae, and the biology of fishes, and students
have the opportunity to conduct research
projects in these areas, The Institute also
sponsors afall seminar program on a variety of
topics.
For detailed information and applications,
inquire at the Department of Biology on the
Eugene campus or write to the Director, Oregon
Institute of Marine Biology, Charleston OR
97420.
Solar Energy
Center
202 Lawrence Hall
Telephone (503) 686-3656
John S. Reynolds, Director
Participating Faculty
G, Z. Brown, Architecture
Virginia Cartwright, Architecture
David K. McDaniels, Physics
Barbara-Jo Novitski, Architecture
John S. Reynolds, Architecture
Associates
John H. Baldwin, Planning, Public Policy and
Management
Susan Ota, Physics
Jonathan D. Raab, Bureau of Governmental Research
and Service
Pat Ryan, Physics
Tomoko Sekiguchi, Architecture
Frank Vignola, Physics
The Solar Energy Center emphasizes a regional
approach to research in the utilization of the
sun's radiant energy for heating water; for the
lighting, heating, and cooling of buildings; and
for the generation of electricity. Current work
includes expanded collection and improved
monitoring of insolation data in Oregon, evalua-
tion of basic solar cell parameters, and develop-
ment of passive solar design information in solar
heating, passive cooling, and daylighting. The
Center's efforts also include the development
and distribution of information; the development
of needed technology and the facilitation of its
application; and the study of legal, economic,
and subsequent technical problems that
accompany solar energy development in this
region,
University research personnel in the areas of
architecture, planning, business administration,
law, and physics are involved in the Center.
In addition to continuing pUblications, the
Center sponsors frequent seminars attended by
University and community people involved in
various aspects of solar energy use. Courses
in solar energy are offered in the Architecture;
Planning, Public Policy and Management; and
Physics Departments.
Other Research
Facilities
Listed below are research facilities described
in other sections of this bulletin. Please consult
the SUbject Index for page references.
American English Institute. See Special
Services
Architecture and Allied Arts Research and
Development Office. See School of Architec-
ture and Allied Arts
Career Information System. See College of
Education
center for Advanced Technology,in
Education. See College of Education
Center for Educational Policy and
Management. See Educational Policy and
Management
Center for Environmental Design, Planning,
and Visual Arts Research. See School of
Architecture and Allied Arts
Center on Human Development. See Special
Education and Rehabilitation
Center for VolcanQlogy. See Geological
, Sciences
Crippled Children's Division. See Special
Education and Rehabilitation
DeBusk Memorial center. See Counseling
and Educational PsyChology
Early Intervention Program. See Center on
Human Development
E. C. Brown Foundation. See College of
Education
ERIC Clearinghouse on Educational
Management. See College of Education
Foreign Language Resource Center. See
Romance Languages
Forest Industries Management center. See
College of Business Administration
Institute of Recreation Research and
Service. See Leisure Studies and Services
Institute of Industrial Relations. See
College of Business Administration
International Council 'On Computers in
Education. See College of Education
Labor Education and Research center. See
Special Studies
Oregon School Study Council. See College of
Education
Pine Mountain Observatory. See Physics
Project TRENDS. See Leisure Studies and
Services
Rehabilitation Research and Training Center
In Mental Retardation. See Center on Human
Development
Russian and East European Studies Center.
See Russian and East European Studies
Specialized Training Program. See Center on
Human Development
Speech-language-Hearing Center. See
Special Education and Rehabilitation
University Affiliated Facility. See Center on
Human Development
Universityof Oregon Center for Gerontology.
See Gerontology
Western Regional Resource Center. See
Center on Human Development
University
Computing
250 Computing Center
Telephone (503) 686-4394
Gordon P. Ashby, Director, Computing
Programs
Joanne R. Hugi, Director, Computing
Services
University Computing provides computing
facilities and services for the University, serving
instructional, research, and administrative
needs. Mainframe computing facilities include
an IBM 4341 system for batch and interactive
computing and a DEC 1091 system, primarily
for time-sharing applications. Other facilities are
IBM PC and Apple Macintosh microcomputer
laboratories, which support instructional com-
puting; a local area University network; and an
NCS 7008 mark/sense document scanner.
The University Computing staff supports a
sizable collection of programming languages,
applications packages, and other software
systems on its IBM and DEC mainframe
computers, including
- FORTRAN, PU1 , Pascal, COBOL, and BASIC
general-purpose programming languages
- IBM 4341 and DEC 1091 assembler lan-
guages
• the ACCENT R data-base management
system .
• SAS, SPSSX, BMDP, and M1NITAB general-
purpose statistics packages
• the RUNOFF and SCRIPT text formatting
programs
• the IMSL mathematics and statistics library
• SIMSCRIPT, GPSS, SNOBOL, and ALGOL
special-purpose programming languages
• electronic mail and conferencing systems
• connection to the BITNET and UUCP interna-
tional networks
University Computing's services include
consulting assistance on a wide range of
computing topics related to its mainframe and
microcomputing systems; support for the
University's microcomputer discount purchase
plan; assistance with office system decisions;
short courses on elementary and advanced
topics on the use of computers; electronic
bulletin boards-one for faculty discussions,
another for microcomputer-related topics;
limited contract programming; support for data
communications; data entry and scanning
services; and a documents library that offers an
extensive collection of vendor manuals, local
documentation, textbooks, and computing-
related periodicals.
University Computing is a service unit. It is
separate from the Department of Computer and
Information Science, which is the academic
department offering credit courses toward
bachelor's and advanced degrees. For further
information, see the Computer and Information
Science section of this bulletin.
University Library 293
University Library
113 Library
Telephone (503) 686·3056
George W. Shipman, University Librarian
Patricia A. Wand, Assistant University
Librarian for Public Services
George E. Synon, Assistant University Librarian
for Administrative Services
Faculty
Alice J. Allen, Associate Professor; Head, Catalog
Department. B.A., 1962, Drake; M.A., 1966, Rice;
AM.L.S., 1968, Michigan. (1982)
Judith Andrews, Assistant Professor; Documents
Librarian. B.A.. 1973, San Jose State; M.L.S., 1977,
Hawaii at Manoa. (1986)
Jane L. Barnweli, Assistant Professor; Reference
Librarian. B.A., 1979, Michigan State; AM.L.S., 1985,
Michigan. (1985)
Andrew R. Bonamici, Assistant Professor; Head,
Budget, Personnel, and Planning. B.A., 1983,
Marylhurst; AM.L.S., 1984, Michigan. (1985)
George E. Bynon, Associate Professor; Assistant
University Librarian for Administrative Services;
Director, Instructional Media Center. B.A., 1973,
Willamette; M.S., 1975, Oregon Coliege of Education;
D.Ed., 1980, Oregon. (1976)
James H. Carmin, Assistant Professor; Architecture
and Aliied Arts Librarian. B.A., 1976, M.L.S., 1981, Sail
State. (1983)
Rodney E. Christensen, Associate Professor; Refer-
ence Librarian. B.S., 1956, M.S., 1957, Northern
lirinois; M.S., 1967, Southern California. (1968)
Mary E. Clayton, Associate Professor; Associate Law
Librarian. B.A., 1971, Illinois State; M.L.S., 1973,
Oregon; J.D., 1975, Marshall. (1984)
Kathleen M. Connors, Assistant Professor; Reference
Librarian. B.A., 1983, Eastern Illinois; M.L.S., 1985,
lilinois. (1985)
Lawrence N. Crumb, Associate Professor; Reference
Librarian. B.A., 1958, Pomona; M.A.. 1967, Wisconsin,
Madison; M.Div., 1961, S.T.M., 1973, Nashotah House.
(1978)
Hilary A Cummings, Assistant Professor; Manuscripts
Curator. B.A., 1973, Southern lilinois; M.A., 1985,
Oregon. (1980)
Dana D. D'Andraia, Associate Professor; Head,
Acquisition Department. B.A., 1973, Bowdoin;
AM.L.S., 1974, Michigan. (1985)
Kenneth W. Duckett, Professor; Curator of Special
Collections.B.A., 1950, Denver; M.S., 1954, Wisconsin,
Madison. (1979)
Kathy Farrier, Assistant Professor; Catalog Librarian.
AA, 1977, Ricks; B.A., 1981, M.L.S., 1983, Brigham
Young. (1983)
Paul A. Frantz, Assistant' Professor; Reference
Librarian; Coordinator, Library Instruction. B.A., 1972,
University of Alberta; M.A., 1977, Portland State;
M.L.S., 1984, Washington (Seattle). (1986)
Judy A. Geitgey, Assistant Professor; Science
Reference Librarian. B.A., 1971, New Mexico; M.L.S.,
1983, Arizona. (1984)
Leslie K. Greer, Assistant Professor; Music Librarian.
B.A., 1971, M.A., 1977, California State, Long Beach;
M.L.S., 1979, California, Los Angeles. (1983)
Karen D. Griffin, Assistant Professor; Assistant Head,
Catalog Department. B.A., 1973, St. Olaf; DipI.Lib.,
1975, Polytechnic of North London. (1982)
Joanne V. Halgren, Associate Professor; Head,
Interlibrary Loan Service, Collection Development
Department. B.A., 1966, George Fox; M.L., 1967,
Washington (Seattle). (1967)
J. Richard Heinzkili, Associate Professor; Reference
Librarian. B.A., 1955, Saint John's (Coliegeville);
AM.L.S., 1964, Michigan. (1967)
Katsuko T. Hoteliing, Assistant Professor; Catalog
Librarian. B.A., 1983, M.L.S.. 1985, North Carolina.
(1986)
Dennis R. Hyatt, Associate Professor; Law Librarian.
B.A., 1969, Missouri; J.D., 1972, M.L.L., 1974,
Washington (Seattle). (1976)
Margaret E. Kieran, Assistant Professor; Assistant Law
Librarian for Technical Services. B.A., 1970, California,
Riverside; M.L.S., 1973, Oregon. (1983)
Sheila M. Klos, Associate Professor; Head, Architec-
ture and Allied Arts Library. B.A., 1976, State University
of New York Coliege at Brockport; M.L.S., 1977, State
University of New York Coliege at Geneseo; M.A.,
1983, Brown. (1985)
Wiliiam C. Leonard, Associate Professor; Head,
Graphic Arts Service, Instructional Media Center. AA,
1958, San Jose City; B.S., 1965, M.S., 1970, Oregon.
(1968)
Meryl A Miasek, Associate Professor; Head, Reference
Department. B.A., 1971, M.L.S., 1973, City University
of New York. (1985)
Christine Olson, Associate Professor; Catalog libra-
rian. B.A., 1971, M.L.S., 1972, Oregon. (1973)
Timothy D. Pyatt, Assistant Professor; Rare Books and
Special Coliections Librarian. B.A., 1981, Duke; M.L.S.,
1986, North Carolina Central. (1986)
Martha K. Renick, Assistant Professor; Assistant Law
Librarian for Public Services. B.A., 1977, Virginia; J.D.,
1982, Richmond; M.L.S., 1985, Arizona. (1986)
K. Keith Richard, Professor; University Archivist;
Secretary of the FaCUlty. B.S., 1958, Oregon College
of Education; M.S., 1964, M.L.S., 1971, Oregon. (1972)
Howard W. Robertson, Associate Professor; Slavic
Catalog Librarian-Bibliographer. B.A., 1970, Oregon;
M.S.L.S., 1975, Southern Callforma; M.A., 1978,
Oregon. (1975)
Roger Scanland, Assistant Professor; SerialS Catalog-
ing Supervisor. B.Mus.Ed., 1964, Midwestern State;
M.L.S., 1973, Brigham Young. (1987)
William Z. Schenck, Associate Professor; Collection
Development Librarian. AB., 1967, Johns Hopkins;
M.A., 1971, M.L.S., 1972, North Carolina. (1982)
George W. Shipman, Professor and University
Librarian. B.A., 1963, Albion; M.A., 1965, Western
Michigan; AM.L.S., 1967, Michigan. (1980)
John A Shuler, Assistant Professor; Public Affairs
Librarian. B.A., 1979, California State, Long Beach;
M.L.S., 1983 California, Los Angeles. (1983)
Laura Simic, Research Assistant; Coordinator, Library
Development. B.A., 1986, Oregon. (1986)
Terry M. Smith, Assistant Professor; Catalog Librarian.
B.S.. 1972, Purdue; M.L.S., 1976, M.S., 1978, Oregon.
(1975)
Ruth E. South, Associate Professor; Reference
Librarian. B.A.. 1950, M.L.S., 1972, M.A., 1981,
Oregon. (1973)
Peter L. Stark, Assistant Professor; Head Map
Librarian. AB., 1976, California, Berkeley; M.L., 1978,
Washington (Seattle). (1983) .
Thomas A. Stave, Associate Professor; Head, Docu-
ments and Public Affairs Service. B.A., 1972, Whit-
worth; M.L., 1974, Washington (Seattle). (1980)
Isabel A. Stirling, Associate Professor; Head, Science
Library. B.A., 1970, California, Riverside; M.L.S., 1977,
Western Michigan. (1982)
Christine L. Sundt, Assistant Professor; Siide Curator.
B.A., 1969, Illinois Institute of Technology, Chicago;
M.A., 1972, Wisconsin, Madison. (1985)
Luise E. Walker, Associate Professor; Science
Reference Librarian. AB., 1951, Washington (Seattle);
AM.L.S., 1955, Michigan; M.S., 1961, State University
of New York College of Environmental Sciences and
Forestry. (1967)
Patricia A. Wand, Associate Professor; Assistant
University Librarian for Public Services. B.A., 1963,
Seattle; M.A.T., 1967, Antioch; AM.L.S., 1972,
Michigan. (1982)
Hsiao-Guang Wang, Assistant Professor; Orientalia
Catalog Librarian. B.A., 1984, M.L.S., 1986, Rutgers.
(1986)
Mark R. Watson, Assistant Professor; Catalog Librarian.
B.A., 1981, Whitworth; M.A., 1983, Washington State;
AM., 1986, Chicago. (1986)
Emeriti
Eugene B. Barnes, Professor Emeritus; Head AcqUisi-
tion Librarian. B.A., 1941, M.A., 1943, Minnesota;
Ph.D., 1947, Chicago. (1947)
Jane B. Durnell, Professor Emerita. B.A., 1938, Iowa;
M.L.S., 1968, Oregon. (1968)
Katherine G. Eaton, Associate Professor Emerita. B.A.,
1944, Minnesota; M.S., 1952, M.S., 1968, Oregon
(1970)
Elizabeth Findly, Professor Emerita of Librarianship.
A.B., 1929,Drake; B.S., 1934, Illinois;AM.L.S., 1945,
Michigan. (1934)
Alfred Heilpern, Senior Instructor Emeritus; Acquisition
Librarian Emeritus. B.A., 1956, M.L., 1957, Washington
(Seattle). (1957)
Carl W. Hintz, Professor Emeritus of Librarianship;
University Librarian Emeritus. AB., 1932, DePauw;
ABLS., 1933,AM.L.S., 1935, Michigan; Ph.D., 1952,
Chicago. (1948)
Jane Yen-Cheng Hsu, Assistant Professor Emerita.
B.A.. 1946, Gingling Giris' School, Nanking. (1956)
Dwight H. Humphrey, Senior Instructor Emeritus;
Catalog Librarian Emeritus. AB., 1934, B.S., 1939,
M.A., 1963, Southern California. (1963)
Donald L. Hunter, Professor Emeritus. B.S.. 1945,
Nebraska. (1946)
Edward C. Kemp, Professor Emeritus; Assistant Head,
Acquisition Department. A.B., 1951, Harvard; MLS.,
1955, California, Berkeley. (1956)
Clarice E. Krieg, Professor Emerita. B.A., 1932, Iowa;
B.S., 1933, A.M., 1935, Illinois. (1941)
Robert R. Lockard, Assistant Professor Emeritus;
Reference Librarian. B.A., 1952, Colorado State; M.A.,
1965, Denver; M.A., 1970, Oregon. (1961)
Robin B. Lodewick, Assistant Professor Emerita. B.A.,
1959, Brooklyn; M.L.S., 1961, Rutgers. (1961)
RichardJ. Long, Senior Instructor Emeritus. B.S., 1949,
Pennsylvania State; M.S., 1966, Oregon. (1966)
Margaret Markley, Associate Professor Emerita; Senior
Catalog Librarian Emerita. A.B., 1933, Southwest
Missouri State; B.S., 1941, Illinois. (1945)
Robert R. McCollough, Professor Emeritus. B.A., 1940,
M.A., 1942, Wyoming; M.S., 1950, Columbia. (1950)
Reyburn R. McCready, Associate Professor Emeritus.
B.A., 1950, John Brown; M.A., 1961, Denver. (1961)
Claire Meyer, Assistant Professor Emerita. B.A., 1958,
M.A., 1961, Minnesota. (1961)
Perry D. Morrison, Professor Emeritus. AB., 1942,
M.A., 1947, Whittier; B.L.S., 1949, D.L.S., 1961,
California, Berkeley. (1967)
Guido A Palandri, Professor Emeritus. B.A., 1949,
Oregon; B.L.S., 1954, California, Berkeley. (1960)
Huibert Paul, Assistant Professor Emeritus. B.A., 1963,
Sophia, Tokyo; M.L.S., 1965, California, Berkeley.
(1965)
Lois M. Schreiner, Assistant Professor Emerita. B.S.,
1968, M.L.S., 1969, Oregon. (1970)
Rose Marie Service, Associate Professor Emerita. AB.,
1944, Michigan State Normal, Ypsilanti; M.A.. 1950,
M.A., 1955, Minnesota. (1961)
Marcia J. Sigler, Assistant Professor Emerita. B.A.,
1944, Ohio Wesleyan; B.S., 1956, M.L.S., 1958,
California, Berkeley. (1969)
Donald T. Smith, Professor Emeritus. B.A., 1949, M.A.,
1950, Wesleyan; M.S., 1951, Columbia. (1963)
Edmund F. Soule, Professor Emeritus, B.Mus., 1939,
M.A., 1946, Pennsylvania; B.Mus., 1948, Yale; Ph.D.,
1956, Eastman School of Music. (1966)
Edward P. Thatcher, Professor Emeritus. B.A., 1940,
Swarthmore; M.A., 1940, B.S.L.S.. 1952, Minnesota.
(1952)
Note: The date in parentheses atthe end of each entry is
the first year at the University of Oregon.
Facilities
and Services
The University of Oregon Library supports the
instructional and research programs of the
University. Services provided by the Library
include reference, on-line searching, interlibrary
loan, and reserve reading. The Library has more
than 1,680,000 volumes and subscribes to
more than 17,600 journals. In addition to books
and journals, the library has an extensive
collection of phonograph records; microforms;
slides; maps; and state, federal, and interna-
tional documents.
:294 Universiiy Library
IjThe University Library system consists of the
Main Library, the Law Library, and five branch
libraries. The Kenneth Lucas Fenton Memorial
Law Library is located in the School of Law. The
Science Library is a branch located within the
science complex; the Mathematics Library,
located in Fenton Hall, is a branch of the
Science Library. The Architecture and Allied
Arts Library is located in Lawrence Hall, and
the Map Library is in Condon Hall. The Public
Affairs Library is located in Hendricks Hall.
Reference service is provided in all the libraries,
In addition to printed bibliographies and
indexes, the library offers on-line searching for
users. Although users must pay for the direct
costs of the search, this on-line searching, with
access to more than 800 data bases, can save
hours of searching in indexes.
Regular tours of the Main Library are offered
during the academic year on Wednesdays and
Thursdays at 1:30 p.m. The Library offers
several courses on use of the library; these
courses are listed in the Special Studies section
of this bulletin.
The University Library supports both under-
graduate reading and advanced research. With
membership in the Center for Research Lib-
raries, and through interlibrary loan, many items
notowned by the Library can be obtained. In
addition to the books, the Library's Special
Collections contain more than 3,800,000
manuscripts. The Rare Books Collection. with
more than 37,000 volumes, and the Oregon
Collection contain specialized materials,
The records of the University of Oregon dating
from 1872 are on deposit in the University
Archives. a department of the University
Library. These materials are open for research
under the State of Oregon laws governing the
use of public records. Also, the Archives: \
contain several thousand photographs and
negatives concerning the University community,
audio tapes of campus events, and memorabilia
reflecting the history of the University. The
University Archives are in the west end of
Fenton Hall.
The Library's Instructional Media Center
supports the instructional and research en-
deavors of the University's faculty with more
than a million-dollar inventory of audiovisual
hardware and nonprint software. The Center's
services include centralized purchasing,
maintenance, and distribution of equipment;
production support of audio programs and
instructional television; graphics; film rental and
distribution; and multimedia presentations.
Faculty members offer assistance and consulta-
tion for instructional improvement.
For information on Library hours, call (503)
686-3054.
History
The initial library building was constructed in
1937 by Public Works Administration labor with
a loan from the federal government that was
repaid by the student building fee. Additions
were constructed in 1950 and 1966. The
handsome facade of the Main Library shows
some influence of the Lombard Romanesque
style. Notable fine arts pieces that embellish the
building include the 15 stone heads by Edna
Dunberg and Louise Utter Pritchard, ornamental
memorial gates by O. B. Dawson located in the
entrance hall, carved wooden panels byArthur
Clough, and two large murals painted by Albert
and Arthur Runquist.
Friends of the Library
The Friends of the Library is a volunteer
membership organization founded in 1940 to
promote the welfare of the University Library. In
addition to financial support of the Library's
Special Collections, the Friends of the Library
regularly sponsor lectures and social and
cultural events open to the public. Further
information is available from the Office of the
University Librarian.
Fines and Charges
Each Library user must present a validated UO
identification card in order to borrow materials.
Fines. All borrowers are subject tothe following
fines for overdue materials:
General materials: $.25 per day
Restricted materials: $.25 per hour; $1.00 per
hour for material in demand
Recalled and seven-day material including
periodicals from the Science Library or Mathe-
matics Library: $1.00 per day
Maximum fine: $10.00 per item
Replacement Costs. All borrowers who lose
Library materials or return damaged materials
pay:
Replacement or repair charge of item
Service charge: $6.00 per item
Accrued fine
Recalls. When a book is charged to a borrower,
another person may requestthat it be recalled,
and the second person is notified when the
book is returned. Borrowers are responsible for
prompt return of recalled material. If a borrower
plans to be out of town, he or she should return
borrowed items or arrange with someone to
receive notices and return recalled material.
The State System libraries honor each other's
faculty and currently validated student identifi-
cation cards for the purpose of borrowing library
materials, SUbject to the lending library's
circulation policies. Any fines or charges
accrued by faculty members and students from
other state system libraries are submitted tothe
librarian of their home institution for routine
billing.
School of Librarianship
The School of Librarianship was suspended in
August 1978. Questions about the operation of
this school should be directed to George
Shipman, University Librarian. University of
Oregon Library, Eugene OR 97403,
The program leading to certification for school
library media is no longer offered by the
University of Oregon,
Note: Library courses are listed in the Special
Studies section of this bulletin,
295
Services for Students
364 Oregon Hall
Telephone (503) 686·3105 or ·3216
Gerard F. Moseley, Vice-Provost for
Student Affairs
Anne Leavitt, Assistant to the Vice-Provost
Shirley J. Wilson, Dean of Students
Gregg M. Lobisser, Assistant
Dean of Students
Hilda Young, Director of Special Projects
Bill Ballester, Assistant Dean of Students
and Conduct Coordinator
Under the general direction of the vice-provost for Student Affairs and with the
assistance of the dean of students, the Univer-
sity provides an array of services and programs
to help students benefit more fully from their
educational programs. These services are
described below.
Academic Advising
and Student
Services
164 Oregon Hall
Telephone (503) 686-3211
Joe Wade, Director
Marliss G. Strange, Associate Director
Jack W. Bennett, Hilary Gerdes, Randy Martin,
Barbara Nicholls, Bunny Nosier, and
George Wasson, Counselors
Margaret Donahue, Counselor for
Student Athletes
Academic Advising
Advising Services
The Office of Academic Advising and Student
Services advises students who have not
declared an academic major. Classified as Arts
and Sciences premajors, these students are
assigned advisers from the Academic Advising
and Student Services staff or selected faculty
members in the College of Arts and Sciences.
The staff also coordinates advising meetings
between students who have indicated a major
preference and faculty advisers from academic
departments. Students in the prehealth sci-
ences and prelaw receive special advising
assistance in this office.
Workshops, held throughout the year, cover'
such topics as How to Apply to Graduate
School, How to Choose a Major, Majoring in
Architecture, Preparing for Law School, and
Redirecting Academic Focus.
Counselors are available weekdays on a
drop-in basis for all students needing advice
about general University requirements and help
with personal or academic problems.
Peer Advising
The Peer Academic Advising Program supple-
ments faculty advising available to under-
graduate students. Specially trained students
assist their peers in using academic advising general assistance to ease the return to the
appointments to their best advantage. More classroom. After applying for admission,
than 20 academic departments now participate students may consult counselors or paraprofes-
in the Program. sionals in the Office of Academic Advising and
Peer advisers have the opportunity to combine Student Services. Some counselors have a
instruction in problem-solving and organiza- special interest and training in working with this
tional and leadership skills with on-the-job population, and trained student paraprofession-
experience. Students seeking advice have the als have themselves been adult learners.
opportunity to talk over personal concerns Emergencies
about academic and career goals with trained The Office of Academic Advising and Student
and empathetic fellow students. Services serves as the University contact point
Paraprofessional Assistance in the event of an emergency situation involving
The Paraprofessional Program trains students a student. For example, in the event of asudden
who may be interested in careers that use family illness, the staff provides help in reaching
interpersonal and problem-solving skills to help the student. In case of emergency, telephone
other students who come to the Office of (503) 686-3211.
Academic Advising and Student Services. Freshman Interest Groups
Students seek help with a variety of problems
such as choosing a major, making a smooth Freshman Interest Groups (FIGs) are designed
transition to the University, cutting red tape, and to help students begin meeting general Univer-
withdrawing from the University. Students in the sity requirements while focusing on a particular
areaof interest and possibly a major. Students
Paraprofessional Program also make referrals in each interest group share enrollment in three
to other offices. . related courses. One of these classes has a
The opportunity to assist professional coun- small enrollment, so that members have a better
selors gives the student paraprofessionals opportunity to meet other students who share
valuable skills, increases their knowledge ofthe similar interests. Beyond the FIG courses,
University, and builds self-confidence. For students plan an individual schedule in consul-
further information, consult Bunny Nosier in 164 tation with an adviser. Social and academic
Oregon Hall; telephone (503) 686-3211. activities are coordinated by a trained peer, who
Academic Standing acts as the FIG group .Ieader.
Academic standing at the University is deter- Student~ who apply t? EO~P receive additional
mined by the grades and marks astudent earns Infor~atlon; r~servatlons In. FIG .classes are
in University -of Oregon courses. Good confirmed dun~g EORP regls~ratl~n. Freshmen
academic standing means that the student is who ar~ undecided a~o~t their m~Jors and not
making satisfactory progress toward a degree ~ attending EOR~ can JOI~ a FIG In Se~tember
each term and may register for as many as 21 r on a space-available baSIS. For further Informa-
credits. tion, consult Jack Bennett or LisaDuba-
. .... . Biedermann in 164 Oregon Hall; telephone
An academiC warnmg IS given If, In any term, a (503) 686-3211
student earns a GPAof less than 2.00, regard- .
less of the cumulative University of Oregon Students with Disabilities
GPA. A .student who earns a cumulative GPA It is the policy of the University of Oregon that
of less than 2.00 is placed on academic no man or woman shall, solely by reason of
probation. A student on academic probation physical limitation, be subjected to discrimina-
may register for no more than 15 credits a term. tion or denied the benefit of, or be excluded
Further unsatisfactory work can lead to disqual- from, participation in any University program or
ification from the University. (See the Time activity.
Schedule ofClasses for a complete explanation Th Off fAd . Ad" d St d t
of academic warning, probation, and-disqualifi- e. IC~ 0 ~a emlc ~Islng an ~en
cation.) Counselors in the Office of Academic Servl~~~ IS .availa~l~ to assl~t students With
Advising and Student Services are available to ~Isabilltles In obtaining reqUired acc?mmo~a-
assist students who are not in good academic tlons to enable the~ to ~omplete. their st~dles.
standing Such accommodations, In compliance With
. Section 504 of the Vocational Rehabilitation Act
Student Services of 1973, may consist of modification of class-
room techniques and practices to accommo-
Adult Learners date visual or auditory limitations; provision of
The staff of the Office of Admissions and lecture notes; auxiliary aids, such as readers
Records helps people who have been away and sign language interpreters; and modifica-
from high school or college courses for a tion to allow accessibility to degree and program
number of years and want to resume their objectives. Assistance is available to plan
education althe University. These students are schedules, register for classes, and obtain
offered preenrollment information and advice, special services through several University
help in resolving procedural problems, and offices. For further information consult Hilary
Gerdes in 164 Oregon Hall; telephone (503)
686-3211.
296 Affirmative Ad'ion
Affirmative Action
472 Oregon Hall
Telephone (503) 686-3123
Norma McFadden Comrada, Director
AI Okahara, Assistant Compliance Director
Lucille Seibert, Equal Education Specialist
The University of Oregon's policies on affirma-
tive action, equal opportunity, and sexual
harassment are stated inside the cover of this
bulletin. Students who feel they have been
discriminated against should call the Office of
Affirmative Action for information on the various
options and resources available, both on and
off campus. Confidentiality is respected for all
parties.
Services provided by Affirmative Action stafi
members include the following:
• Offering grievance counseling and resolution
• Providing information on University affirmative
action policies, procedures, and statistics
• Reviewing employment actions and equal
education practices
• Posting academic and graduate teaching
fellow positions
• Conducting workshops and classroom
presentations on special topics
In addition, several University offices provide
related services for specific student popula-
tions. International Services (for foreign stu-
dents) and the Council for Minority Education
are described elsewhere in this bulletin. The
counselor for students with disabilities is
located in the Omceaf Academic Advising and
Student Services; see Students with Disabilities
in the Academic Advising and Student Services
section of this bulletin.
Associated Students
of the University
of Oregon
Erb Memorial Union, Suite 4
Telephone (503) 686-3724
The Associated Students of the University of
Oregon (ASUO) is the recognized representa-
tive organization of students at the University.
It is a network of ag~ncies, activities, and
programs designed to serve student needs and
interests. Its purpose is to give students the
opportunity to plan and direct their own pro-
grams, to become involved with every aspect
of University life, and to influence the decisions
that affect the quality of education and student
life at the University. All students who pay
incidental fees are members of the ASUO.
Organization. The ASUO elects four special-
ized branches of student government-the
ASUO Executive, the Incidental Fee Committee
(IFC), the Student Senate, and the five-member
EMU Board. The ASUO Executive appoints the
Student AdministrativeBoard (SAB), part of the
EMU Board, the Constitution Court, and the
ASUO Health Insurance Committee. Together
these bodies provide governance, leadership,
and representation for student ·concerns.
ASUO Executive. The ASUO Executive is
composed of an elected president, a vice-
president, and hired officers and staff. The
ASUO Constitution describes the legal and
procedural functioning and the general makeup
of the ASUO Executive. It is the recognized
voice of UO students and administers more than
70 funded ASUO programs.
Incidental Fee Committee (IFC). The incidental
fee is a self-imposed tax by which students
finance student nonacademic activities. The
IFC is a seven-member committee elected from
the student body to allocate incidental fees.
Each year all recipients of support from inciden-
tal fees (the ASUO student programs, the
Department of Intercollegiate Athletics, and the
EMU, among others) submit their proposed
budgets to the ASUO Executive. The ASUO
Executive submits its recommendation to the
IFC. After a series of public hearings on each
bUdget proposal, the Committee presents its
recommendations to the ASUO president, who
forwards the ASUO recommendation on the
allocation of incidental fees to the president of
the University of Oregon. The final incidental fee
budget is approved by the Oregon State Board
of Higher Education.
Student Senate. The Student Senate is an
18-member body whose members are elected
for two-year terms on a rotating basis. Student
Senate members represent specific academic
departments and colleges. The Student Senate
comprises one-third of the University of Ore-
gon's Senate; the other two-thirds are faCUlty
members. The Student Senate members are
also full voting members of the University's
General Faculty Assembly, which debates and
sets general University policies. In addition,
Student Senate members run the Information
and Grievance Center in the lobby of the Erb
Memorial Union (EMU), approve appointments,
and help make up the ASUO Committee on
Committees, which nominates Students for
more than 80 positions on 24 stUdent-faculty
committees.
EMU Board. The EMU Board is a 15-member
committee consisting of students, faCUlty
members, and EMU staff personnel. It is
responsible for making general policy decisions
. and long-range plans for all aspects of the
operation of the Erb Memorial Union (EMU). The
Board is responsible for allocating a $3.7 million
budgettoprograms and service areas and for
allocating space in the 200,000 square-foot
facility. The Board, of which students comprise
the majority, also advises staff in the manage-
ment and administration of the EMU.
Student Administrative Board (SAB). The
SAB is a student committee composed of one
ASUO Executive member; one EMU Board
member, and one student at large. In addition,
the EMU scheduling officer and the EMU
program consulting officer are nonvoting
advisers. The SAB grants or withdraws recogni-
tion or registration of student groups as a basis
for use of campus facilities. In addition, it
formulates general policies related to student
organizations and on-campus extracurricular
activities.
Constitution Court. The ASUO Constitution
Court, appointed by the ASUO president and
confirmed by the Student Senate, serves as the
Court of Appeals for the ASUO. The Court has
the authority to rule on any questions arising
under the ASUO Constitution or any rule
promulgated under it. This review power covers
almost any action by ASUO government bodies,
programs, and individual students when
covered by the ASUO Constitution.
ASUO Health Insurance Committee. The
ASUO Health Insurance Committee, consisting
of five students appointed by the ASUO
president and confirmed by the Student Senate,
is responsible for setting policy for the ASUO
Health Insurance Program, hiring an insurance
coordinator, negotiating contracts, reviewing
benefits offered, and other resonsibilities
related to the administration of the program.
Student Interests
Alpha Kappa Psi is a professional business
fraternity that helps members gain experience
in activities essential to their future careers.
Amazon Child Care Center is a student
cooperative offering good, low-cost care and
seminars on parenting, teacher education, and
child development.
Amazon Community Tenants' representatives
participate in the Amazon Family Housing
Policy Board, which sets a/l the policies con-
cerning the Amazon Housing Complex.
American Chemical Society Affiliates is the
undergraduate student association of the UO
Department of Chemistry.
American Civil Liberties Union's campus
branch is student directed and funded; it is
affiliated with both the Oregon and the Lane
County ACLU chapters.
American institute of Architects associated
student chapters offer speaker and film series,
peer advising, design competitions, and tours
of local architecture offices.
American Society of Interior Design provides
professional contacts for its members.
Asian-Pacific American Student Union
serves the University's considerable population
of Asian-Pacific Americans.
Associated Students of Landscape Architec-
ture provides instructor evalL!ations for the
School of Architecture and Allied Arts, stimu-
lates student input in departmental committees,
sponsors speakers on landscape architecture,
and provides contacts with professionals and
other landscape schools.
ASUO Course Guide is distributed to students
and faculty members free of charge each term.
It contains descriptions of ciasses offered.
ASUO Executive Coordinator is a full-time
professional employee of the ASUO working
under the direction olthe ASUO president. The
coordinator provides consulting and research
services to ASUO officers.
ASUO Legal Services provides a wide range
of nonlitigatory legal services to all regular
University students free of charge.
Avenuis the student newspaper olthe School
of Architecture and Allied Arts(AAA) published
nine times each year by the University's student
chapter of the American Institute of Architects
(AlA).
Black Student Union (BSU) serves as a
support group for black students and exposes
the University and Eugene-Springfield com-
munities to black culture by sponsoring social
and cultural events.
Associated Students of the Universi1y of Oregon 297
Center for Innovative Educational Develop-
ment (formerly SEARCH)is an ASUO program
offering innovative credit and noncredit courses
in all disciplines. Courses are taLight by stu-
dents, faculty members, and community
members.
Chinese Student Association coordinates
academic, social, and cultural activities for
about 300 UO Chinese students.
Committee for the Musical Arts sponsors
artists who represent traditions, cultures, and
repertoires not provided by the School of Music,
the Cultural Forum, or other campus organiza-
tions.
Condon Society is an undergraduate and
graduate student association of the Department
of Geological Sciences.
Council for Exceptional Children serves all
students and professionals interested in
teaching disabled children and others with
special needs.
Crisis Center provides emergency counseling
when other University and ASUO facilities are
not avaiiable. The Crisis Center phone line is
open 24 hours a day; telephone 686-4488. Staff
members can also refer students to other
specialized agencies.
Cuba Study Group is primarily a cultural
information organization.
Dance Oregon! offers students the opportunity
to see, perform, and participate in dance
concerts, master classes, and workshops.
Performing membership is obtained through
auditions held each fall.
Division of Educational Policy and Manage-
ment Graduate Student Association is
primarily a support group for Educational Policy
and Management graduate students.
ESCAPE (Every Student Caring About Per-
sonalized Education) is a student-initiated and
student-run accredited practicum, which .
places student volunteers.
Foreign Student Organization (FSO) is an
umbrella organization for students from nations
around the world. Included are the Arab
Students Club, Indian Students Association,
Indonesian Students Association, Iranian
Students Association, Japanese Students
Association, Muslim Students Society, Organi-
zation of Arab Students, and Singapore Stu-
dents Association. Under the guidance of the
FSO, these associations and the students work
to promote the educational, social, and cultural
activities of foreign students at the University.
Forensics is the University's debate society
and speech club.
Gay and Lesbian Alliance serves members
who seek relaxed, nonoppressive interaction,
worthwhile activities, and a positive sense of
self.
Industrial Relations Association is an interdis-
ciplinary graduate association working primarily
out of the College of Business Administration to
provide peer advising, a newsletter, and
orientation for its members.
Interfraternity Council provides a central
organization for general fraternity activities and
leadership opportunities and promotes campus
involvement.
International Studies Association stimulates
understanding of world affairs.
Jewish Student Union serves the entire
student body through conferences, retreats,
speakers, films, and discussion groups sched-
uled forthe best possible benefit to both Jewish
students and the University community.
M.B.A. Association aims to improve the UO
graduate business program through student
involvement.
MEChA (Movimiento Estudianti Chicanos de
Aztlan) coordinates Chicano student activities
and represents the interests of Chicano stu-
dents at the University.
Model United Nations provides experience in
international relations through simulation and
increases analytic skills useful in many fields.
Mortar Board is a national honor society for
seniors with outstanding records of personal
service, leadership, and scholarship.
Muslim Student Association fosters under-
standing of Islamic culture.
Native American Student Union (NASU), an
important part of the Native American communi-
ty, is an ethnic student association that works
with students, community organizations, and
Northwest tribes.
NCAA Volunteers for Youth matches Univer-
sity athletes with junior high students.
Off-Campus Housing is a referral service for
students and community members who want to
locate housing. It provides a rental referral
board and paralegal counseling for landlord-
tenant problems.
Office of Student Advocacy (OSA) is a
constituent service of the ASUO providing
representation, at no charge, to students in
matters of student grievances, conduct code,
and related matters. Located in the EMU, OSA
assists students in resolving problems that
might arise out of University life.
Oregon Computing Association is a group of
students seeking to broaden their awareness of
computers and computer uses.
Oregon Daily Emera/dis the UO's independent
student newspaper. The ASUO purchases a
subscription for each UO student.
Oregon Student Lobby provides a collective
voice for students of Oregon's institutions of
higher education to influence public policy
decisions. It conducts research on issues
affecting students, lobbies decision makers,
and provides a mechanism for information
sharing among students.
Oregon Student Public Interest Research
Group (OSPIRG) is a consumer and environ-
mental advocacy organization.
Panhellenic Council promotes the understand-
ing of the sorority system and furthers intellec-
tual accomplishment and opportunities for
leadership and campus involvement.
People and the Oregon Coast coordinates
student activities between the University main
campus and the Oregon Institute of Marine
Biology in Charleston, Oregon.
Philosophy Club stimulates philosophical
thought by sponsoring speakers, papers, and
discussions.
Political Science Student Union serves
undergraduate Political Science majors through
development of student-run programs and .
activities and through academic peer advising.
Prehealth Sciences offers seminars, profes-
sional school information, and clinical observa-
tion for premedical and predentalstudents.
Project Saferide is a campus shuttle service
for women, available seven nights a week
during the academic year. Its vans are driven
by women and serve the University and Family
Housing neighborhoods.
Psychology Clinic provides psychotherapy fOr
a variety of personal problems.
Psychology Club is the undergraduate student
association of the Department of Psychology.
Public Affairs Graduate Student Organiza-
tion sponsors workshops and speakers in the
areas of professional development and career
planning.
Rape Crisis Network seeks to reach all
members of the community who have been or
might be affected by sexual assault. Its Crisis
Line program provides 24-hour crisis interven-
tion services to rape victims: telephone 686-
6700.
Recreational Folk Dancing provides instruc-
tion and recreation several nights a week for
members of the University community.
Recreation and Intramurals offers more than
40 events and activities.
Recreation and Park Management Graduates
encourages the professional education and
social interaction of graduate students in the
Department of Leisure StUdies and Services.
Solar Energy Information Center sponsors a
comprehensive and informative appropriate-
technology lecture program and offers a
comprehensive collection of reference material.
Student Bar Association is the umbrella
agency for student-interest groups within the
University of Oregon School of Law.
Student Campaign for Disarmament (SCD) is
a response to the threat to world peace and
human survival that is created by the escalating
arms race, both conventional and nuclear.
Through education and organization, SCD
attempts to offer peaceful alternatives for a
livable future.
Students Opposing Registration and the
Draft (SORD) works to increase campus
awareness of military registration and the draft,
and the interconnections between war, racism,
poverty, and other social ills. It provides
counseling and referral.
Survival Center is a clearinghouse for students
interested in environmental concerns.
Switchboard's services include a nationwide
"Rideshare" system free to UO students.
Switchboard is also a clearinghouse for a wide
variety of other information services.
Teacher Education Graduate Student Organi-
zation serves its members through arranging
speakers and social events and through a
newsletter.
Tool Library is a nonprofit corporation serving
the student body and community as a tool and
building resource center.
298 Associated Students of the University of Oregon
Undergraduate Economics Association
provides a forum for economic thought, which
supplements the classroom experience and
unifies the academic and real worlds.
University Playersrrheatre 4:30 is a series of
weekly student-produced plays in Villard Hall's
Pocket Theatre. University Players sponsors
guest speakers andworkshops on theater skills
open to the general student body.
University Theatre. The ASUO contributes
funds to the University Theatre to reduce the
cost of admission for students.
University Women In Transition provides
assistance and support to mature women who
are returning to the University to further their
education.
UO YMCA is a branch of the Eugene Family
YMCA. The Big Brother/Big Sister program
provides UO student "friends" to children in
single-parent homes. Other student volunteers
are advisers for junior and senior high school
programs.
UO YWCA provides services to women,
minorities, and disabled youth through the
Exceptional Friendship Program and the
Outreach Program.
Women in Communication, Inc. is a national
professional organization. For students, it offers
internships and career advice.
Women's Referral and Resource Service aids
women in their search forthe tools, information,
and skills needed to advance themselves.
Career Planning
and Placement
244 Hendricks Hall
Telephone (503) 686-3235
Lawrence Smith, Director
Deborah Chereck, Assistant Director
Emmett Williams, Coordinator,
Job Location and Development
Sarah Davies, Gina Huston, Benjamin Jeffries,
Counselors
The Career Planning and Placement Service is
the primary campus resource for students and
alumni seeking career direction and employ-
ment assistance.
Career Planning. Career planning services
help students combine educational and career
goals. The Career Assessment Program
provides a systematic approach for identifying
skills, interests, and abilities. Individual counsel-
ing is available, as well as the publication Focus
Your Education, to help students select courses
and majors to fit their goals. The office keeps
up-to-date files on careers and employment
trends. Information is provided on local, re-
gional, and national internship programs.
Placement. Each year more than 9,000 jobs are
listed with this office, and the campus interview
program brings approximately 200 employers
to campus. Workshops and seminars, free to
students, teach resume writing, interview skills,
and job-search strategies. Employer direc-
tories, salary surveys, and corporate brochures
are available, and the office has a reference file
service to support applications for graduate
school or employment. Counselors are available
for scheduled appointments or on a drop-in
basis.
Students who are currently enrolled,alumni,
and those who have completed 12 or more
credits at the University may register for
placement service.
For more information, see the Academic and
Career Planning section of this bulletin. For
information about the Job Location and De-
velopment Program, seethe Student Financial
Aid section.
Counseling
Second Floor, Student Health
Center
Thirteenth Avenue at Agate Street
Telephone (503) 686-3227
Director to be announced
Mark Evans, Richard P. Francisco, Suzanne
Gascoyne, Carolin Keutzer, Marc Taylor,
Andrew Thompson, Saul Toobert, Counselors
The University Counseling Center provides
trained counselors to help students with
personal problems and with marital and premar-
ital matters. Counseling, testing, and additional
resources are available to assist students in
making career choices and in dealing with
academic concerns.
A modest fee is charged for testing, Fees for
other counseling services may also be required.
Staff members offer group-process consultation
to the various departments of the University
and, upon request, consult with faculty mem-
bers, students, and others on behavioral and
mental health problems.
Testing Service. The Counseling Center
coordinates most of the national testing pro-
grams such as the College-Level Examination
Program (CLEP), the College Entrance Exami-
nation Boards (CEEB), the Graduate Record
Examination (GRE), and the Law School
Admission Test (LSAT). Application forms and
registration materials for these tests are avail-
able at the Counseling Center, Room 238.
Student Training. The Center offers doctoral
internship training, practicum courses, and
supervised experience for graduate ,students in
Counseling Psychology,
Crisis Center: 686-4488. The Crisis Line, a
telephone service superVised by the Counseling
Center, operates 24 hours a day.
Erb Memorial
Union
Thirteenth Avenue at University Street
Telephone (503) 686·3705
Adell McMillan, Director
Frank Geitner, Jr., Associate Director and
University Program Consultant
Susan Racette, Assistant Director and Business
Manager
The Erb Memorial Union (EMU) is a combination
of facilities, services, and programs dedicated
to making the extracurricular life of students an
integral part of their education. The EMU
provides group meeting rooms, a variety of food
service units, lounges, a recreation center, and
a staff of program consultants to help groups
and individuals in planning programs. Student
government and activities offices are located
on the ground floor of the EMU.
Also housed in the building are the Oregon Dai/y
Emera/deditorial offices, a branch of the United
States Post Office, the Campus Copy Center,
Photo 1.0. service, an information center, a small
variety store, a ticket outlet, the University
lost-and-found service, a travel desk, a hair
salon, a computer lounge, and a computer
supply store. Another facility of the EMU, but
not housed in the building, is the Waterworks
Canoe Company, which rents canoes and
kayaks for use on the Millrace and elsewhere.
The Erb Memorial Union is funded from two
sources: the incidental fee paid by all students
each term and the income generated by some
EMU units. EaCh year the EMU submits its
budgetto the ASUO Incidental Fee Committee,
which makes recommendations to the president
of the University regarding the allocation of
incidental fees to the Department of Intercol-
legiate Athletics, the ASUO, and the EMU.
Board of Directors. The EMU Board of Direc-
tors has the responsibility for making general
policy 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 administration. The Board is
made up of elected students, appointed
students, and appointed faculty members.
The EMU also provides activities and programs
for the educational, CUltural, and recreational
enrichment of the University community.
Child Care Centers
Telephone (503) 686-4384
Dennis Reynolds, Coordinator
Two child care centers are available for use by
University students and, when space is avail-
able, by staff and faculty members.
Club Sports and Recreation Center
Telephone (503) 686-3733
Sandra Vaughn, Coordinator
This is a special intercollegiate program that
emphasizes participation by all interested
students. The Club Sports Program has teams
in soccer, rugby, lacrosse, weight lifting, karate,
fencing, water polo, table tennis, volleyball,
skiing, crew, badminton, sailing, handball,
bicycling, racquetball, bowling, horseback
riding, baseball, korfball, judo, and ultimate
frisbee. The Recreation Center has facilities for
bowling, billiards, and video and table games.
It sponsors tournaments in billiards, table
tennis, shuffleboard, chess, bridge, and
backgammon.
Computer Lounge
Telephone (503) 686-4353
The Computer Lounge is open to all members
of the University community. The Lounge offers
term passes and hourly rental of personal
computers and printers for desk-top publishing.
Craft Center
Telephone (503) 686-4361
Thomas F.Urban, Coordinator
Open to all members of the University commu-
nity including alumni, the Craft Center provides
facilities for informal work in ceramics, jewelry,
woodworking, graphics, photography, and
various other crafts.
Michael G. Herz, MD.
James K. Jackson, MD.
Daniel C. Jepsen, M.D.
Paul Kaplan, MD.
Herbert C. Lemon, MD.
William R. McCluskey, MD.
Regina D. McGlothlin, M.D.
Donna Scurlock, MD.
Jerome C. Vergamini, MD.
Kathleen M. Wiley, MD.
Cultural Forum
Telephone (503) 686·4373
The Cultural Forum presents a program of
campus-wide entertainment and cultural
activities, including films, concerts, art exhibi-
tions,lectures, and symposia.
Outdoor Program
Telephone (503) 686-4365
Bruce Mason, Coordinator
The Outdoor Program offers activities such as
camping, hiking, mountaineering, ski touring,
canoeing, kayaking, bicycle touring, river
rafting, and an on-campus program of lectures,
slide presentations, and instructional work-
shops.
Student Activities Resource Office
Telephone (503) 686-4000
The Student Activities Resource Office (SARO)
provides resources to students and student
organizations for any type of programming. In
addition, the staff qffers consultation to help
meet individual or group goals.
Health Services
First Floor, Student Health Center
Thirteenth Avenue at Agate Street
Telephone (503) 686-4441
James K. Jackson, M.D., Director
The purposes of the Student Health Center are
to ensure University students a healthy environ-
ment in which to live and work, to safeguard the
general health of students, and to teach the
value of preventive and curative medicine
through health education and individual,
informal health counseling.
Student health services in the institutions of the
Oregon State System of Higher Education are
supported by a student health fee and such
charges as are necessary. Only currently
registered students are entitled to the services
of the Student Health Center.
Medical Services
1. General medical care and treatment,
including clinical gynecology, .family plan-
ning and counseling, and minor surgery
(major surgery and other procedures
requiring general anesthesia, intensive
medical care, and specialists' services are
referred elsewhere)
2. Urgent .care service during regular school
terms (major emergencies are referred to
hospitals located near the campus)
3. Routine laboratory procedures and X-rays
4. A licensed pharmacy
5. Psychiatric counseling services by a
psychiatrist
6. Sports medicine rehabilitation and physical
therapy
7. Allergy skin testing
8. Limited dental care and dental education
Hours
Outpatient Care. Students must make appoint-
ments for outpatient care. Appointments may
be made by telephone or in person during
Student Health Center hours, 8:00 a.m. to 4:30
p.m., Monday through Friday. Saturday hours
are 8:00 to 11 :30 a.m,A current University
identification card and current fee receipt must
be shown to receive services.
Urgent Care. Hours are Monday through
Saturday, 8:00 a.m. to 8:00 p.m., and Sunday,
noon to 8:00 p.m.
The Student Health Center closes when the
University is not in session. During summer
session, the Student Health Center provides
limited clinical services from 8:00 a.m. to 4:30
p.m., Monday through Friday.
Expenses. There is a charge for prescriptions,
X-rays, laboratory procedures, and services
such as immunizations, physical therapy,
sports medicine, and dental procedures. Every
effort is made to keep all charges as low as
possible.
All expenses for, or connected with, surgical
operations or specialized services must be
borne by the student. These include the
services of a special nurse, where deemed
necessary, and medical or surgical specialists
who consult with patients in the Student Health
Center or elsewhere. Under no circumstances
will the Center payor be responsible for bills
from private physicians or private hospitals.
It is recommended that all students who are not
covered by sickness and accident insurance
buy the Sickness and Accident insurance
Policy, which is tailored to meet the specific
needs of college students. The policy may be
purchased through the Associated Students of
the University of Oregon (ASUO). Student
insurance does not entitle a person not regis-
tered for the current term to Student Health
Center services, but it does apply to general
medical care elsewhere, as indicated in the
policy. Parents are reminded that in family
medical and hospital insurance policies,
coverage may end for their children when they
reach the age of 19 years.
Health Center services are not available to
faculty and staff members.
Each entering student rnust complete a medical
history form. Any student born in acountry other
than the United States must, within two weeks
after admission to the University, have a
tuberculin skin test (PPD) unless he or she is
known to have a significant positive test.
Exceptions to the tuberculin skin test require-
ment are made for students from countries that
have a recognized low incidence of tuber-
culosis. The Student Health Center, however,
urges all students to have a tuberculin skin test
fortheir own protection. The tuberculin skin test
is available at the Student Health Center.
Students with a positive reaction to the tubercu~
lin skin test must have a 14" X 17" chest X-ray
within sixmonths after admission to the Univer-
sity.
It is recommended that students will have had
diphtheria-tetanus boosters within the past
10years. Polio and measles immunizations are
also strongly recommended.
Staff physicians are:
Don Ausland, DD.S.
Paul S. Bassford, MD.
Frank L. Baynes, MD.
Richard O. Buck, M.D.
Virginia M. Buck, MD.
Frances J. Colwell, MD.
William A. Disher, M.D.
Emily B. Fergus, MD.
Glenn Gordon, MD.
Peter A. Hafner, MD.
International Services 299
International
Services
330 Oregon Hall
Telephone (503) 686·3206
Thomas Mills, Director
Peter Briggs, Assistant Director
Virginia Nahir and Margo Ramsing,
Foreign Student Advisers
Paul Primak, Assistant Director,
Overseas Study
Mark Levy, Overseas Study Adviser
The University currently enrolls about 1,540
foreign students from 69 countries andsponsors
a variety of foreign study programs in Europe,
Latin America, and Asia. Through the Office of
International Services, the University assists
United States students who want to study
abroad and foreign students and faculty
members who are teaching and studying at the
University.
Foreign Student and Foreign FaCUlty
Assistance. Students and faculty members
from other countries are invited to consult this
office for information about admissions, hous-
ing, United States immigration regulations,
employment opportunities, and scholarship aid.
The Office also offers academic and personal
counseling, helps students adjust to life in this
country, and coordinates the Friendship Family
Program that introduces foreign students to
local families.
The Office is the official University liaison for
several international agencies, including the
Institute of International Education and the
African-American Institute.
Foreign Study Opportunities
Students at the University may broaden their
education by taking part in foreign study
programs that offer University of Oregon credit.
More complete information about each of the
following programs is published in the pamphlet
Foreign Study Opportunities, available in the
Office of International Services. Overseas
Center (OCTR) courses are listed in the Special
Academic Opportunities section of this bulletin.
AListralia, Melbourne. LaTrobe University
offers a broad curriculum for students participat-
ing in this year-long exchange program.
Students attend regular university courses and
follow the Australian academic year that begins
in March and ends the following November.
China, Beijing. This intensive language pro-
gram offers a chance tobegin study of Chinese
in China. Students may attend for one semester
or for a full academic year.
China, Beijing. This fall semester program at
Beijing Municipal University is designed
especially for students majoring in education.
Students take courses in Chinese language and
civilization, social foundations of education, and
curriculum development. Students are housed
in university dormitories.
China, Fuzhou. Students may spend winter
and spring terms in Fuzhou continuing their
study of Chinese language and civilization. Two
years of college-level Chinese or completion
of the fall Beijing program are required for
participation.
Denmark, Copenhagen. This academic
program atthe University of Copenhagen offers
300 International Services
semester and fUll-year programs in architecture,
international business, and general studies
(liberal arts). Field trips are integrated into the
academic course work. A summer semester
program is also offered. Courses are taught in
English by Danish professors.
England, Bath. This program emphasizes
history, culture, and the arts. Courses integrate
field excursions into the academic program.
The program calendar permits students to
participate during fall, winter, or spring terms.
Students live with British families.
England, Liverpool. Architecture students are
eligible for a one-year exchange with .British
architecture students from the University of
Liverpool.
England; London. Historic London is the
setting for this program, which emphasizes the
humanities and social sciences. Field trips are
integrated into the academic work to provide a
rounded educational experience. Students live
with English families.
France,Avlgnon. Students in this program
study the culture, traditions, and social systems
of Provence. Field trips are an integral part of
the program. Instruction is in English, although
acceptance into the program requires two
terms of college-level French.
France, Lyon. Students with advanced training
in French language may opt for the year-long
program in Lyon. Opportunities in a variety of
disciplines will be available to University of
Oregon students. Housing is arranged for
students. This is a new program for 1987-88.
France, Poitiers. This one-year academic
program is for students who have studied at
least two years of college-level French. Most
students are enrolled in the Institute for Foreign-
ers at the University of Poitiers, where they study
French language and literature. Students with
sufficient academic preparation may enroll in
regular University of Poitiers classes.
Germany, Baden-Wiirttemberg. Students in
this year-long program may study at anyone of
the participating universities at Heidelberg,
TObingen, Stuttgart, Konstanz, Mannheim, or
Hohenheim. Instruction is in German; applicants
must have had at least two years of college-level
German prior to acceptance.
Germany, Cologne. Cologne offers a liberal
arts and business curriculum that is similar to
the programs in London and Avignon. Although
courses are taught in English, one term of
college-level German is required.
Germany, Tiiblngen. Students studying the
German language are eligible for this intensive
language program offered each year from April
to July.
Hungary, Szeged. This program offers an
opportunity to study in an eastern European
setting. No previous study of Hungarian is
required; students can begin their study of the
language at Szeged.
Israel, Jerusalem. Historic Jerusalem, home of
Hebrew University, is the site of this one-year
program. Course work focuses on the social
sciences and humanities with special concen-
trations in international, urban, religious, and
Middle East studies. Students reside in campus
dormitories. This program is proposed for the
1987-88 academic year.
Italy, Perugia. An eight-week summer program
in Italian language and culture is offered at the
Italian University for Foreigners in Perugia.
Italian at all levels is offered.
Italy, Rome. Each summerlhe University of
Oregon School of Architecture and Allied Arts
sponsors a program in Rome. A faculty member
from the Department of Architecture accom-
panies the Oregon group.
Italy, Siena. Italian language, humanities, and
the social sciences are emphasized in this
program, new for 1987-88. Students must
complete at least one term of college-level
Italian prior to participation in the program.
Japan, Tokyo. The Aoyama Gakuin University's
School of International Politics, Economics, and
Business is the center of this program that
integrates American and Japanese students.
Instruction is in English, but students with a prior
knowledge of Japanese are given preference
in the selection process.
Japan, Tokyo. At Waseda University's Interna-
tional Division, students may enroll in a variety
of courses in Asian studies. Knowledge of the
Japanese language is not required; instruction
is in English.
Korea, seoul. Ewha Women's University and
Yonsei University are the sites for a study
program in Korea in which students take
courses in Korean studies and language.
Family home stays are arranged for students.
Mexico, Queretaro. Each summer the Univer-
sity of Oregon Department of Romance Lan-
guages sponsors a study program in Spanish
language and culture in Queretaro. Applicants
must have one year of college-level Spanish to
participate in the eight-week session.
Netherlands, Breukelen. Students participat-
ing in the program at the Netherlands School
of Business take courses in international
business, languages, and social science. A
summer program is also offered.
Norway, Bergen. Students proficient in Norwe-
gian are eligible for this year-long exchange
program. Applicants who have had less than
the required two years of Norwegian may enter
the program after attending the International
Summer School at the University of Oslo.
Students are enrolled in regular university
courses at the University of Bergen.
Scotland, Aberdeen. The University of Aber-
deen is the home of this year-long exchange
program. Students will have opportunities to
take course work in a wide range of disciplines
with the guidance of a faculty adviser. Housing
is in University dormitories. This program
begins with the 1987-88 academic year.
Soviet Union, Leningrad. Students in this
program take courses in Russian language,
literature, history, and culture at Leningrad State
University. Because classes are conducted in
Russian, students must have a minimum of two
years of college-level Russian for the summer
program and three years for the semester
program.
Soviet Union, Moscow. The Pushkin Institute,
renowned for teaching Russian as a foreign
language, is the site of this semester program
for students of Russian. For acceptance into the
program, applicants must have had three or
more years of college-level Russian.
Spain, seville. This semester program offers
courses in Spanish language, literature, history,
and culture. Applicants must have completed
at least two years of college-level Spanish.
Sweden, Linkoping. This year-long exchange
program is available to students demonstrating
proficiency in Swedish. Courses are taught in
Swedish and emphasize Scandinavian studies.
Grants and Scholarships
for Study Abroad
Grants are available to qualified graduating
seniors and graduate students for advanced
research, university study, and overseas
teaching. Fulbright grant applications must be
submitted tothe Fulbright program adviser, 330
Oregon Hall, by mid-October. The Office of
International Services has reference books on
other overseas scholarship opportunities.
Public Safety
Straub Hall
1819 East 15th Avenue
Telephone (503) 686-5444
Oakley Glenn, Director
The Office of Public Safety is responsible for
the general safety of the campus 24 hours a
day, seven days a week. It oversees security,
general safety, environmental health, radiation
safety, keys and locks, parking, and bicycle and
car registration.
Parking regulations are available in the Public
Safety Office, which is open from 8:00 a.m. to
noon and 1:00 to 5:00 p.m., Monday through
Friday. Students and University employees may
purchase parking permits for motor vehicles or
obtain free bicycle permits in this office. Fees
are listed under Special Fees in the Tuition and
Fees section of this bulletin. Visitors may obtain
free temporary parking permits.
Recreation
and Sports
The Department of Physical Education and
Human Movement Studies sponsors com-
prehensive sports and recreational programs
for students and faculty and staff members of
the University.
Recreation and
Intramural Activities
103 Gerlinger Hall
Telephone (503) 686-4113
Karla Rice, Director
The programs provide a wide variety ofoppor-
tunities for participation in intramural sports,
all-campus tournaments, and special events.
These may include one-day tournaments; short
events, such as a fun run or free-throw contest;
or league or fitness activities, which may last
up to eight weeks. Activities are prOVided in
men's, women's, and coed divisions.
Among the most popular activities are aerobics,
basketball, bowling, badminton, cross-country,
flag football, golf, racquetball, swimming,
softball, soccer, tennis, track, volleyball, and
wrestling.
Open Recreation. The facilities and· recrea-
tional equipment of the Department are avail-
able for open recreation when not otherwise
scheduled. These facilites include the gym-
nasiums, courts, weight room, and pools 'of
Esslinger Hall, Gerlinger Hall, and Gerlinger
Annex. Outside field space and tennis courts
are also available on the same basis. Open
recreation is a key element in the overall
balance of Recreation and Intramurals (RIM)
programming. Open recreation is an outlet for
individuals who want a less structured, nontour-
nament form of participation. Throughout the
year, facilities are regularly set aside for drop-in
activity.
Intercollegiate Athletics
McArthur Court
Telephone (503) 686·4481, ·3388
Bill Byrne, Director
Herbert S. Yamanaka, Special Assistant
to Director
Christie Voelz, Associate Director
Bill Bryant, Sandy Walton, and Ken Winstead,
Assistant Directors
Steve Hellyer, Sports Information Director
Steven R. McBride, Director of
Computing Services
Head Coaches and Trainers
Dean Adams, Head Trainer
Rich Brooks, Head Football Coach
Bill Dellinger, Head Men's Track and Field and
Cross-Country Coach
Ron Finley, Head Wrestling Coach
Gerry Gregory, Head Volleyball Coach
Tom Heinonen, Head Women's Track and Field
and Cross-Country Coach
Eiwin Heiny, Head Women's Basketball Coach
Sue Jacobson, Women's Tennis Coach
Scott Krieger, Golf Coach
Don Monson, Head Men's Basketball Coach
Emory Summers, Men's Tennis Coach
Teresa Wilson, Softball Coach
Intercollegiate athletics at the University is an
integral part of the institution's educational
programs. Opportunity to participate in athletics
is offered to students of both sexes at every
level of experience and skill.
The University has a rich heritage in men's
intercollegiate athletics, one that includes five
National Collegiate Athletic Association (NCAA)
track-and-field championships, four NCAA
cross-country championships, and the first-ever
NCAA basketball championship. University
women earned the national cross-country title
in 1983 and the outdoor track-and-field crown
in 1985 to cap 11 years of high finishes in
cross-country and seven in track and field. In
1984 the men were NCAA champions. In
1986-87 the women were selected forthe NCAA
tournament in volleyball and basketball.
Success in sports has made Eugene and the
University an attractive site for national cham-
pionships. The University has been the cham-
pionship host for NCAA and Association for
Intercollegiate Athletics for Women (AIAW)
track and basketball, and NCAA gymnastics,
wrestling, and golf.
Eugene, site of the 1972, 1976, and 1980
Olympic Track and Field Trials, is recognized
as the track-and-field capital of the United
States.
Numerous University teams-men's and
women's-have won conference and regional
championships. Many University athletes have
won individual national titles and participated in
the Olympic Games, World Games, and other
major competitions.
The University fields seven sports for men and
women. Men's sports include football, basket-
ball, wrestling, tennis, golf, track and field, and
cross-country. Women's sports include vol-
leyball, basketball, tennis, softball, track and
field, cross-country, and golf. Women's Intercol-
legiate Athletics, organized in 1973, has been
a part of the Department of Intercollegiate
Athletics since 1977.
The University of Oregon belongs to the NCAA,
competing at the Division I level in men's and
women's competition. The long-time organizer
of men's athletics, the NCAA began sponsoring
women's championships in the 1981-82 season.
A new 400-meter track, installed in 1987, helped
the University's successful bid to be the site of
the 1988 NCAA track-and-field championships.
The University also belongs to the Pacific-10
Conference (Pac-1 0). Other members of the
Pac-1 0 are Arizona, Arizona State, UCLA, USC,
California, Stanford, Oregon State, Washington,
and Washington State,.
Pac-10 schools have captured more NCAA
titles than any other conference in the nation.
Special Services
Academic Learning Services
108 Library
Telephone (503) 686-3226
David Hubln, Director
Susan J. Lesyk, Associate Director
The Center for Academic Learning Services
(ALS) provides academic supportto all Univer-
sity students at various stages in their educa-
tional programs. Through academic courses,
noncredit workshops, individual counseling,
and drop-in mathematics and writin'g
laboratories, the Center offers training in study
skill improvement, preparation for standardized
entrance examinations, and tutoring in many
subject areas.
Students concerned about their academic
reading, researching, writing, and general
study skills may benefit from participation in
Introduction to University Study (ALS 101). This
3-credit course, which gives students an
academic orientation to the University, is
particularly helpful for new students. Academic
Learning Services courses are listed in the
Special Studies section of this bulletin.
Among the noncredit workshops offered are
academic speed reading, study techniques,
grammar, mathematics review, and preparation
forthe Graduate Record Examinations, the Law
School Admissions Test, the Graduate Manage-
ment Admissions Test, and the Medical College
Admissions Test.
Peer tutors in entry-level undergraduate courses
are available through ALS. Mathematics and
writing assistance is also provided in the
Center's laboratories on a free, drop-in basis.
The Educational Opportunities Program, a
component of ALS, offers comprehensive, free
academic assistance and advising to eligible
students. Eligibility for participation in the
Program's courses, workshops, personal
Special SeNices 301
counseling, and academic advising is deter-
mined by federal guidelines from the United
States Department of Education, which provides
funding for this service.
The Center for Academic Learning Services is
open weekdays from 8:00 a.m. to 5:00 p.m.
American English Institute
241 Prince Lucien Campbell Hall
Telephone (503) 686-3945
Russell S. Tomlin, Director
The American English Institute (AEI) offers two
intensive English-language programs for adults
who want to improve their English proficiency
in order to perform effectively in an academic
or professional setting. It prepares the student ......
for academic work at the University of Oregon' .
or similar academic institutions and for profes-
sional activities in business and industry or
science and technology.
Classes begin in September, January, March,
and June. AEI instructors are University faculty
members with specialized training in linguistics,
applied linguistics, or teaching English as a
second language (TESL).
Intensive English Program. The AEI academic
English program consists of a six-level basic
curriculum and a broad 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. Full-time students
choose basic courses totaling 20 hours of
instruction a week.
The elective curriculum consists of a set of
optional courses ihat focus on areas of special
concern or interest to students, including Test
of English as a Foreign Language (TOEFL)
Preparation I and II, Business English, American
Culture, Conversational English, and University
Transition.
Other services and facilities afford the student
further opportunities to develop English profi-
ciency. Advanced students may enroll, with the
director's approval, in one regular University
course. Trained and supervised tutors help
students individually with course work, conver-
sation, listening, reading, composition, and
pronunciation.
Supplementary English Language Training
(SELT). Beginning fall 1987 the AEI will offer a
special program of supplementary English
language training to enrolled undergraduate
students who need or request additional ESL
training for academic work. Information on this
program is available from either the AEI or the
Office of International Services.
Student Services. The AEI's special student
services include an academic cOunselor, an
extensive orientation program before classes
begin, many planned social activities in Eugene
and the state of Oregon, housing assistance,
and host families.
Admission Procedures. The AEI's Intensive
English Program is open to any student who
has completed secondary school and is able
to demonstrate sufficient financial support for
study at the AEI. To apply, the following
materials should be submitted:
302 Special Services'
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 $20.00
If you are transferring from another English-
language program in the ;United States, a
recommendation from the program director
should be included.
Admission to the AEI does not imply admission
to any other school or program althe University
of Oregon.
>
Projected Expenses for Academic Year
Per Term Per Year
Tuition and Fees $1,438 $4,314
Health Insurance 75 225
Housing
Residence Hall (single room) . 1,329 3,987
Apartment. . . . . . . .. . . . . . 660 1,980
Quad.................. 4771,431
Living Expenses. . . 800 2,400
Additional funds will be needed for transportation,
liVing expenses during breaks, and miscellaneous
personal expenses.
Inquiries regarding admission should be
directed to:
American English Institute
University of Oregon
Eugene OR 97403
USA
Council for Minority Education
314 Oregon Hall
Telephone (503) 686-3479
Jan Oliver, Acting Director
The Council for Minority Education (CME)
provides academic and other support services
to American Indian and Alaskan natives,
Afro-American, Hispanic, Asian American, and
Pacific Island students. Assistance in gaining
admission to the University is only one of the
ways CME offers help.
Staff members can answer questions about
academic matters and graduation requirements
at the University. They also assist students in
straightening out problems in other areas such
as registration, housing, or business affairs.
Each yearCME sponsors orientation, cultural,
and other activities of interest to minority
students in cooperation with the ethnic student
unions. It funds courses in the English and
Mathematics Departments in order to provide
smaller classes for better individual instruction.
Grammar workshops, a computer laboratory,
academic support, and otherretention services
are also provided by CME.
In certain cases, students may qualify for
admission even if they have doubts about
meeting the requirements. Please call or write
the Council about this. Staff members may also
be able to help with financial problems posed
by deposits and application fees.
An important function of the Council is to
promote a friendly, caring atmosphere for
minority students on campus and in the Eugene-
Springfield community. Helping students
overcome obstacles to a successful college
experience is the main goal.
All students of color are urged to take advantage
of this University-funded program.
National Student Exchange
164 Oregon Hall
Telephone (503) 686·3211
Joe Wade, Coordinator
The University of Oregon is one of more than
60 pUblic colleges and universities across the
country with membership in the National
Student Exchange (NSE). Through NSE,
qualified students at member institutions may
apply for exchange enrollment at another
participating school. This program enables
students to study in different geographical
areas of the country and take advantage of
specialized courses or unique programs that
may not be available on their home campus.
Participation in the program is limited to one
year.
To qualify, a University of Oregon student
should be in the sophomore or junior year
during the exchange year, be a full-time student
in good standing at the University, and be a
legal resident of Oregon. Tuition is assessed by
the host institution at the in"state resident rate.
University Community Action
109 Hendricks Hall
Telephone (503) 686-3813
Anita Runyan, Director
Students receive a monthly stipend and full
academic credit while working full time for nine
months in a public or nonprofit agency. Faculty
members in the Department of Human Services
provide field instruction and teach the theory-
practice integration course in which students
are involved each term. Admission to this
program is open to upper-division and graduate
students from disciplines concerned with social
issues, human development,and public
service.
Upward Bound
1859 East 15th Avenue
Telephone (503) 686-3501
Pearl M. Hill, Director.
Upward Bound is a federally funded college
preparatory program designed to generate the
skills and motivation necessary to complete
high school successfully and gain admission to
an institution of higher education. High school
students from low-income families who are
potential first-generation college graduates with
academic promise are eligible for the program.
They are recruited from target schools in
Portland, Eugene, Springfield, and Harrisburg.
Upward Bound students participate in an
eight-week summer residential program em-
phasizing basic skill development and cultural
enrichment. Career and personal counseling
encourages creative thinking and developing a
positive attitude toward education. During the
school year, students areprovided with tutoring
and counseling services as well as cultural field
trips and activities.
Veteran Affairs
364 Oregon Hall
Telephone (503) 686·3118
Hilda Young, Director
The Office of Veteran Affairs assists student
veterans and their dependents in obtaining
veterans' educational benefits in compliance
with Veterans Administration procedures and
regulations.
The new GI Bill allows students who are not
veterans but are members of the National Guard
or reserve units of the United States Army, Air
Force, or Navy to qualify for educational
benefits.
The Office is a clearinghouse for information on
Veterans Administration and Oregon State
Veteran benefits, including Veteran Vocational
Rehabilitation, Veteran Work-Study, and the
Veterans Tutorial Assistance Programs. A
student wanting advance pay for educational
benefits should write or call the Office of Veteran
Affairs approximately 60 days before the
beginning of his or her first term at the University
of Oregon and no later than 30 days before. All
other student veterans may be certified upon
registration, but they should visit the Office prior
to the beginning of each term to provide
information about their school plans for the term.
Student Conduct
364 Oregon Hall
Telephone (503) 686·3210
Bill Ballester, Assistant Dean of Students
and Student Conduct Coordinator
The University operates under a progressive
student conduct program designed to protect
the health, safety, and well-being of everyone
within the University community and, at the
same time, protect the educationalobjectives
of the University.
A faCUlty-student committee has primary
responsibility for formulating and evaluating
student conduct policies and procedures. The
program is administered by the student conduct
coordinator.
An abridged version of the Code of Student
Conduct and information concerning the
Student Conduct Program appear in the Time
Schedule of Classes, available in the Office of
the Registrar. Copies of the complete code are
available for examination in the Offices of the
Vice-Provost for Student Affairs, Dean of
Students, and Registrar, and from Academic
Advising and Student Services, University
Housing, and the Associated Students of the
University of Oregon (ASUO).
Student
Development
364 Oregon Hall
Telephone (503) 686-3216
Jane DeGic1io, Director
The Office of Student Development integrates
special programs that complement the class-
room and enhance the total educational
experience of students. Serving students
individually and in large or smail groups, this
office is concerned with their intellectual,
vocational, social, recreational, and ethical
development. The Office sponsors orientation
for new students, advises fraternities and
sororities, and coordinates honoraries and
awards, on-campus internships, and leadership
training programs. It also coordinates University
retention efforts and responds to immediate
student issues.
Honors and Awards
364 Oregon Hall
Telephone (503) 686·3216
Anita Johnson, Coordinator
The University of Oregon offers special pro-
grams of study as a challenge to students of
superior scholastic ability. Students interested
in such programs should consult their major
department or school for details.
Honor Societies. One means by which out-
standing student scholarship is recognized at
the University of Oregon is through election to
membership in a chapter of a national scholastic
honorary or a local society. The criteria for
membership and the scope of activities vary
widelyfor the organizations listed below. Some
of them serve primarily to recognize outstanding
scholastic achievement; others consider
grades as only one of several factors (e.g.,
community service, leadership) meriting
membership. Details are available from the
Office of Student Development.
Alpha Kappa Psi (business majors)
Alpha Lambda Delta (freshmen, all majors)
Alpha Phi Omega (service, all students)
Ancient Order of the Druids (juniors)
Asklepiads (prehealth sciences)
Beta Alpha Psi (accounting students)
Beta Gamma Sigma (juniors, seniors, and
graduates, business administration)
Circle K International (service, all students)
Eta Sigma Gamma (health science)
Friars (Seniors)
Golden Key (juniors and seniors)
Kappa Tau Alpha (seniors and graduate
students in journalism)
Mortar Board (seniors, all majors)
Mu Phi Epsilon (music)
Order of the Coif (law)
Phi Beta (music, drama, dance)
Phi Beta Kappa (seniors, liberal arts and
sciences)
Phi Delta Kappa (graduates and
professionals in education)
Phi Epsilon Kappa (physical education)
Phi Eta Sigma (freshmen, all majors)
Pi Alpha Alpha (seniors and graduate
students in public affairs and
administration)
Pi Gamma Mu (social science)
Pi Kappa Lambda (music)
Pi Lambda Theta(undergraduate and graduate
education) .
Pi Mu Epsilon (mathematics)
Sigma Xi (all sciences)
Honors College. The U~iversity of Oregon
Honors College offers a four-year program of
study leading to a degree with honors. For
further information see the Honors College
section of this bulletin.
Outstanding Students. Awards of merit
traditionally are given to outstanding students
during Parents' Weekend in May. Student-
faculty committees choose the recipients
according to criteria set by the men and women
who established the prizes.
The Dean's Award for Service, inaugurated in
1984, recognizes distinguished service ren-
dered to the University and to the community
by students.
The AAUW Senior Recognition Award goes
each year to an outstanding senior woman at
the University. The Oregon State Division of the
American Association of University Women
criteria for selection are outstanding scholar-
ship, character, personality, contribution to
campus and community life, and potential for
future growth.
The Gerlinger Cup is awarded to a junior woman
for achievements in scholarship, leadership,
and service to the UniversitYcThis award was
created in 1914 by Irene Hazard Gerlinger, first
woman to serve on the University's Board of
Regents.
The Maurice Harold Hunter Leadership Scholar-
ship, awarded annually to a junior man with
outstanding leadership qualities, was estab-
lished in 1948 in memory of Captain Hunter,
Class of 1941.
The Koyl Cup was created in 1914 by Charles
W. Koyl, Class of 1911, and is awarded to the
junior man who has shown the best all-around
progress in areas of leadership, service, and
academic achievement.
The Bess Templeton Cristman Award provides
an annual scholarship for a woman in the junior
class at the University. The award is a gift
presented to the University in tribute to Bess
Templeton Cristman, who was honored during
her college career at the University by the award
of the Gerlinger Cup for outstanding junior
woman and by election to the national honorary
Mortar Board in the spring of 1930. The award
is bestowed on the basis of demonstrated
leadership, service to others, and scholastic
achievement.
The Ray Hawk Award is awarded each spring
to the outstanding student of the senior class.
The honored senior is the student who most .
exemplifies by performance the essential
qualities of leadership in University life and .
promise of later leadership as a citizen, high
scholastic achievement, service to other
students and the University, significant involve-
ment in student activities, and contributions to
improving the quality of undergraduate life at
the University. The awardwas created in1983
in honor of Ray Hawk, former vice-president of
administration and finance.
The Vernon Barkhurst Award for Outstanding
Sophomore is awarded annually to a sophomore
for academic excellence, University service,
and good citizenship. This award was created
in 1984 in honor of Vernon Barkhurst former
associate dean of students. '
The Centurion Award, inaugurated in 1982, is
awarded annually to 100 University students
who demonstrate extraordinary leadership and
service at the University.
Dean's List and Dean's Scholars. The Univer-
sity places great valueeri outstanding scholas-
tic achievement by undergraduates. Through
the establishment of the Dean's List and the list
of Dean's Scholars, undergraduates who
distinguish themselves scholastically are
personally and publicly honored for their
achievements. Criteria for selection to the
Student Development 303
Dean's List are solely academic: scholastic
achievement in the top 5 percent of eligible
undergraduate majors in the particular school
or college; good academic standing; and
completion of 15 or more credits in residence
for thet~r.m, of which at least 12 must be graded
for a minimum GPA of 3.75. Consideration is
based solely upon grades reported to the
registrar during grade-reporting periods. These
periods generally fall within the week im-
mediately following the last day for filing grades
that are to be included in the regular grade
reports. Students who have not been selected
b~t believe they are eligible may file petitions
With the Office of the Dean of Students.
The Dean's Scholars are students who have
been on the Dean's List of a school or college
fora complete academic year.
Orientation Office
364 Oregon Hall
Telephone (503) 686-3218
Roger Morris, Director
This office coordinates orientation programs for
new undergraduate students that focus on
improving the quality of the new student
exp~ri~nce at the University of Oregon by
prOViding early assistance with academic
social, and personal adjustment to the '
University.
Early Orientation and Registration. The Early
Orie~tation an? Registration Program (EORP)
prOVides entenng freshmen with an opportunity
to learn about support services, receive
academic advising, and register for classes
during the month of July. Freshmen who
participate in early orientation are already
registered for classes when they return to
campus in the fall and so are free to participate
in activities available to students during New
Student Orientation.
International Student Orientation. This
program, coordinated by the Office of Interna-
tional ~ervices, assists foreign students entering
the UnIt~d St.ates and the University of Oregon
for the first time. The program includes an
introduction to the academic system of the
University and to its social and cultural environ-
ment. It may include a temporary stay with a
host family in Eugene.
New Student Orientation. The week of fall-term
registration and the first few weeks of school
are called New Student Orientatio·n. During New
Student Orientation more than 200 social
cultural, and academic programs are pres~nted
by faculty members and returning students.
Programs are held campus-wide to help
entering freshmen and new transfer students
start their academic careers smoothly. New
Student Orientation provides opportunities to
meet other students and to discover the
campus and community resources vital to the
student's educational goals.
NewStudent Host Program. Entering students
who participate in the New Student Host
Program during New Student Orientation
become acquaintedwith a small group of other
new students and a student volunteer host
Hosts plan group participation in orientation
programs, help new students meet each other,
and serve as a source of information about the
University and the community. The hosts
304 Student Development
collectively plan and present more than 20
social and recreational programs for new
students.
Freshman Seminars
364 Oregon Hall
Telephone (503) 686·3216
Shirley J. Wilson, Coordinator
Freshman Seminars is an excaing program
developed especially for University of Oregon
freshmen. Seminars are small classes 0115 to
20 students. Unlike the traditional lecture
course, they feature active discussion by all
participants and develop a sense ofcommunity
among students with similar interests. This
personal method of instruction gives students
the opportunity to interact with classmates and
express their ideas and opinions freely. It is also
a great place to meet new friends, be chal-
lenged intellectually in a relaxed atmosphere,
and become better acquainted with faculty
members at the University of Oregon. The
Freshman Seminars brochure lists each term's
course offerings. Brochures.are available in the
Office of Student Development,364 Oregon
Hall.
Greek Advising
364 Oregon Hall
Telephone (503) 686-3216
Ann Berner and Neal Dorow, Assistants
to the Dean of Students tor Greek Life
The Greek advisers, as staff members of ihe
Office of Student Development, oversee efforts
to establish and maintain programs thatcreate
positive group living experiences, Sororities
and fraternities are actively involved in
academic growth, leadership, community
services, and athletic and social events.
For more information see Affiliated Housing in
the Student Housing section of this bulletin or
inquire at the Office of Student Development.
Leadership Classes
The Student Development Leadership Classes
program is based on the assumption that
individuals can learn to be effective leaders,
Many of the classes are offered for academic
credit in cooperation with the Division of
Educational Policy and Management in the
College of Education. The classes are based
on experiential learning theory, which em-
phasizes individualized learning althe develop-
mental level of the student and recognizes the
student's ability to take responsibility for his or
her own learning. Student Development Leader-
ship Classes provide the theory and experi-
ences necessary to develop skills in effective
communication; leadership, and consulting as
well as program and organization development.
For a detailed schedule, visit the Office of
Student Development in 364 Oregon Hall, or
call (503) 686-3216.
On-Campus Internships
364 Oregon Hall
Telephone (503) 686-3216
This program' provides undergraduates with
special training (3.nd practical experience
directly related to their major courses of study
and career goals. Through the internships,
students gain valuable skills, build self-
confidence, and increase awareness and
involvement.
Each internship is tailored to fit the needs of the
department or office as well as the special
interests of the student. In all practicum place-
ments students learn on the job while working
with professional staff members.
Interested students should call or write the
program office.
Student University
Relations Council
202 Johnson Hall
Telephone (503) 686-5555
Mary HUdzikiewicz, Adviser
Student University Relations Council (SURC) is
an independent, nonprofit organization of
students who volunteer their time and skills
as representatives of the Office of the Vice-
President for University Relations. SURC
seeks to
• Promote and foster the development of a
top-quality education at the University of
Oregon
• Stimulate the interest and participation of the
student body, alumni, and community in the
activities and progress of the University
• Establish programs that directly benefit UO
students
• Create avenues of communication among
students, faculty members, administrators,
staff members, parents, alumni, and commu-
nity residents
The group is composed of resourceful students,
with good leadership and organizational skills,
who are interested in and understand the
University. New members are selected each
spring by a committee of senior class members.
In addition to special events, SURC students
help to organize annual events such as Home-
coming, spring Mayfest, Parents' Weekend
events, Campus Kids' Day, blood drives, and
fund raising for graduating class gifts.
Tel-Info
A wide range of information about the University
is provided by Tel-Info, the University's tape-
recorded information system. Telephone (503)
686-4636 and request a tape by number to learn
about registration, housing, admissions, cam-
pus events, academic procedures, and other
topics related to the University. A partial list of
available tapes follows. The service is available
from 9:00 a.m. to 11 :00 p.m., Monday through
Saturday, and from 1:00 to 11 :00 p.m., Sunday.
Tel·lnfo Tape Numbers
Admissions and Records, Business Affairs,
Registrar
Index of Tel-Info topics, 100
To arrange a campus visit, 101
Admission requirements, 103
Admission procedures, 105
Registration schedule, 110
Late registration, 113
Academic calendar, 120
Credit by examination, 125
Transfer credits, 130
Transcripts, 134
To change or declare a major, 140
To remove an incomplete, 144
To add or drop a class, 146
To withdraw from the University, 147
To get a tuition refund, 148
To correct an error on academic records, 149
Academic probation, 151
Academic Requirements Committee, 153
Progress toward a degree, 160
Final examination schedule, 170
To replace lost credentials, 175
Master's degree programs in
business administration, 180
Educational Resources and Services
Help with personal or academic problems: Office
of Academic Advising and StUdent Services, 202
To get an academic adviser, 206
Peer Advising, 208
Educational Opportunities Program, 210
Study skills assistance: Center for
Academic Learning Services, 212
Tutors for veterans and Veterans
Administration dependents, 214
Veterans Administration educational
benefits, 215 '
Language Laboratory, 220
Tests available at University Counseling Center. 230
Physicai Education Service courses, 240
Using the University Library,250
Using the Architecture and Allied Arts
Library, 251
Using the Law Library, 252
The Public Affairs Library, 253
Using the Science Library, 254
Using the Mathematics Library, 256
Using the Map Library, 257
Services oUhe Instructional Media
Center, 259
To attend school out of state With in-state tuition,
260
Study-abroad opportunities, 262
UO Bookstore, 265
Museum of Art, 270
Community Education courses, 280
The Robert D. Clark Honors College, 281
University Community Action: credit for
community service, 283
ESCAPE: field studies program. 285
The Urban Farm, 290
Pine Mountain Observatory, 291
The Oregon Institute of Marine Biology, 292
Human Resources and Welfare
Financial aid, 302
Work-study jobs, 309
Child care at the UO, 311
Adult learners, 313
Office of Affirmative Action. 316
Services for minority students, 320
Services for students with disabilities, 330
Army ROTC, 334
Veterans' assistance at the UO, 336
Resources for women on campus,340
Widowed and Family Grief Counseling
Program, 341
Help for unfair treatment, 343
Student Organizations and Government
Student government, 352
The Student University Affairs Board, 354
OSPIRG: what it is, 356
OSPIRG publications, 357
Center for Innovative Educational Development, 359
Women in Transition, 360
Legal assistance, 370
Honor societies at the UO, 400
Livin\l Accommodations
Locating off-campus housing, 452
Residence hall reservations, 460
Residence hall costs, payment schedule, 462
Residence hall equipment, 464
Termination of residence hall contract, 466
Teiephones for residence hall rooms, 467
Names, phone numbers of residence hall
personnel, 468
Joininga fraternity or sorority, 470
University'owned family housing, 480
Health
Student Health Center, 502
University Counseling Center services, 525
The crisis line, 527
Career Planning and Placement
Information on careers, 552
How to write a resume, 554
Job interview skills, 556
Current career opportunities, 562
Visiting employment recruiters, 570
Recreation and Entertainment
Physical education facilities, 602
Recreation for UO faculty, staff, 604
The intramural office, 610
EMU Craft Center, 620
Concert calendar, Music School, 640
Special Information
Daily calendar of events, 651
Erb Memorial Union, hours, 652
Joining the Alumni Association, 670
Campus catering services, 675
Cashing a check on campus, 678
Campus copying services, 680
Campus Interfaith Ministry, 690
Parking cars, 700
Parking bicycles, 701
UO Bookstore
Thirteenth Avenue at Kincaid Street
Telephone (503) 686-4331
James L. Williams, General Manager
The University Of Oregon Bookstore, Inc., is just
west of the campus in the Campus Village. The
Bookstore is a nonprofit corporation established
in 1920 to serve students and faculty and staff
members of the University of Oregon.
The Bookstore is open during the schooi year
from 7:30 a.m. to 5:30 p.m., Monday through
Friday, and 10:00 a.m. to 4:00 p.m. Saturdays.
During the summer, the Bookstore is closed
Saturdays and opens at 8:30 a.m: weekdays.
Services. The Bookstore is a small department
store. The lower level displays a wide selection
of school and office supplies as well as art and
architecture supplies. Public rest rooms are
located at this level.
The street level offers a variety of merchandise,
including calculators, computers, typewriters,
televisions. and stereos. Acomplete University
sportswear and insignia department is located
along the westside of the floor. On the east side
are greeting cards,gifts,drugsundries,
magazines, candy, and snacks.
On the upper level. in the general book depart-
ment, the Bookstore offers more than 35,000
separate titles for reading pleasure. The store
specializes in carrying books seldom found in
a regular bookstore. If the Bookstore does not·
carry a particular book or jf it js out of print, the
$taff is always ready to make a special order.
The Bookstore's staff also enjoys recommend-
ing books to customers.
The course book department is located at the
rearofthe upper level. The Bookstore sells both
new and used cou rse books at a discount and
also saves students money throughout the year
by buying back many books that will be used
again on campus. The buy-back list is largest,
however, at the end of each academic term
when the Bookstore brings in professional
used-book buyers during finals week for the
convenience of students wanting to sell their
books. Each year the board of directors reviews
the book department discount. Although there
is no guarantee of a set discount, last yearthe
Bookstore gave an 11 percent discount offthe
publisher's list priceto its members. Since 1973
the Bookstore has returned more than $4 million
to its members through this discount.
Specific services offerE3d at the Bookstore .
include no-charge check cashing, a U-Lane-O
Exchange automatic teller machine, free. gift
wrapping for store purchases. a free notary
public service, free self-service coin lockers,
key making, acceptance of Oregon Daily
Emerald classified advertisements, postage
stamp sales, a film-processing service, Univer-
sity of Oregon jewelry sales, graduation cap
and gown sales and rentals., two self-service
photocopiers, a free campus telephone, public
restrooms, and bicycle parking and benches
outside the store.
Organization and Management. For many
years a cooperative store,the Bookstore is now
an independent, nonprofit corporation whose
membership is composed of all the students.
faculty members, and civil service staff mem-
bersofthe University. Policy is made by a board
of directors of eight students, two faculty
members, and one classified staff member. The
directors are elected by the Bookstore's
UO Bookstore 305
membership in annual elections. The operation
of the store is conducted by 12 full-time
managers and a large staff, many of whom are
spouses of students or parHime stUdents.
Policy. It is the'fixed policy of the Bookstore to
supply the consumer needs of students and
faculty members in the best manner possible.
The Bookstore continually strives to find new
ways to better serve its membership, and it
welcomes suggestions and constructive
criticism. To this end, a suggestion box has
been placed in the lobby of the store, with a
standing invitation for all to use it. People are
also welcome to call the manager and staff for
additional information.
306
307
Living in Oregon
Living in Oregon is one of the special benefitsof attending the University. Residents take
pride in their state. They are concerned with the
quality of life in cities and with preserving a
remarkably beautiful and diverse natural
environment. Eugene, home of the University of
Oregon, and the neighboring community of
Springfield are the gateway to several stunning
recreational areas.
The timbered foothills of the Cascade range are
a 1a-minute drive from the University. They rise
from the floor olthe valley to above 10,000 feet
in a number of once active volcanic peaks. Vast
areas of designated wilderness are crossed by
a trail system restricted to hikers only. Nature
enthusiasts can experience the solitude of the
primal forest year round through hiking or
corss-country skiing. Outdoor sports predomi-
nate in the mountains and forest of western
Oregon: downhill skiing, camping, river running,
and fly fishing are a part of the experience to
be enjoyed in these nearby mountains.
The Oregon coast, just an hour's drive to the
west, is 'an equally compelling recreational
attraction: miles of shifting sand dunes; long,
driftwood-strewn beaches; and basaltic head-
lands with numerous tidepools at their margins
provide possibilities for the wilderness experi-
ence.
Eugene is located near the confluence of the
Willamette and McKenzie Rivers. Although the
Eugene-Springfield community is the state's
second largest metropolitan area, it retains
much of the atmosphere of a small town.
Both campus and community members partici-
pate in a wide variety of lectures, exhibits,
concerts, theatrical productions, and sports
events. The renowned Hult Center for the
Performing Arts regularly showcases local,
national, and international artists, dance
troupes, opera and symphony groups, and
repertory theater companies. The long-standing
Oregon Shakespearean Festival is located in
Ashland, about three hours south of Eugene.
Eugene is the center for county government and
the site of several federal, state, and local
governmental agencies. University students
can gain academic credit, practical experience,
and income by working in local governmental
offices, businesses, social agencies, parks,
and schools. Faculty and staff members serve
the community in many advisory and volunteer
roles with the city council, school boards,
and various public and private boards and
commissions.
Main shopping areas are the downtown Mall
and Valley River Center, with smaller shopping
areas near campus and in outlying neighbor-
hoods.
Children's play areas, rock gardens, and an
impressive fountain plaza form the downtown
Mall, which is partially closed to vehicular traffic.
Valley River Center is a covered shopping
center including small shops and major depart-
ment stores. The University business districtjust
west of the campus is a charming mix of
bookstores, restaurants. street vendors' carts,
banks, and specialty shops. Good restaurants
and cates may be found throughout the city in
all price ranges and with many styles of cuisine.
Miles of bicycle paths and jogging trails are
maintained in the city and in local parks. A
favorite stretch is in Alton Baker Park, across
the Willamette River from campus. A footbridge
provides access from the University and makes
it possible for students living in Springfield to
bicycle to classes. Pre's Trail, also in Alton
Baker Park, is a specially designed European-
style jogging and exercise course. Another
excellent bark-dust trail is in Amazon Park,
southwest of the campus.
University students are encouraged to take·
advantage of the many opportunities available
throughout the city and state. Both campus and
community residents extend every effort to
maintain a friendly, open atmosphere.
-----_._---
308
Faculty Index
Note: Names of University adminis-
trative officers appear on the inside
front cover; board members and
administrators of the Oregon State
System of Higher Education are
listed on the inside back cover.
Abel. Michael H. 155
Abbott, Max G. 209
Acheson, Keith A. 216
Acker, Joan R. 133, 145, 290
Acker, Martin H. 204
Adams. Dean 301
Adler, Jack D. 237
Aikens, C. Melvin 39, 42. 288
Albaum, Gerald S. 95, 200
Albin, Richard W. 210
Alef, Gustave 88, 132
Alexander, Henry A., Jr. 108
Allen, Alice J. 293
Allen. Doris Renshaw 145. 265, 289
Alley, Henry M. 92
Alpert, Laura J. 170, 277
Aly, Lucile F. 68
Anderson, Daryl 211
Anderson, Frank W. 101
Anderson, Maryan 11
Anderson, Susan C. 84
Anderson-Inman, Lynn 216
Andrews, Fred C. 101
Andrews, George F. 159
Andrews, Judith 293
Anthony, David H. 88
Arkin, Lisa Codman 226
Armstrong, Paul B. 38, 68
Arp, Sandra L. 180, 289
Ashby, Gordon P. 292
Attneave. Fred 118
Ausland, Don 299
Avery, James R. 253
Axline, Michael D. 73. 259
Ayera, George 98, 124
Ayres, William S. 39. 42, 98
Baase, Walter 51
Babcock, Fred 28
Bader, Jeanne E. 145, 229
Bailey, Exine Anderson 265
Bajer, Andrew S. 44
Baker, Lois I. 259
Baldwin, Ewart M. 80
Baldwin, John H.50, 73,180,292
Ball, Roland C. 68
Ballester, Bill 295, 302
Ballinger, Thomas O. 165
Barnes, Bruce A. 101
Barnes, Eugene B. 293
Barnhard, Ralph J. 50
Barnwell, Jane L. 293
Barrar, Richard B. 101
Barry, Frank J. 259
Bartel, Roland 68
Bartlein, Patrick J. 77
Barton, Robert 137
Bassford, Paul S. 299
Bateman, Barbara D. 216
Bates, Barry 1. 237, 277
Baugh, William H. 113
Baumgold, Deborah 113
Baxter, Z. Diane 237
Baynes, Frank L. 299
Beall, Chandler B. 124
Beam, Randal A. 253
Beaman, Susanne 211
Beck, Jacob 58,76,117
Becker, Wesley C. 144,205
Becktel, Wayne J. 51
Bedford, Toby G. 237
Beebe, John Fred 129, 132
Beelman, Glenn T. 102
Beisse, Fredric 60
Belitz, Dietrich 109,291
Bell, Frederick I. 237
Bennett, Jack W. 44, 152, 295
Bennett, R. Wayne 265
Bensick. Carol M. 68
Benson, Joan 265
Benz, Michael R. 210,229
Bergquist, Peter 265
Berner, Ann 304
Bernharn, John A. 204
Bernhard, Sidney A. 50, 290
Bernstein, J.ames M. 2153
Best, Roger J.200
Bettman, Ann 177
Bickford, Elizabeth 22
Biersack, Aletta A. 39, 145, 229, 289
Bingham, Edwin R. 88
Birn, Randi M. 58, 124, 145,289
Birn,Raymond 88
Birrell, Bruce 51
Bittner, Francis W. 265
Bivins, Thomas H. 253
Blackwell, Barbara 216
Blanchard, James 237
Bobrowski, Paul M. 196
Boekelheide, Virgil C. 50
Bogen, Gerald K. 208
Boggs, Sam 80
Bolton, Christopher R. 229, 277
Bonamici, Andrew R. 293
Bonar, Susan E. 51
Bonds, Alexandra 137
Bonine, John E. 259
Bonnett, Howard T., Jr. 44
Borchardt, John W. 237
Bordwell, Constance 68
Boren, James L. 68,99, 106
Boucot, Arthur J. 80
Boush, David M. 200
Bouwman, Marinus J. 194
Bowerman, WilliarnJ. 237
Bowers, C. A. 216
Bradetich, Marilyn M. 92, 152
Bradshaw, William E. 44,92, 106,290
Brady, Thomas A. 88, 106, 122
Branchaud, Bruce P. 50
Breidenthal, Leslie T. 265
Bremiller, Ruth A. 44. 290
Bressan, Elizabeth S. 237
Bricker, Diane D. 210. 211
Briggs, Peter 299
Briscoe, John L. 159
Brodie, Donald W.259
Broekhoff, Jan 229, 237
Brokaw, Cynthia J. 88
Brombaugh, John 265
Brombaugh, Mark A. 265
Brooks, Rich 301
Brown, G. Z. 159, 292
Brown, Richard Maxwell 38, 88
Brown, Warren B. 198
Browning, Philip 210
Bruce, John A. 204
Brumbley, David 44
Bryan, Stanley W. 159
Bryant, Bill 301
Buch, James 11
'. Buck, Richard O. 299
Buck, Virginia M. 299
Buckley, Jay 210
Buckner, Paul E. 170
Burch, Janet 153
Burris, Vallon L. 133
Bybee, Carl R. 137
Bynon, George E. 293
Byrne, Bill 301
Cadbury, William 107, 137
Caine, Caroline G. 226
Calhoon, Kenneth C. 84
Caiin, FranQoise 124
Calin, William 58, 94, 124
Calmus, Thomas W. 197
Cameron, Ron 177
Camp, Delpha 229
Campbell, Alyce 197
Campbell, Robert 65
Capaldi, Roderick A. 44, 290
Carlton, James T. 44, 291
Carmichael, Carl W. 137,229
Carmin, James H. 293
Carnine, Douglas 216
Carpenter, Gaylene 234
Carroll, George C. 44
Carter, Lawrence R. 133, 229, 277
Cartwright, Virginia 159, 292
Castellani, Michael 51
Castenholz, Richard W. 44
Cavender, David 155
Chaille, Christine 216
Chandler, Vicki L. 44, 290
Chaney, Richard P. 39
Charters, Werrett W., Jr. 209
Ch'en, Shang-Vi 110
Chenery, Mary Faeth 73, 234
· Chereck, Deborah 298
· Chereck, Herbert 13
Chickering, .Roger P. 88
Cholewinski, Norman D. 51
Christensen, Ned J. 211
Christensen, Rodney E. 293
Civ!n, Paul 102
Clancy, Clarence W. 44
Clark, Chapin D. 259
Clark. Richard G. 265
Clark, Robert D. 137
Clarke, H. Harrison 237
· Clayton, Mary E. 293
Clemen, HobertT. 196
Close, Dan 210
Cogan, Frances B. 92
Cogswell, CarolJ.. 44
Cohen, J. David 109, 291
Cohen, Leonora 216
Coiner, Robert:. 232
Cole, Charles W. 198
Coleman, Edwin L. If 38, 68, 74
Coleman, Ralph 211
Collins, Robertson E. 173
Colwell, Frances J. 299
Combellack, Frederick M. 55
Comrada, Norma McFadden 132,296
Conant, Eaton H. 187,192,198
Conery, John S. 60
Conners, Kathleen M. 293
Contreras, Alan 180,289
Cook, o.ndrea 22
Cook, Stanton A. 44, 73
Copur, Ulker A. 159
Corner, Donald B. 159
Cottrell, Randall R. 245
Courtney, Steven P. 44
Craig, Colette G. 58, 98, 99
Craig, Jenifer P. 226
Crampton, Faith E. 208
Crasemann, Bernd 109,290
Crawford, John W. 253
Cressman, Luther S. 39
Crumb, Lawrence N. 293
Csonka, Paul L. 109, 291
Cummings, Hilary A. 293
Cunningham, John H. 200
Curland, David J. 98, 124
Curtis, Charles W. 101, 291
Cykler, Edmund A. 265
Dahle, Thomas L. 209
Dahlquist, Frederick W. 50, 106,290
D'Andraia, Dana D. 293
Dann, Larry 197
Daly, Carole L. 187
Dasso, Jerome J. 197
Davie, William E. 108
Davies, James C. 113
Davies, Sarah 298
Davis, Elizabeth B. 124
Davis, Howard 159
Davis, Lorraine G. 144,229, 245
Davis, Peter A. 137
Davis, Peter S. 198
Davis, Richard M. 65
Dayton, Maureen 234
DeBuse, Marjorie 216
DeChaine, Faber B. 137
Decker, Leslie 88
Deemer, Toby J. 277
Degge, Rogena M. 145, 165
DeGidio, Jane Farrand 208, 302
DeHaven, Edna P. 216
Dehn, Natalie 58, 60
deJung, John E. 208
DeLancey, Scott 42, 58, 99
Dellinger, Bill 301
Descutner, Janet W. 226
Deshpande, Nilendra G. 107,291
Desroches, Richard H. 58,92, 124
Deutsch, Steven 132, 133, 290
Diamond, Irene 113
Dicken, Samuel N. 77
Diethelm, Je'rome 177
Disher, William A. 299
Dizney, Henry F. 205
Doan, Mary Ann 300
Dobroski, Bernard J. 132, 265
Doerksen, David P. 265
Dolby, Lloyd J. 50
Dole, Philip H. 159, 173
Donahue, Margaret 295
Donaldson, Sue Ann 177
Donnelly, Marian Card 167
Donnelly, Russell J. 109, 147, 291
Dorjahn, Vernon R. 39, 92, 95
Dorow, Neal 304
Dougherty, M. Frances 226
Douglas, Sarah A. 58, 60, 99
Dowd, Charles 265
Downes, Bryan T. 50, 180
Dryzek, John S. 113
Duckett, Kenneth W. 293
Dudley, Gordon A. 204
Dumond, Don E. 39, 98, 288
Duncan, Charles T. 253
Dunlap, Diane M. 203, 208, 229
Dunn, Judith A. 216
Durnell, Jane B. 293
Dyar, M. Darby 80, 291
Dyer, Micheal N. 92, 101
Dyke, Thomas R. 50. 290, 291
Eakin, B. Kelly 65
Earl, James W. 68
Eaton, Katherine G. 293
Eberts, Randall W. 65
Edginton, Christopher R. 50, 234
Edson, C. H. 38, 145, 208
Edwards, Richard C. 155'
Eisemann, Eric L. 173
Eisen. Judith S. 44, 106, 290
Eisert, Debra C. 210
Eliason, Alan L. 60, 92
Ellis, Christopher J. 65
Ellis, Michael J. 234, 237
Endzweig, Pameia 288
Engelking, Paul C. 50, 290
Engelmann, Siegfried E. 216
English, R. William 210
Epple, Juan A. 98, 124
Facul1y Index 309
Epps, Susan 205
Erickson, Kenneth A. 209
Esherick, Joseph W. 42, 88
Espeseth, V. Knute 216
Etter, Orval 180
Ettinger, Linda F. 145,153,165
Evans, Mark 298
Evans, William A. 155
Ewan, Jack D. 253
Fabre, Ted R. 210
Fagot, Beverly 117, 145, 289
Fagot; Robert F. 118
Falconeri, G. Ralph 42,88,95
Farley, Arthur M. 58, 60,99
Farley, John W, 107, 290
Farrier,Kathy 293
Farwell, Marilyn 68, 145
Ferens, Robert R. 160
Fergus, Emily B. 299
Ferguson, Dianne L. 210
Ferguson, Philip M. 210
Fernald, Russell D. 44, 106, 290
Ferrington, Gary W. 216
Fickas, Stephen F. 58, 60
Files, Leigh 234
Filloy, Richard A. 68
Findly, Elizabeth 293
Finke, Richard G, 50,291
Finley, Ron 301
Finnell, Wayne D. 155
Finrow, Gunilla K. 159, 174
Finrow, Jerry V. 159, 229
Firsan, Sharbil J. 51
Fishlen, Michael B. 42, 58, 64, 95
Fiszman, Joseph R. 113, 132
Flannery, K. Brigid 210
Flick, Lawrence 216
Flinders, David 216
Forell, Caroline 259
Foss, Gilbert 210
Foss, Sonja K. 137, 145
Foster, David G. 92, 170
Foster, John B. 133
Francisco, Richard P. 205, 208,
229, 298
Frank, David A. 107, 137
Frank, Peter W. 44
Frantz, Paul A. 293
Frasier, Brownell 160
Freeman, Lory 216
Freeman, Robert S. 101
Freund, Richard D. 204
Friedman, Robert P. 137
Friestad, Marian 200
Frishkoff, Paul 194
Fry, Gerald W. 42,44,50,95, 110, 132
Fujii, Noriko 42, 64, 99
Fullerton, Sally 232
Fulton, Mary L. 73, 76, 99
Gage, John T. 68, 99
Gale, Maradel K. 98, 180
Gale, Richard P. 73, .98, 133
Gall, Meredith 205, 216
Gallagher, James J. 154
Gange, John F. 95
Gascoyne, Suzanne 298
Gates, Carol S. 170
Gehring, Jane 165
Geitgey, JUdy A. 293
Geitner, Frank, Jr. 298
Genasci, Donald 159
Gerdes, Hilary 150, 295
Gernon, Heien 187,190,194
Gernsbacher, Morton Ann 58, 99, 117
Gersten, Russell M. 216
Ghent, Kenneth S. 102
Giachetti, G. Alison 33
Gilberts, Robert D. 203, 208
Gilkey, Peter B. 101
Gilland, Wilmot G. 158, 159
Gilmore, Philip C. 160
Gilmour, James 22
Girardeau, Marvin D. 109, 290, 291
Girling, Cynthia 159
Giustina, Sylvia B. 58, 94, 124
Giv6n, T. 58, 99
Glaser, Peter A. 137
Glaser, Susan R. 137
Glasser, Gary 229
Gleason, Mary 216
Gleason, Timothy W. 253
Glenn, Oakley 300
Glover, Elizabeth G. 237
Goldberg, Lewis R. 117
Goldman, Marion Sherman 38, 133,
145,289
Goldman, Paul 208, 290
Goldrich, Daniel 73, 98, 113, 290
Goldschmidt. Steven M. 208
Goldsmith, H. Hill 117
Goldstein, Henry N. 65
Goles, Gordon G. 80, 92
Gontrum, Peter B. 58, 84, 92, 95
Goode, Terrance A. 159
Gordon, Glenn 299
Gordon-Lickey, Barbara 106, 117, 290
Gordon-Lickey, Marvin 106, 117, 290
Goswami, Amit 76,92, 109,291
Gould, Evlyn 124
Graff, Ronald J. 170
Gragg, Robert L. 155
Graham, Daniel 51
Graham, Grace 209
Grant. Philip 44, 106,290
Granzin, Alexander C. 205
Gray, Jane 44, 80
Graybill, Michael 44
Greenfieid, Stanley B. 68, 99
Greenfield, Thelma 68
Greer, Leslie K. 92, 145,293
Gregory, Gerry 301
Griffin, Charles C. 65
Griffin, Karen D. 293
Griffin, Tommy Lee 288
Griffith, Clark 68
Griffith, O. Hayes 50,290
Griggs, Allan B. 80
Grosenick, Judith K. 216
Grove, Myron A. 65
Grudin, Micha 92
Grudin, Robert 68, 92
Gustafson, David E. 265
Gustafson, John M, 265
Gutting, Jane 145,245
Gwartney-Gibbs, Patricia A. 133
Haar, Franklin B. 245
Habliston, Doug 51
Hackman, Robert M. 229, 245
Hafner, Peter A. 299
Hague, Donald R. 44
Hahn, Walther L. 84
Haislip, John A. 68
Halberg, Kathleen J. 229, 234
Halgren, Joanne V. 293
Hall, Tracey 216
Halpern, Andrew S. 210
Halverson, Roy K. 253
Hamilton, John 265
Handy, William J. 68
Hanhardt, Arthur M., Jr. 113, 132
Hanna, William S. 88
Hardwick, John 110,290
Harris, Danni L,51
Harris, Leslie J. 145, 259
Harris, Patricia Jean 44
Harris, William H. 216
Harrison, David K. 101
Hart, Thomas R. 58, 124
Harvey, Sandy M. 145,245
Hatzantonis, Emmanuel S. 58, 92, 94,
95, 106, 124, 277
Hawk, N. Ray 209
Hawkins, Del I. 200
Hawkins, Wesley E. 245
Hawley, Diane K. 50, 290
Hawn, ArthurW. 92,159,167,173,174
Hayden, Wallace 160
Haydock, Roger 109,291
Haynes, Stephen E. 65, 92" 95
Healey, Derek E.265
Hearn, Arthur C. 216
Hearn, Linda S. 226
Hecker, Steve 154
Heilpern, Alfred 293
Heinkel, Carol A, 180, 289
Heinonen, Tom 301
Heiny, Elwin 301
Heinzkill, J. Richard 293
Heisler, I. Lorraine 44
Hellyer, Steve 301
Helphand, Kenneth I. 38,167, 173, 177
Hennessy, Michael 60
Herbert, Daniel M. 159
Herbert, Robert T, 108, 122
Herr, Cynthia M. 210
Herrick, David R. 50, 290, 291
Hersch, Joni 65, 145
Herz, Michael G. 299
Hess, Evelyn Searle 44
Hibbard, Judith H. 145, 229, 245
Hlbbard,Michael 180
Higgins, Raymond E. 165
Higgins, Richard J. 109, 291
Hildreth, Richard G. 44, 259
Hill, Pearl M. 302
Hill, Richard J. 133
Hill, Sandra L. 147
Hines, Clarence 216
Hintz, Carl W. 293
Hintzman, Douglas 58, 117
Hladky, J. Robert 265, 277
Hodgdon, Rosaria Flores 159
Hodge, George M., Jr. 158, 159
Holbo, Paul S. 88,95,98, 153
Holland, Maurice J. 259
Hollis, Orlando John 259
Holloway, Elizabeth L. 204
Holser, William T. 80
Hopewell, Michael H. 197
Hopkins, George 265
Hops, Hyman 205
Horner, Robert H. 210
Hosticka, Carl J. 180
Hotelling, Katsuko T. 42, 293
Hovet, Thomas, Jr. 95, 113
Howard, Dennis R. 234
Howard, HarrisonM. 44
Hsu, Jane Yen-Cheng 293
Hubin, David 301
Hudson, Bruce S. 50, 290
Hudson, Suzanne S. 51
Hudzikiewicz, Mary 304
Huelshoff, Michael G. 95,113
Hugi, Joanne R. 292
Hull, Ray E, 44,216
Hulse, David 177
Hulteng, John L. 253
HUltgren, A. Stanley 204
Humphrey, Dwight H. 293
Humphreys, Eugene D. 80
Hundley, Gregory S. 44, 198
Hunt, Corinne 287
Hunt, William 265
Hunter, Donald L. 293
Hurwit, Jeffrey M. 92, 167
Hurwitz, Robert I. 92, 265
Huston, Gina 298
Hwa, RUdolph C. 109,291
Hyatt, Dennis R. 259, 293
Hyman, Ray 58, 117
Hynes, Joseph A" Jr. 68
Imamura, James N. 109,291
Inman, Dean P. 210
Irvin, Larry K. 205
Isenberg, James A. 101, 291
Ismach, Arnold 253
Jackson, James K. 299
Jackson, Robert M. 95, 98, 124
Jackson, Ruth F, 68
Jacobs, David 113
Jacobson, Esther 42, 132, 167
Jacobson, Jon L. 50, 95, 259
Jacobson, Paul B. 216
Jacobson, Sue 301
James, Christopher 197
James, Robert C, 92, 170
James, Stanley L. 237
Jansma, Kimberly 124
Jeffries, Benjamin 298
Jennings, Jesse D. 39
Jepsen, Daniel C. 299
Jette, George S. 177
Jewett, Wayne J. 159, 174
Johannessen, Carl L. 77, 92, 95, 98
Johannis, Theodore B., Jr. 133
Johansen, Carol 145, 180
Johnson, Anita 303
Johnson, Benton 92, 122, 133
Johnson, Carl L. 124
Johnson, David C. 50, 291
Johnson, Gloria E. 68
Johnson, Ian D. 51
Johnson, Karen J. 158
Johnson, Kathryn 13
Johnson, Lyman T. 159, 174
Johnson, Miriam M. 133, 145
Johnston, A. Dana 80
Jones, Beverly J. 165
Jones, Catherine M. 198
Jones, Donald C. 237
Jung, Angela 42, 64
Jusczyk, Peter W. 117
Kahle, Lynn R. 200
Kammerer, Edward W. 265
Kantor, William M. 101
Kaplan, Mark S. 148
Kaplan, Paul 299
Katz, Paul 287
Kays, M. Allan 80'
Keana, John F. W. 50, 92
Keding, Ann C. 253
Keele, Steven!58, 106, 117, 237, 290
Keith, Robert E. 180,289
Keller, Homer T. 265
Kellet, Ronald W. 50, 159
Kemp, Edward C. 293
Kemp, James C. 109
Kempner, Kenneth M. 208
Kendall, Coleman S. 197
Kensler, Gordon L. 165
Kerber, Gregory J. 253
Kerins, Marilyn A. 211
Kerlinger, Fred N. 205
Kern, Jeff 177
Kerns, Thomas 237
Kessier, Lauren J. 253
Keutzer, Carolin 117,298
Kevan, Stephen D. 109, 290, 291
Kezer, James 44
Khang, Chulsoon 65
Kieran, Margaret E. 293
Kim, Hee-Jin 42, 92, 122
Kimball, R. Alan 88,92, 132
Kimble, Daniel P. 92, 106, 117, 290
Kime, Robert E. 229, 245
Kimmel, Charles B. 44, 106, 290
King, Raymond D. 194
Kirkpatrick, Laird C. 259
Kirtner, William 204
Kitahara, Yoshiyasu 51
Kittoe, Edward D. 68
Kitzhaber, Albert A. 68
Kleinsasser, William 159
Kleinsorge, Paul L. 65
Klemm, LeRoy H. 50, 76
Klonoski, James R, 38, 113
Klopfenstein, Charles E. 50
Klos, Sheila M.293
Klug, Gary A. 106, 237, 290
Koch, Richard M. 92, 101
Koenig, Thomas W. 50
Kohl, Stephen W. 42, 64, 92, 95, 145
310 Facul1y Index
Kokis, George 170
Kolpin, Van W. 65
Koplin, H. T. 65
Koreisha, Sergio 196
Koskela, Aaron C. 51
Kramer, Dean F. 265
Kranzler, Gerald D. 204
Kraus, Richard C. 113
Kremer, Edmund P. 84
Kretsinger, Elwood A. 137
Krieg, Clarice E. 293
Krieger, Scott 301
Krier, Patricia 288
Kuntz, Mary E. 55, 92
Lacy, Frank R. .259
Laing, Ellen Johnston 42, 167,288
Lallas, John E. 209
Lamon, William E. 216
Lang, Robert G. 88
Larison, M. Charlene 44
Larson, Wendy 42, 64
LaRusso, Dominic A. 92, 137
Lawrence, Mary S. 259
Leahy, John V. 101, 291
Leavitt, Anne 295
Lee, Donald Moon 28
Lefevre, Harlan W. 109, 291
Leistner, Charley A. 92, 137
Lemert, James B. 253'
Lemon, Herbert C. 299
Leonard, William C. 293
Leong, Albert 129, 132
Leppmann, Wolfgang A. 84, 94
Lesyk. Susan J. 301
Levi, Don S. 108
Levy, Mark 132,299
Lewlnsohn, Peter M. 117, 229
Liberman, Kenneth B. 58, 99, 133
Libeskind, Shlomo 101
Lichtenstein, Edward 117
Lieuallen, Roy E. 209
Liggett, Helen 107, 180
Lightman, Bernard V. 92
Lind, Curt 153; 155, 287
Lindholm, Richard W. 197
Lindsey, Duncan 232
Littman, Richard A. 118
Lo, Virginia M. 60
Lobisser, Gregg M. 295
Lockard, Robert R. 293
Lodewick, Robin B. 293
Loeb, Henry L. 101
Loken-Dahle, Lani 237
Long, James W. 50, 92
Long, Richard J. 293
Loughary, John W. 204
Love, Glen A. 38, 44, 50, 68, 73
Lovell, Lioyd L. 205
Lovinger, Ronald J. 177
Lowe, Raymond N. 204
Lowenstam, Steven 55, 92, 94, 99
Loy, William G. 77
LO, Yi-Xin 51
Lukacs, John R. 39
Luke, Jeffrey S. 180, 289
Luks, Eugene M. 60
Luneski, Chris J. 194
Lynn, Howard D. 155
Lyons. Richard M, 68
Lytle, Donald E. 92, 188, 198
Mabrey, Marsha E. 145, 265
Mace, Arthur E. 196
Maddex, Jack P. 88,122
Madrid, Bruno V. 226
Maitland-Gholson, Jane C. 165
Malarkey, Stoddard 68
Maisch, Derry 92, 99
Mank, David M. 211
Mann, Richard G. 167
Markley, Margaret 293
Marlow, Elisabeth A. 124
Marrocco, Richard 106, 117
Martin, Galen R. 95
Martin, Gary M. 94, 265
Martin, Randy 295
Martin, Walter T. 133
Mason, Barney J. 259
Mason, Bruce 299
Mason, Georgia 44, 289
Mate, Mavis Howe 88, 94, 106, 145
Matthews, Brian W. 109,290
Matthews, Esther E. 205
Mattson, Robert H. 208
Maurer, Tom 153
Mauro, Robert 92, 117
Maveety, Beth E. 84
Maveety, Stanley R. 68
Maves, Lawrence C., Jr. 265
Maxwell, Sarah Calkins 265
May, Barbara Dale 124, 145
May, Glenn A. 42, 88, 95
Mazo, Robert M. 50, 92, 94, 277,
290, 291
McAuley, Edward 237
McBirney, Alexander R. 80, 92
McBride, Steven R. 301
McClain, Yoko M. 42, 64
McClure, Joel W., Jr. 110,291
McCluskey, William R. 299
McCollough, Robert R. 293
McConnaughey, Bayard H. 45
McCready, Reyburn R. 293
McCue, Betty F. 237
McDaniels, David K. 109, 292
McDonald, Duncan L. G. 253
McDowell, Patricia F. 77
McDowell, Sherri C. 20
McFee, June K. 165
McFee, Malcolm 39
McGinnis, Peter M. 237
McGowen, Randall E. 88, 145
McGlothlin, Regina D. 299
McKenzie, A. Dean 106, 132, 167
McKemie, Grant F. 92,94, 137
McKinlay, Bruce 204
McManus, John C. 92, 265
McMath, George A. 173
McMillan, Adell 298
McMillen, Daniel P. 65
McNeir, Waldo F. 68
McQuate, Robert 289
McWilliams, James R.84
Medler, Jerry F. 113
Meglin, Joellen 226
Melnick, Robert Z. 173, 177
Merrill, Fredric R. 259
Metzler, Kenneth T. 92, 253
Meyer, Alan D. 198
Meyer, Claire 293
Meyer, Gary 60
Meyers, Joseph D. 177
Miasek, Meryl A. 293
Mikesell, Raymond 65, 98
Mikkelson, Wayne H. 197
Miller, Fred N. 237
Miller, James A. 265
Miller, Marian H. 237
Miller, Myra 232
Mills, Thomas 95, 299
Milton, David 42, 107, 132, 133,290
Mitchell, William C. 113
Mittman, Arthur 205
Mohr, Fred 11
Moll, Ernest G. 68
Monson, Don 301
Mooney, Ralph James 259
Moore, Carlisie 68
Moore, J. Robert 265
Moore, Randall S. 265
Moore, Terrance R. 180
Moravcsik, Michael J. 95, 109, 291
Moreno-Black, Geraldine 39, 145, 289
Morgan, David 80
Morris, Robert W. 45
Morris, Roger 303
Morrison, Perry D. 293
Morse, Carol Lynn 204
Moseley, Gerard F. 109, 295
Moseley, John T. 109, 289, 290
Mossberg, Thomas W. 109
Moursund, David G. 76,216
Moursund, Earl E. 159
Moursund, Janet 204, 206
Mowday, Richard T. 198
Moye, Gary W. 159
Mrsny, Randall J. 51
Muchmore, David 51
Munson, Corlee 237
Munz, Frederick W. 44
Murphy, Alexander B. 77
Murphy, Gordon J. 44, 148, 151
Nahir, Virginia 299
Naughton, Barry J. 65
Neal, Larry L. 50, 229, 234
Neiter, Mary 153
Nelson, Roy Paul 253
Nestvold, Karl J. 253
Nicholls, Barbara 151, 295
Nicholls, Roger A. 58, 84
Nicholson, Kathleen D. 167
Nickel, Robert E. 211
Nicols, John 88, 92
Nicols, Marianne S. 33
Niemi, Ernest 180
Nippold, Marilyn A. 211
Nishimura, Wayne 11
Niven, Ivan M. 102
Nixon, C. Max 170
Nolt, Ira G. 110, 290
Nosier, Bunny 295
Novick, Aaron 44, 290
Novitski, Barbara-Jo 159, 292
Novitski, Edward 45
Noyes, Richard M. 50, 290
Nye, Robert E.265
Nye, Vernice T. 216
O'Brien, Robert M. 107, 133, 144
O'Connell, Kenneth R. 92, 170
O'Day, Peter M. 44, 290
O'Fallon, James M. 259
Okada, Frank S. 170
Okahara, AI 296
O'Keefe, Terrence B. 194
O'Kelley, Charles R., Jr. 259
Oldham, Garry 232
Oliver, Jan 302
Olson, Christine 293
Olson, Gregg A. 173
alum, Paul 101
Orbell, John M. 92, 113
Orr, William N. 80, 287
Osibov, Henry 216
Osternig, Louis R. 237
Ota, Susan 292
Overley, Jack C. 109, 291
Owen, Harold 265
Page, Catherine J. 50, 291
Palandri, Guido A. 293
Palmer, Theodore W. 33, 101
Park, Kwangjai 110
Partch, M. Megan 197
Pascal, C. Bennett 55
Pataniczek, Dennis 216
Patton, Clyde P. 77
Paul, Huibert 293
Paul, Kenneth H. 44, 170
Paul, Stephen J. 265
Paulin, Richard Calkins 167, 288
Payne, Doris L. 99
Peacock, Russel W. 155
Pease, Michael R. 159
Peirce, Judith L. 51
Perez, Samuel 216
Person, Lois E. 234
Peters, Iris E. 211
Peters, James M. 194
Peterson, Anna M. 259
Peticolas, Warner L. 50, 290, 291
Peting, Donald L. 159, 173
Pettinari, James A. 159, 174
Phelps, Mark M. 200
Piccioni, Pasquale M. 159
Pickard, Gary E. 286
Pickering, Richard C. 170
Pickett, Barbara 170
Piele, Philip K. 204, 208
Pierron, lone F. 216
Pierson, Stanley A. 88, 92
Plant, Helmut R. 84, 99, 106
Platt, George M. 259
Plesums, Guntis 159
Poizner, Howard 58, 117
Pomeroy, Earl 88
Ponder, Stephen E. 253
Pope, Barbara Corrado 92, 145, 289
Pope, Daniel A. 38, 88
Posner, Michael I. 58,99, 106,
117, 290
Postlethwait, John H. 44
Poticha, Otto 159
Povey, David C. 73, 180
Powell, John L. 110
Powers, Perry J. 58,92, 124
Prabhu, Vaikunth S. 51
Prentice, Margaret 170
Price, Edward T. 77
Primak, Paul 299
Proskurowski, Andrzej 60
Proudfoot. Robert 216
Puckett, Dave 13
Puckett, Jessie L. 237
Pyatt, Timothy D. 293
Pyfer, Kathleen W. 216
Raab, Jonathan D. 180, 289, 292
Racette, George A. 197
Racette, Susan 298
Radostitz, J. V. 110
Rajopadhye, Sanjay 60
Ramey, Marjory A. 28
Ramsing, Kenneth D. 153, 196,277
Ramsing, Margo 299
Randolph, William D. 259
Rands, Ralph C. 208
Rankin, Richard J. 205
Rarick, Galen R. 253
Ray, Milton L. 259
Rayfield, George W. 110, 291
Recker, George W. 265
Reed, Mark H. 73, 76, 80
Reinmuth, James E. 187, 196
Reithel, Francis J. 51
Remington, Stephen J. 110, 290, 291
Rendall, Steven F. 58, 124
Renick, Martha K. 293
Retallack, Gregory J. 80
Reuter, Edward R. 237
Reynolds, Dennis 298
Reynolds, John S. 159, 292
Rhoda, William P. 237
Rhodes, Larry E. 211
Rice, Jack M. 80, 291
Rice, James L. 58, 129, 132
Rice, Karla S. 237, 300
Rich, Stuart U. 187, 200
Richard, E. Caroi 22
Richard. K. Keith 293
Richards. Larry E. 144, 196
Richards, Mark A. 80
Richins, W. Dwaine 200
Richmond. Geraldine 50, 92, 290, 291
Rider, Morrette L. 265
Ripley, Theresa M: 204
Ritchey, Norval J. 225, 237
Rittmond, Charles J. 234
Ritzdorf, Marsha 145, 173, 180
Rivenburg, Jon W. 208
Robeck, Mildred C. 216
Robert, William J. 200
Robertson, Howard W. 132,293
Robertson, Richard N. 237
Robinson, Deanna M. 95, 137
Robinson, Horace W. 137
Robinson, Jeanne M. 51
Rockett, William 68
Rodney, Lynn S. 234
Rojhantalab, Hossein 51
Romm, Richard 28
Romney, Miles E. 209
Rose, Richard 170
Ross, Kenneth A. 101
Ross, Lawrence W., Jr. 200
Ross, Marion D. 167
Roth, Leland M. 38, 94, 167, 173
Rothbart, Mary K, 117,145
Rothbart, Myron 58
Rousseve, Ronald J. 204
Rowe, George 68
Rowe, J. David 208
Roy, Steven P. 237
Rudy, Paul P. 44, 291
Ruff, Wallace M. 177
Runkel, Philip J. 209
Runyan, Anita 232, 302
Rusch, Charles W. 159
Russell, James S. 198
Ryan, C. B. 170
Ryan, Cheyney C. 92, 107, 108
Ryan, Pat 292
Ryan, William E. II 253
Salisbury, Ralph J. 68
Saltzman, H. Royce 265
Sampson, Roy J. 200
Sanders, J, T. 122
Sandin, Adolph A. 209
Sargent, Edward C. 92
Savage, Norman M. 80, 92
Scanland, Roger 293
Schaaf, Oscar F. 216
Schabtach, Eric 44
Schaughency, Elizabeth 117
Scheer, Bradley T. 45
Scheidecker, Jane M. 33
Schellman, F. Charlotte 50
Schellman, John A. 50, 150, 290
Schempp, Paul G. 237
Schenck, William l. 44, 293
Schlaadt, Richard G. 44, 245
Schleicher, Charles 113
Schmlnke, Clarence W. 216
Schmuck, Richard A. 205, 208
Schreiner, Lois M. 293
Schultz, Karla L. B4
Schwartz, lisa E. 211
Schwarz, Robert H. 211
Schweitz, Martha L. 259
Scoles, Eugene F.259
Scurlock, Donna 299
Searl, Gary H. 77
Seibert, Lucille 296
Seidel, Karen 180, 289
Seiter, Ellen 137, 145
Seitz, Gary M. 101
Sekiguchi, Tomoko 292
Selker, Eric 44, 290
Senkovich, David P. 51
Sension, Roseanne J. 51
Service, Rose Marie 293
Seubert, Frederick J. 198
Severson, Herbert H. 205
Shaffer, Michael B. 80
Shankman, Steven 58, 68
Shannon, Victoria L. . 51
Shellenbarger, Guy 216
Shellenbarger, Michael E. 159, 173
Shelton, Brad S. 101
Sheperd, George 216
Shepherd, John R. 50, 137
Sheridan, George J., Jr. B8, 92
Sherman, Linda 204
Sherman, Peter R. 102
Sherman, Sharon R. 38,50,68,74, 122
Sherriffs, Ronald E. 50, 92, 137
Sherwood, John C. 68
Shinn, Mark R. 205
Shipman, George W. 98, 155,293
Showalter, Starlus 229
Shuler, John A. 50, 293
Shurtz, Nancy E. 259
Siegel, Barry N. 65, 92
Sieradski, Allan J. 101
Sigler, Marcia J. 293
Silverman, Carol W. 39, 74, 132, 145
Simic, Laura 293
Simmons, W. Sherwin 58,132,167
Simonds, Ann G. 39
Simonds, Paul E. 39
Simpson, Charlene 22
, Simpson, Paul B. 65
Simpson, Sally S. 133
Simpson, William T. 51
Sisley, Becky L. 237
Sistrom, William R. 44, 149, 290
Slentz, Kristine L. 211
Siovic, Paul 117
Smith, Donald T, 293
Smith, Everett G" Jr. 50, 77
Smith, Lawrence 298
Smith, Norman R. 200
Smith, Richard J. 237
Smith, Robert E. 38, 65, 200
Smith, Robert W. 88
Smith, Terry M. 293
Smith, Warren E. 95, 229, 245
Soderwall, Arnold L. 45
Soha, John W. 194
Sohlich, Wolfgang F. 58, 124
Sokoloff, David R. 76, 110
Soper, Davison E. 110, 291
Sorenson, Lloyd 88
Soule, Edmund F. 293
South, Ruth E. 293
Southwell, Priscilla 113, 145
Spaltenstein, J. Nicholas 101
Spicer, Barry 44, 194
Sprague, George F., Jr. 44, 290
Sprague, Karen U. 44, 290
Sprague, Vernon S. 237
Sprick, Randall S. 205
Srivastava, Devendra 51
Stahl, Franklin W. 44, 290
Staples, Lloyd W. 80
Stark, Peter L. 293
Starlin, D. Glenn 137
Stave, Thomas A. 293
Steers, Richard M. 95, 19B
Steeves, H. Leslie 253
Stein, Richard L. 33, 58, 68, 92
Steinhardt, Victor 265
Stern, Theodore 39, 58, 99, 288
Stevens, Kent A. 58, 60, 106, 290
Stevens, Tom H. 50, 290
Stevenson, Richard C. 68
Stewart, Richard 51
Stirling, Isabel A. 293
Stockard, Jean 92, 133, 289
Stone, Joe A. 65
Stone, Nonda P. 216
Stone, Stephen 265
Strahn, Linda 22
Strain, Michael 51
Strange, Marliss G. 76, 147, 148,
149,151,295
Strange, William C. 68
Straton, G. Douglas 122
Stuhr, John 289
Sugai, George 216
Summers, Emory 301
Sundberg, Norman D. 44,95, 118,229
Sundt, Christine L. 293
Sundt, Richard A. 94, 106, 167, 173
Sur, Sandip K. 51
Suttle, John E. 216
Swan, Peter N. 259
Swift, Susan J. 259
Swinehart, Donald F. 51
Sylwester, Robert A. 92, 216
Tamiesie, Suzanne M. 28
Tang, Stephen J. Y. 160
Tate, Robert F. 102
Tattersall, James N. 65
Taylor, Donald S. 68
Taylor, Marc 298 '
Taylor, Marjorie 92, 118
Taylor, Robert M. 216
Teich, Nathaniel 6B
Tendick, Ronald L. 28
Tepfer, Sanford S. 45
Terborg, James R. 198
Terwilliger, Nora B. 44, 291
Terwilliger, Robert C. 44, 291
Thai, Marlene Soriano 265
Thallon, Robert L. 159
Thatcher, Edward P. 293
Thoma, Mark A. 65. 9~
Thomas, D. L. 20
Thomas, Gerald A. 51
Thompson, Andrew 204,29B
Thurber, Clarence E. 44, 50, 92, 95,
98,113,132,229
Tiger, Ruth 211
Tindal, Gerald 216
Todd, Dennis 92
Tollenaar, Kenneth C. 180, 289
Tomlin, Russell S. 58, 99, 301
Toobert, Saul 204,229,298
Trebon, Ron 287
Trombley, Richard 92, 265
Trotter, Robert M. 265
Troxel, Richard K. 237
Truax, Donald R. 102, 144
Tubb, Monte 265
Tublitz, Nathan J. 44, 106, 290
Tucker, Don M. 118
Tull, Donald S. 200
Tyler, David R. 50, 291
Tyler, Leona 118
Udovic, Daniel 44
Ulrich, Celeste 225, 237
Ungson, Gerardo R. 198
Urban, Thomas F. 29B
Urquhart, Alvin W. 38, 73, 77
Utsey, Glenda Fravel 159
Utsey, Marjorie Fox 200
Utsey, Michael D. 159
Vagner, Robert S. 265
Vala, David 177
Van Buskirk, James M. 102
Van Houten, Donald R. 33, 133,290
Van Rossen, Donald P. 237
Van Rysselbyrghe, Mary Lou 265
Van Voorhis, Frances 245
Vaughn, Sandra 298
Venkatesh, Tadmiri R. 51, 106, 290
Vergamini, Jerome C. 299
Vetri, Dominick R. 259
Via, Emory F. 154
Viegas, Kenneth 232
Vignola, Frank 110, 292
Vignoul, Edmond 22
Vincent, Andrew M. 170
Vitulli, Marie A. 102
Voelz, Christie 301
Volwerk, Johannes J. 51
von Hippel, Peter H. 51, 290
Wade, Joe 295, 302
Wade, Louise Carroll 88, 145,289
Waff, Harve S. 80, 291
Wagner, David H. 44, 73, 76, 289
Wales, R. Max 253
Walker, Hill M. 211
Walker, Luise E. 293
Walter, Marion I. 102
Walton, Sandy 301
Wampold, Bruce E. 204
Wand, Patricia A. 44, 293
Wang, Hsiao-Guang 293
Ward, Lewis E., Jr. 102
Warpinski, Terry 170
Wasko, Janet 137
Wasson, George 295
Watson, Mark R. 293
Facul1y Index 311
Wattles, Marshall D. 65
Waugh, Ruth 216
Weatherhead. A. Kingsley 68
Weatherhead, Ingrid A. 84
Webb, Carl C. 253
Weeks, Edward 145, 153, 180
Wegelin, Christof A. 68
Weiss, Anita 95, 133
Weiss, Maureen R. 237
Weiss, Robert L. 118
Wendel, Barbara 170
Westerfield, Monte 44, 106, 290
Westling, A. Mark 180, 289
Westling, Louise 68, 145,289
Westling, Wayne T. 44, 259
Weston, James A. 44, 92, 106, 290
Whalen, John J. 133, 289
Whitelaw, W. Ed 65
Whitenack, Michaei J. 288
Wickelgren, Wayne 118
Wickes, George 58, 68
Widenor, Marcus 154
Wiegner, Betty 22
Wielesek, Richard A. 51
Wier, Peggy 197
Wiese, Margaret J. 245
Wilcox, R. Peter 159, 174
Wiley, Kathleen M. 299
Willard, Oliver M. 68
Williams, Astrid M. 84
Williams, Emmett 298
Williams, James L. 305
Williams, Jeffrey 265
Williams, Jerry R. 137
Willingham, William B. 137
Wilson, Catherine W. 92, 108
Wilson, Christopher B, 60
Wilson, Shirley J. 209, 295, 304
Wilson, Teresa 301
Wimber, Donald E. 44, 148
Winquist, John C. 204
Winstead, Ken 301
Winter, Willis L., Jr. 253
Wisdom, John 108
Wisner, Herbert P. 44
Wixman, Ronald 77, 132
Wohlfarth, Irving 58, 92
Wolcott, Harry F. 216
Wolfe, Alan S. 42, 58, 64, 94
Wolfe, Jerry M. 102
Wolfe, Raymond G., Jr. 51
Wong, Kenneth K. 113
Wood, Hugh B. 209
Wood, Mary E. 68
Woodrvff, Janet G. 237
Woods, Jean M. 58, B4
Woods, William C. 265
Woollacott, Marjorie 106, 229, 237, 290
Wooten-Kalan, Edna P, 237
Wright, Charles R. B. 102
Wybourne, Martin 110, 291
Xie, Margaret 288
Yager, Thomas 51
Yamanaka, Herbert S. 301
Yang, Lucia 42, 64
Young, Hilda 295, 302
Young, Jenny 159
Young, Philip D. 39, 58, 95, 98, 99
Youngen, Lois J. 237
Yukman, Claudia 68,145
Yurevich, Fruim 94, 129, 132
Yuzvinsky, Sergey 102
ladoff, Susan 226
laninovich, M. George 95, 113, 132
lanville, Holly K, 209
Zeller, Richard W. 211
Zemper. Eric D. 291
Zigler, Calvin J. 217
Zimmerman, Robert L. 92, 110, 291
Zonana, Jonathan 211
Zuck, Virpi 58, 84, 145
Zweig, Amulf 92, 108,277
312
Subject Index
Academic advising, 12, 30-31, 295
Academic Advising and Student
Services, Office of, 12,30-31,295
Academic Advising, Peer, 295
Academic calendar, 9
Academic Learning Services,
Center for, 153, 301
Academic majors, 4-5, 14, 30
Academic minors, 4-5, 14, 30
Academic planning, 30-31. See
also individual departments
of instruction
Academic policies, 13-19
Academic progress, 26
Academic standing, 18-19, 295
Academic support program (law), 260
Accelerated master's program
Biology, 47
Business, 190
Accounting, 194-95
Accreditation, University, 1
Achievement Test in English
Composition (EN), 71
ACT, See American College Test
Acting courses, 143-44
ACTR, See American Council of
Teachers of Russian
Adapted physical education, 239
Admission, 11-13, See also
requirements listed under
specific departments
Adult learners, 12, 295
Application deadlines, 12-13
Application procedures, 11
Ethnic minority stUdents, 12, 302
Exceptions, 11
Foreign, 12
Freshman, 11
Graduate, 12, 278-79
Nonresident; 13
Postbaccalaureate, 12, 279
Resident, 13
Specialized assistance, 12
Students with disabilities, 12, 295
Transfer, 12
Admission procedures, 11-12, 278-79
Admissions and Records, Office of, 11
Adult learners, 12, 295
Aduit services for the
developmentally disabled, 213
Advanced degrees, 277-78
Advanced placement, 12, 19
Advanced Science and Technology
Institute 289
Advertising courses, 256-57
Advising, 30, 295
Affiliated housing, 29
Affirmative Action, 296
Air Force ROTC, 153
Alpha Kappa Psi, 187, 296 .
Amazon Child Care Center, 296, 303
Amazon Community Tenants, 296
American Chemical Society
Affiliates, 296
American Civil Liberties Union, 296
American College Test (ACT), 11
American Council of Teachers of
Russian (ACTR), 130
American English Institute, 99, 30'1-2
American Institute of Architects, 296
American Society of Interior Design,
296
American studies, 38-39
Courses in, 39
Graduate studies, 39
Undergraduate studies, 38-39
Anthropology, 39-42
Courses in, 40-42
Faculty, 39
Graduate studies, 40
Undergraduate stUdies, 39-40
Anthropology museum, See
Oregon State Museum of
Anthropology
Application (admission)
deadlines, 12-13
Application (admission)
procedures, 11-12, 278-79
Application fee, 11, 21
Application for a degree, 14
Applied Information Management
Program 153-54
Aquatics, 242
Archaeology, 40-42
Architecture, 36, 159-65
Courses in, 163-65
Faculty, 159-60
Graduate studies, 161-62
Undergraduate studies, 161
Architecture and Aliied Arts,
School of, 36, 158-85
Office of Research and
Development, 158
Archives, University, 294
Arena Theatre, 138
Army ROTC, See Military Science
Art education, 36, 165-67
Courses in, 167
Faculty, 165
Graduate studies, 166-67
Undergraduate studies, 165-66
Art history, 36, 167-69
Courses in, 169
Faculty, 167
Graduate studies, 168
Undergraduate studies, 168
Art, Museum of, 1, 288
Arts and Sciences, College of, 33-146
Asian-Pacific American Student Union,
296
Asian studies, 42-43
Associated Students of Landscape
Architecture, 296
Associated Students of the
University of Oregon (ASUO),
296-98
Association for Intercollegiate
Athletics for Women (AIAW), 301
Association of American Universities,
Astronomy. See Physics
ASUO, See Associated Students
of the University of Oregon
ASUO course guide, 296
Athietic trainer option, 247
Athletics, 301
Attendance costs, 22
Auditor fee, 21
Australian studies, 44
Autzen Stadium, 1, 238
Avenu, 296
BA See Bachelor of arts
Bachelor's degree requirements,
14-18, See also individual
departments of instruction
Bachelor of architecture, 161
Bachelor of arts, 17-18,34-35,37
Bachelor of education, 217
Bachelor of fine arts, 170
Bachelor of interior
architecture, 174-75
Bachelor of landscape
architecture, 177
Bachelor of music, 267-68
Bachelor of nursing, 150
Bachelorof physical education, 238
Bachelor of science, 17-18, 35, 37
Second bachelor's degree, 18, 188,
230
Bachelor of architecture (B,Arch,), 161
Bachelor of arts (BA), 17-18,34-35,37
Bachelor of education (B.Ed.), 217
Bachelor of fine arts (B.FA), 170
Bachelor of interior
architecture (B.I.Arch,), 174-75-
Bachelor of iandscape
architecture (BLA.), 177
Bachelor of music (B,Mus.), 267-68
Bachelor of nursing, . 150
Bachelor of physical education
(B,P.E,), 238
Bachelor of science (B.S,), 17-18
35, 37
Ballet, 226-29
Beall Concert Hall, 265
B.Ed. See Bachelor of education
B,FA See Bachelor of fine arts
B,l.Arch, See Bachelor of interior
architecture
Bicycle registration fee, 21
Biochemistry, 52-53
Biochemistry major, 52
Biology, 44-50
Courses in, 47-50
Faculty, 44-45
Graduate stUdies, 47
Research institutes, 47
Undergraduate studies, 45-47
Biomechanics, 239
BiopilYsical chemistry, 53
Biosocial Research Center, 120
BLA. See Bachelor of
landscape architecture
Black Student Union, 296
Bookstore. See University of
Oregon Bookstore
B.P.E. See Bachelor of physical
education
Broadcasting courses, 143
Brown Foundation. See E, C,
Brown Foundation
B.S. See Bachelor of science
Bureau of Governmental Research
and Service, 289
Business administration, College
of, 35, 187-201
Office of External Affairs, 187
Business Affairs, Office of, 20
Business environment, 201
Business statistics, 196, See also
Decision sciences
Business, Undergraduate School
of, 188-89
Calendar, academic, 9, 263
Camp counseling and
administration, 236-37
Campus map, 318-19
Canadian studies, 50
Career assessment program, 30, 298
Career Information Center, 30
Career Information System (CIS), 204
Career opportunities. See
individual departments of
instruction
Career Planning and Placement
Service, 30-31, 298
Cash awards, 25-26
CATE. See Center for Advanced
Technology in Education
CBA Computing Laboratories, 187
CEEB. See College Entrance
Examination Boards
Cell biology, 53
Center for advanced education,
See Panel D. Lintner Center
for Advanced Education
Center for Advanced Technology
in Education (CATE), 204
Center for Environmental Design,
Planning, and Visual Arts Research,
158
Center for Gero'ntology. See University of
Oregon Center for Gerontology
Center for the Humanities, 289
Center for Innovative Educational
Development, 297
Center for the StUdy of Women in
Society, 289
Center for the Study of Work,
Economy, and Community, 290
Center for Volcanology, 82, 111
Center on Human Development, 211
Specialized Training Program. 211
University Affiliated Facility, 211
Ceramics, 171
Certificate in Folklore and Ethnic
Studies, 75
Certificate in Gerontology, 230, 231
Certificate in Russian and East
European Area Studies, 132-33
Certificate in Women's Studies, 145
Certification programs (education)
Art teacher, 165-66
Elementary education, 218
Foreign language teaching, 99
Health education, 246
Music education, 266
Personnel service, 219
Physical education, 241
School administrator, 209
School psychologist, 206-7
Secondary education, 218-1f)
Change of major, 192, 278
Change of program fee, 21
Chemical Physics Institute, 54, 111,
290
Chemistry, 50-55
Courses in, 54-55
Faculty, 50-51
Graduate studies, 52-54
Research areas, 53-54
Undergraduate studies, 51-52
Child care centers, 298
Chinese, 64
Chinese StUdent Association, 297
Chiropractic medicine, 154
CIEE, See Council on International
Educational Exchange
CIS. See Career Information
System and Computer and
information science
Classical archaeology, 56-57
Classical civilization, 56
Classics, 55-57
Courses in, 57
FaCUlty, 55
Graduate studies, 57
Undergraduate studies, 55-57
Classics in English translation, 57
Clearinghouse on Educational
Management. See ERIC
Clearinghouse on Educational
Management
CLEP, See College-Level
Examination Program
Clinical experience programs(law), 260
Clinical practicum facilities
(education), 213
Subject Index 313
Clinical psychology, 119-20
Club Sports and Recreation Center,
298
Cluster requirements, 15-17
Coaching, 241
Code of Student Conduct, 19,301
Cognitive and decision sciences
institute. See Institute of
Cognitive and Decision Sciences
Cognitive Laboratory, 58
Cognitive science, 58, 99, 120
College Entrance Examination
Boards (CEEB), 12,298. See also
requirements of individual
departments of instruction
Coliege-Level Examination
Program (CLEP), 19. 298
College Work-Study Program
(CWSP), 24
Committee for the Musical Arts, 266,
297
Communication Research Center, 137
Community Education Program,
19,21,230,287
Community health, 246-47, 248-49
Comparative literature, 58-59
Courses in, 59
Graduate studies, 59
Undergraduate studies, 58-59
Comparative Literature, 58, 126
Comprehensive health educator, 246
Computer-Aided Design Training
Program, 287
Computer and information
science, 60-63
Courses in, 62-63
FaCulty, 60
Graduate studies, 61-62
Undergraduate studies, 60-61
Computer facilities, 292
Computer graphics, 159
Computer literacy, 189
Computing Center. See
University Computing
Concert Dance Theatre, 226
Concurrent enrollment, 19
Condon Museumof Geology, 82,
287-88
Condon Society, 297
Conduct code, student, 19, 302
Conference Center, 287
Consortium for Youth with Disabilities,
213
Continuation Center. See University
Continuation Center
Continuing education, 153-54, 287
Continuing Education Off
Campus, 153-54
Continuous enroliment, 280, 284
Cooperatives, 29
Corporate Training Program, 287
Corrections, interdisciplinary
master's program, 233, 283
Costs of university attendance, 20-21
Council for Exceptional Children,
297
Council for Minority Education, 302
Council on International
Educational Exchange (CIEE)
Cooperative Russian Program, 130
Counseling and Educational
Psychology, Division of, 204-8
Courses In, 207-8
Faculty, 204-5
Counseling Center. See University
Counseling Center
Course numbering system, 7, 279
Course prefixes, 6-7
Craft Center, 298
Cranio-Facial Clinic, 213
Creative writing, 71
Credit by examination, 19, 21, 279-80
Credit, transfer of,12, 281-82
Credits, 6
Crippled Children's Division, 213
Crisis Center, .297, 298
Cuba Study Group, 297
Cultural Forum, 299
Cultural services program, 166
Curriculum and instruction, 222,23
CWSP. See Coilege Work-Study
Program
oA See Doctor of arts
Dance, 226-29
Courses in, 228-29
Faculty, 226
Graduate studies, 227-28
Undergraduate studies, 226-27
Dance Oregon!, 226, 297
Danish International Studies
Program, 161
Daylighting center,
regionai, 159
Dean's list and scholars, 14, 303
DeBusk Memorial Center, 205, 206
Decision sciences, 196
D.Ed. See Doctor of education
Deferred tuition, 21
Definitions, academic, 6
Definitions, Coliege of Education, 203
Degree, Application for a, 14
Degrees offered, 4-5, 277-78
Dental hygiene, preparatory, 148
Dentistry, preparatory, 148
Developmental Delay Clinic, 213
Developmental disabilities, 213-14
Disabled students. See
Students with Disabilities
Division of Research. See Busi-
ness Administration, Coliege of
D.M.A. See Doctor of musical arts
Doctor of arts (D.A.), 70-71
Doctor of education (D.Ed.), 284.
See also Advanced degrees, Graduate
school, 278
Doctor of jurisprudence (J.D.), 191,
259-60
Doctor of musical arts (D.MA),
270-72, 284
Doctor of philosophy (Ph.D.), 283-84.
See also individual
departments and schools
Doctoral degree procedures, 284-85
Doctorai degree requirements,
283-84. See also individual
departments of instruction
Doctoral degrees, 283-84
Doctor of arts, 70-71
Doctor of education, 284
See also Advanced degrees,
Graduate school, 277-78
Doctor of jurisprudence, 191,
259-60
Doctor of musical arts, 270-72, 284
Doctor of philosophy, 283-84
Dormitories, 28
Driver education, 247, 250
Early childhood education, 219
Early childhood education of the
handicapped, 214
Early Intervention Program, 211
Early Orientation and Registration
(EORP), 19,303
East Asian languages and
literatures, 64
E. C. Brown Foundation, 204
Economics, 65-68
Courses in, 66-68
Faculty, 65
Graduate studies, 66
Undergraduate studies, 65-66
Education, College of, 203-24
Educational administration, 208-10
Educational Opportunities
Program, 301
Educational Policy and
Management, Division of, 208-10
Courses in, 209-10
Faculty, 208-9
Graduate Student Association, 297
Instructional programs, 209 .
Educational psychology, 205, 206-8
Elementary teacher education program,
37,217-18
Emerald. See Oregon Daily Emerald
Employment, student, '27-28
EMU. See Erb Memorial Union
Endorsement programs (education)
Driver education, 247
Handicapped learner, 214,219,221
Language arts, 69
Reading, 218-19
School superintendent, 209
School supervisor, 219
Secondary teacher education,
218-19
Severely handicapped learner, 213
Special education, 219
Speech-impaired, 212
See also Secondary school teaching
section under Individual schools and
departments
Engineering, preparatory, 52,110,147
English, 68-73
Courses in, 71-73
Faculty, 68
Graduate studies, 69-71
Undergraduate studies, 69
English as a second language
(ESL), 99, 100, 301
Enrollment statistics, 317
Environmental and Natural
Resources Law, 260
Environmental design center. See
Center for Environmental Design,
Pianning, and Visual Arts Research
Environmental studies, 73-74
Environmental studies,
interdisciplinary master's
program, 47,66, 74, 183, 283
Erb Memorial Union, 298-99
ERIC Ciearinghouse on
Educational Management, 204
ESCAPE (Every Student Caring About
Personalized Education), 297
ESL. See English as a second
language
Ethnic minority students, 12, 302
Ethnic studies, 74-76
Exchange stUdents, 302
Executive leadership series, 209
Executive M.BA Program,
Oregon, 190
Expository writing, 71
Family housing, 28-29
Fee refunds, 21-22
Fees, 20-21
Fellowships, 280-81
FIGs, See Freshman Interest Groups
Film study, 138, 141, 143
Finance, 197
Financial aid, 22-29
Application deadlines, 22-23
Application procedure, 22
Eligibility, 23
Graduate, 23-24, 280-81
Grants, 24, 25-26
Loans, 23-27
Notification of, 24
Packages, 23-24
Programs, 24-26
ScholarShips, 26-27
Work-studY, 24
Fine and applied arts, 36, 170-73
Courses in, 171-73
Faculty, 170
Graduate studies, 170-71
Undergraduate studies, 170
Fitness management, 239, 250
Folklore and ethnic studies, 74-76
Certlificate in, 75
Courses in, 75
Graduate studies, 75, 283
Undergraduate studies, 75
Foreign Language Resource
Center, 125
Foreign Student Organization, 297
Foreign students, 256, 299
Admission, 12, 279
Financial aid, 281
Foreign study opportunities, 154,
299-300
Australia, 154, 299
Austria. 85-86
China, 154,219,299
Costa Rica, 98
Denmark, 154, 161, 187, 299-300
England, 154, 161, 300
France, 125, 154, 300
Germany, 85-86, 154,300
Guatemala, 98
Holland, 187
Hungary, 154, 300
Israel,' 154, 300
Italy, 125, 154, 300
Japan, 154, 187, 300
Korea, 154, 187, 300
Mexico, 98, 125, 300
The Netherlands, 154, 300
Norway, 86, 154,300
Panama, 98
Soviet Union, 130,300
Spain, 98, 125, 154,300
Sweden, 86, 154, 300
Forensics, 137, 142
Forensics (debate clUb), 297
Forest industries management, 190-91
Forest Industries Management
Center, 187,191
Fraternities, 29
French, 126, 127
Freshman admission, 11
Freshman Interest Groups (FIGs), 295
Freshman seminars, 304
Friends of the Library, 294
Friendship Family Program, 299
Fulbright grants, 300
Gay and Lesbian Aliiance, 297
GED. See Test of General
Educational Development
General deposit, 21
General deposit refund, 22
General science, 76-77
Geography, 77-80
Courses in, .79-80
Faculty, 77
Graduate studies, 78-79
Undergraduate studies, 77-78
Geological Sciences, 80-84
Courses in Geology, 83-84
FaCUlty, 80
Graduate studies, 82-83
Undergraduate studies, 81-82
Gerlinger Pool, 238
German, 86-87
German Study Centers, Stuttgart-
TObingen, Portland, 85
Germanic languages and
literatures, 84-87
Courses in, 86-87
Faculty, 84
Graduate studies, 86
Undergraduate studies, 84-86
GerontOlogy, 229-31, 247
GerontOlogy, Center for. See
University of Oregon Center for
Gerontology
Gifted. See Talented and gifted
GMAT, See Graduate
Management Admissions Test
GPA. See Grade point average
GPI. See Grade point index
Grade point average (GPA), 11,14
Grade point index (GPI), 11
Graded credits, 14
Grading options. See individual
departments of instruction
Grading system (undergraduate),
13-14
Graduate Council, 277
Graduate Management Admissions
Test (GMAT), 191,192
314 Subject Index
Graduate Record Examinations
(GRE), 21, 301: See also
requirements of individual
departments of instruction
Graduate Schooi, 277-85, See also
individual departments of
instruction
Admission, 12, 278-79
Continuous enrollment, 280, 284
Credit by examination, 279-80
Degrees offered, 277-78
Doctoral degree procedures, 284-85
Doctoral degrees, 283-84
Fellowships, 280-81
Financial aid, 280-81
General requirements, 279-80
Grade requirements, 280
Interdisciplinary master's degree
programs, 282-83
International students, 279, 281
Master's degrees, 281-83
On-leave status, 280
Tuition, fees, 21, 280
Graduate School of Management,
190-94
Graduate Student Foreign
Language Test (GSFLT), . 282
Graduate studies. See Individual
departments of instruction
Graduate teaching fellowships .,
(GTFs), 280-81. See also Individual
departments of instruction
Graduation requirements
(undergraduate), 14-18
Grants, 23, 24, 25-26
GRE. See Graduate Record
Examinations
Greek, 57
Greek advising, 304
Greenhouses, 47
Group requirements, 15-17
GSFLT. See Graduate Student
Foreign Language Test
GSL. See Guaranteed Student
Loan
GTFs. See Graduate teaching
fellowships
Guaranteed Student Loan (GSL), 23,
24,25
Guide to the general bulletin, 6
Gymnastics, 242
Handicapped learner endorsement
program, 213, 214, 221
Hayward Field, 1, 238
Health and fitness management, 250
Health care practitioners, 249
Health Center. See Student
Health Center
Health education. See School
and community health
Health education, certification, 246
Health education requirement, 245
Health insurance 22, 296, 299 .
Health sciences, preparatory, 147-52
Health services, 299
Hebrew, 57
Herbarium. See University of Oregon
Herbarium
High school preparation, 11. See also
individual departments of
instruction
Historic preservation, 173-74
History, 88-91
Courses in, 90~91
Faculty, 88
Graduate studies, 89-90
Undergraduate studies,88-89
History Honors Program, 89
Holiday schedule, 9
Honor societies, 303
Honors, 14, 303. See also
individual departments of
instruction
Honors College. See Hobert Donald
Clark Honors College
Honors College Center, 92
Housing, 28-29
Cooperatives, 29
Family, 28-29
Fraternitiesand sororities, 29
Off-campus, 29, 297
Residence halls, 28
HousinQ office. See University
Housing
Human Development and
Performance, College of, 225-53
Human development center.
See Center on Human
Development
Human movement studies, 237-44
Human services, 232-33
Courses in, 233
Faculty, 232
Graduate studies, 233
Undergraduate studies, 232-33
Humanities, 94
Imaginative writing, 71
Immunization recommendations, 299
Incidental Fee Committee, 296
Incompietes, 14, 280
Independent study program, 93
Industrial relations, 191
Industrial Relations Association, 297
Industrial Relations, Institute of. See
Institute of industrial Relations
Information and Field Services.
See Educational Policy and
Management
Information and Tour Services, 1
Innovative educational development.
See Center for Innovative
Educational Development
Inorganic chemistry, 54
Institute of COgnitive and
Decision SCiences, 58
Institute of Industrial Relations,
187, 192-93
Institute of Molecular Biology,
47,53,54,111,290
Institute of Neuroscience, 47, 54, 58,
106-7, 290
Institute of Recreation Research
and Service, 234
Institute of Theoretical Science,
54,290-91
Instructional Media Center, 294
Instructional Systems Technology, 220
Intercollegiate athletics, 301
Interdisciplinary doctoral degree
program (special education), 214
Interdisciplinary master's degree
programs, 277, 282-83. See also
individual departments of instruction
Interfraternity Council, 297
Interior architecture, 36, 174·76
Courses in, 176
FaCUlty, 174
Graduate studies, 175-76
Undergraduate studies, 174-75
International Council on Computers
in Education (ICCE), 204
International Institute for Sport
and Human Performance, 291
International Services, 299-300
International Student Orientation, 303
International students, 256, 279
Admission, 12, 279
Financial aid, 281
International studies, 95-97
Courses in, 97
Faculty, 95
Graduate studies, 97
Undergraduate studies, 95-97
International Studies Association, 297
Internships, 31, 304
Inter-University Consortium for
Political and Social Research, 114
Intramural sports, 238, 300
Italian, 124,128
Japanese, 64
Jazz Dance line, 226
Jeweiry and metalsmithing. See
Metalsmithing and Jewelry
Jewish Student Union, 297
Job Location and Development
Program, 27
Joint-campus program (graduate), 279
Journalism, School of, 35, 253-57
Courses in, 256-57
Faculty, 253
Graduate studies, 255-56
Undergraduate studies, 253-55
Juvenile and criminal justice, 233
KWAX-FM, 1
KWBX-FM, 1
Labor Education and Research
Center (LERC), 154-55
Land, Air and Water Student Research
Group, 260
Landscape architecture, 36, 177-79
Courses in, 179
Faculty, 177
Graduate studies, 178
Undergraduate studies, 177-78
Language Skills Diagnostic Test, 254
Languages
Bulgarian, 131
Chinese, 64
Czech, 131
French, 127
German, 86-87
Greek, 57
Hebrew, 57
Italian, 128
Japanese, 64
Latin, 57
Norwegian, 87
Polish, 131
Portuguese, 128
Provencal, 128
Romanian, 131
Russian, 129-31
Serbo-Croatian, 131
Spanish, 128-29
Swedish, 87
Ukranian, 131
Late applications, 12-13
Late registration fee, 21
Latin, 57
Latin honors, 14
Latin American studies, 98
Law and advocacy (education), 222
Law ReView. See Oregon Law
Review
Law School Admission Test
(LSAT), 152,260,261,298
Law School Data 'Assembly Service
(LSDAS), 261
Law, School of, 259-63
Admission, 260-61
Courses in, 263
Faculty, 259
Scholarships and fellowships,
262-63
Tuition and fees, 21, 262
Leighton Pool, 1, 238 .
Leisure studies and services, 37,
234-37
Courses in, 236-37
Faculty, 234
Graduate studies, 235-36
Undergraduate studies, 234-35
Library courses, 155
Library fines, 294
Library science, preparatory, 152
Library, University, 1,155,293-94
Lintner Center. See Paul D. Lintner
Center for Advanced Education
linguistics, 99-101
Courses In, 100-1
Faculty, 99
Graduate studies, 99-100
Undergraduate studies, 99
Linguistics Coiioquium, 100'
Living in Oregon, 307
Loans, student, 23, 24-25, 26·27
LSAT. See Law School Admission
Test
LSDAS. See Law School Data
Assembly Service
MA See Master of arts
MagaZine joumalism, 254
Majors, 4·5, 14, 30
Management, 198-99
Management, Graduate School of,
190·94
Map, 318-19
Marine biology. See
Oregon Institute of Marine
Biology
Marketing, transportation, and
business environment, 200-1
Marks (grading), 14, 280
Master of architecture (M.Arch.),
161-62
Master of arts (MA), 281-83. See also
individual departments and
schools
Master of business administration(M.BA), 190-92
Master of business administration,
preparatory, 152
Master of education (M.Ed.), 205,
206, 212, 219
Master of fine arts (M.F.A.),
70, 71, 141-42, 170-71
Master of interior architecture,(M.I.Arch.), 175-76
Master of landscape architecture(MLA.), 178
Master of music (M.Mus.), 268-70
Master of science (M.S.), 281-83. See
also individual departments and
schools
Master of urban planning (M.U.P.),
181
Master's degree programs, 281-82
Master's degree programs,
interdisciplinary, 282-83
Master's degree requirements,
281-83. See also Individual
departments of instruction
Master of architecture, 161-62
Master of arts, 281-83
Master of business
administration, 190-92
Master of education, 205, 206, 212,
219
Master of fine arts, 70,71,141-42,
170-71
Master of interior architecture,
175-76
Master of landscape
architecture, 178
Master of music, 268-70
Master of science, 281-83
Master of urban planning, 181
Second master's degree, 281
MAT. See Miller Analogies Test
Materials Science Institute, 111, 291
Mathematics, 101-6
Courses in, 104-6
Facuity, 101-2
Graduate studies, 103-4
Undergraduate studies, .102-3
M.BA See Master of business
administration
M.BA Association, 297
McArthur Court, 1,238
MEChA. 297
M.Ed. See Master of education
Medical College Admission Test(MCAT), 149
Medical services, ?99
Medicine, preparatory, 149·50
Medieval studies, 106
Mental retardation center. See
Rehabilitation Research and
Training Center in Mental
Retardation
Mentally retarded, education for,
213-14 221-22. See also Special
education and rehabilitation
Metalsmithing and Jewelry, 171
Subject Index 315
M.F.A. See Master of fine arts
Microcomputer Laboratories, 155
Mild disabilities, special education in,
214
Mildly handicapped learner
programs, 221-22
Military science. 155-56
Miller Analogies Test (MAT), 279. See
also requirements of individual
departments of instruction
Minorities, 302
Minority education. See Council
for Minority Education
Minority Law Students Association,
260
Minors, 4-5, 14, 30. See also individual
departments of insfruction .
M.L.A. See Master of landscape
architecture
M.Mus. See Master of music
Model United Nations, 297
Molecular biology. 53
Molecular biology institute. See
Institute of Molecular Biology
Moot Court, 260, 263
Mortar Board, 297, 303
Motor learning and motor control,
240
M.S. See Master of science
M.U.P. See Master of urban
planning
Museum of Art, 1, 288
Museum of Natural History, 1, 288
Museums, 287-89
Condon Museum of Geology, 82,
287-88
Museum of Art, 1: 288
Museum of Natural History, 1, 288
Oregon State Museum of
Anthropology, 288
University of Oregon Herbarium,
47, 289
Music education, certification
program, 266
Music: Elementary Music
Education, 267
Music ensembles, 266
Music fees, 266
Music performance studies, 266
Music, School of, 265-75
Courses in, 272-75
Faculty, 265
Graduate studies, 268-72
Undergraduate studies, 266-68
Muslim Student Association, 297
National Collegiate Athletic
Association (NCAA), 301
National Direct Student Loan
(NDSL), 24-25
National Merit Scholarships, 26
National Student Exchange (NSE),
302
Native American Student Union,
297
Natural history museum. See
Museum of Natural History
NCAA. See National Collegiate
Athletic Association
NCAA Volunteers for Youth, 297
NDSL. See National Direct Student
Loan
Need grants, 25-26
Neuroscience. .56-57
Neuroscience institute. See
Institute of Neuroscience
Neurosciences, interdisciplinary
program in, 47, 54, 56-57. 120
New Student Host Program, 303-4
New Student Orientation, 303
News-editorial courses, 256-57
NICSA. See Northwest
Interinstitutional Council on
Study Abroad
Nonresident student admission, 13
NonresidenUujjjon and fees, 20-21
Northwest Association of Schools and
Colleges, 1
Northwest Interinstitutional
Council on Study Abroad (NICSA),
98
Norwegian, 87
NSE. See National Student
Exchange
Nuclear medical technology,
preparatory. 150
Nurses, registered, 1.50
Nursing, preparatory, 150
OAT. See Optometry Admission
Test
Observatory. See Pine Mountain
Observatory
Occupational therapy, preparatory,
151
Ocean and Coastal Law, 260
ODE. See Oregon Daily Emerald
Off-Campus housing, 29, 297
Off-Campus Programs, 153-54
Off-Campus Teacher and Adminis-
trator Education, 153
Office of External Affairs. See
Business Administratlon,-
College of
Office of Public Safety, 300
Office of Research and Development.
See Architecture and Allied
Arts, School of
Office of Student Advocacy, 297
On-campus internships, 304
On-leave status (graduate), 280
Open recreation, 238, 301
Optometry Admission Test
(OAT), 151
Optometry, preparatory, 151
Order of the Coif. 260, 303
Oregon Bach Festival, 266
Oregon Computing Association, 297
Oregon Daily Emerald (ODE), 297
Oregon Executive M.B.A. Program, 190
Oregon Health Education Service,
245
Oregon Institute of Marine Biology,
1, 47, 291-92
Oregon Law Review, 259, 260
Oregon School Study Council
(OSSC), 204
Oregon State Museum of
Anthropology, 288
Oregon Student Association for the
Advancement of Hea.lth
Education. 245
Oregon Student Lobby, 297
Oregon Student Public Interest
Research Group. See OSPIRG
Oregon Studies Centers, 154
Australia, 154
China, 154
Denmark, 154
England, 154
France, 154
Germany, 154
Hungary, 154
Israel, 154
Italy, 154
Japan, 154
Korea, 154
Netherlands, 154
Norway, 154
Spain, 154
Sweden, 154
Organic chemistry, 54
Organizational studies, 199
Organotransition metal
chemistry, 54
Orientation Office, 303-4
OSPIRG (Oregon Student Public
Interest Research Group), 297
OSSC. See Oregon School Study
Council
Osteopathic medicine, 154
Outdoor Program, 299
Outdoor recreation, 236, 242-3
Outstanding students, 303
Overseas study. See Foreign study
opportunities
Pac-10, 301
Painting. 172
Panhellenic Council, 297
Paraprofessionai program, 295
Parent Loan for Undergraduate
Students (PLUS). 25
Paul D. Lintner Center for
Advanced Education, 153
Peace studies, 107
Peer Advising, 295
Pell Grant, 24
People and the Oregon Coast, 297
Performance, music, 266
Perkins National Direct
Student Loan (NDSL), 22, 24-25
Personnel service certification
program. 219
Pharmacy, preparatory, 150
PhD. See Doctor of Philosophy
Phi Beta Kappa, 14, 303
Philosophy, 108-9
Courses in, 108·9
Faculty, 108
Graduate studies, 108
Undergraduate studies, 108
Philosophy Club,297
Photography, 172-73
Photojournalism. 256-57
Physical chemistry. 54
Physical education and human
movement studies, 237-44
Courses in. 242-44
Faculty, 237
Graduate studies, 241-42
Undergraduate studies. 238-41
Physical education certification program,
241
Physical therapy, preparatory, 151
Physics, 109-13
Courses in, 112-13
Faculty, 109-10
Graduate studies, 111-12
Undergraduate studies, 110-11
Physiology of exercise, 240
Pine Mountain Observatory, 1, 111
Placement examinations, 11-12.
See also requirements listed
under individual departments
Planning, public policy and
management (PPPM), 36, 180-85
Courses in, 184-85
Faculty, 180
Graduate studies, 181-83
Undergraduate studies, 180-81
Plant biology greenhouses, 47
PLUS. See Parent Loan for
Undergraduate Students
Pocket Playhouse, 138
Podiatry, preparatory, 151-52
Political and social research.
See Inter-University Consortium for
Political and Social Research
Political science, 113-17
Courses in, 115-17
Faculty, 113
Graduate studies, 114-15
Undergraduate studies, .113-14
Political Science Student Union, 297
Postbaccalaureate admission, 12
Postbaccalaureate study, 12, 279
Postdoctoral fellowships, 281
PPPM. See Planning, public policy and
management
Preathletic training, 240
Precollege program (Upward Bound),
302
Predentistry, 148
Preengineering preparation, 52,
110,147 .
Prefreshman summer program, 11,287
Prehealth sciences, 77, 147-52,297
Prejournalism preparation, 253-54
Prelaw preparation, 152
Premajor programs, 33-37
Premajor status, 12
Premedicine, 149-50
Prenursing, 150
Preparatory programs, 147-52
Engineering, preparatory, 52,
110,147
Health sciences, preparatory, 77,
147-52,297
Dental hygiene, preparatory, 148
Dentistry, preparatory, 148
Medical technology, preparatory,
148-49
Medicine, preparatory, 149-50
Nuclear medical technology,
preparatory, 150
Nursing, preparatory, 150
Pharmacy, preparatory, 150
Veterinary medicine, preparatory,
151
WICHE programs in the health
sciences, 151-52
Occupational therapy,
preparatory, 151
Optometry, preparatory, 151
Physical therapy, preparatory,
151
Podiatry, preparatory, 151-52
Law, preparatory, 152
Library science, preparatory, 152
Master of Business administra-
tion, preparatory, 152
Social work, preparatory, 152
Presidential scholarships, 26
Printmaking, 172
Program planning, 30-31, 33-37. See
also individual departments of
instruction
Project Saferide, 297
Project TRENDS (Therapeutic Recreation
for New and Enhanced Delivery of
Services), 234
Psycholinguistics Laboratory, 58
Psychology, 117-23
Courses in, 120-23
Faculty, 117-18
Graduate studies, 119-20
Undergraduate studies, 118-19
Psychology Clinic, 120, 297
Psychology Club, 297
Public affairs, 182-83
Public Affairs Graduate Student
Organization, 297
Public Affairs Library, 289, 294
Public health, 246
Public policy and management, 180-85
Public poiicy studies, interdisciplinary,
115
Public relations, 254, 257
Public service, 182-83
Publications, student, 296-97
Radio-television journalism, 254,
255,256-57
Rape CrisiS Network, 297
Reader's Guide to the General
Bulletin, 6
Reading endorsement, 218-19
Real estate, 197
Recreation, 234-36
Recreation and Intramural Sports,
Division of, 238
Recreation and Intramurals, 297,300·1
Recreation and Park Management
Graduates, 297
Recreation facilities, 238, 300-1
Recreation research and service.
See Institute of Recreation Research
and Service
Recreational Folk Dancing, 226, 297
Recreational programs, 300
Reenrollment, 19
REESC. See Russian and East
European Studies Center
Regional Daylighting Center, 159
Registered nurses, 150
Registrar, Office of the, 13
Registration, 19
Rehabilitation Research and Training
Center in Mental Retardation, 210
Religious studies, 122-23
Courses in, 123
FaCUlty, 122
Graduate studies, 123
Undergradaduate studies, 122-23
316 Subject Index
Removal of incompletes, 14, 280
Research, 289-92
Research institutes, 289-92
Advanced Science and Technology
Institute, 289
Bureau of Governmental
Research and Service, 289
Center for the Humanities, 289
Center for the Study of Women in
Society, 289
Center for the Study of Work, Economy,
and Community, 290
Chemical Physics Institute, 54, 111,
290
Institute of Molecular Biology, 47,53,
54, 111,290
Institute of Neuroscience, 47,54,58,
106-7,290
Institute of Theoretical Science,
54,290.91
International Institute for Sport and
Human Performance, 291
Materials Science Institute, 111.
291
Oregon Institute of Marine Biology,
1, 47, 291-92
Solar Energy Center, 292
Residence halls, 28
Residency (degree requirements), 13
Resident status, 13
Resident teacher master's degree,
220
Resident tuition and fees, 20-21
Resource consultant program, 221-22
Rhetoric and communication, 137-38,
139-41, 142-43
Robert Donald Clark Honors College,
14, 92-93
Admission, 92-93
Courses offered, 93
Faculty, 92
Independent Study Program, 93
Requirements, 93
Robinson Theatre, 138
Romance languages, 124-29
Courses in, 126-29
Faculty, 124
Graduate studies, 125-26
Undergraduate studies, 124-25
ROTC, Army. See Military Science. See
also Air Force ROTC
Russian, 129-31
Courses in, 131
FaCUlty, 129
Graduate studies, 130-31
Undergraduate studies, 129-30
Russian and East European studies,
132-33
Russian and East European Studies
Center (REESC), 132
Safety education, 247, 250
Sample course listings, 6
Sample programs, 34-37. See also
individual departments of instruction
SAT. See Scholastic Aptitude Test
Scandinavian, 87
Scholarships, 26. See also
individual departments of instruction
Scholastic AptitUde Test (SAT), 11.
See also requirements of individual
departments of instruction
School administrator certification, 209
School and community health, 245-52
Courses in, 251-52
Faculty, 245
Graduate studies, 247-51
Undergraduate studies, 245-47
School health,246, 247, 248
School of Architecture and Allied
Arts Review, 158
School psychology, 206-7
School supervisor endorsement, 219
School to Community
Transitions, 214
Science, general, 76-77
Sculpture, 172
Second bachelor's degree, 18, 188,
230
Second master's degree, 281
Secondary school teachers,
interdisciplinary master's program,
283
Secondary teacher education program,
219-20. See also individual
departments of instruction
SEOG. See Supplemental Educational
Opportunity Grant
Service Physical Education, Division
of, 238
Severely handicapped learner
endorsement program, 213
SHAPE. See Sport, Health, And Personal
Excellence
Short-term loans, 26
Slavic studies, 132-33
Slocum Sports.Medicine and Fitness
Research Laboratory, 238
Social psychology of sport, 240
Social service, 134
Social work, preparatory, 152
Sociology, 133-36
Courses in, 135-36
Faculty, 133
Graduate studies, 135
Undergraduate studies, 134-35
Solar Energy Center, 292
Solar Energy Information Center, 297
Sororities, 29
SOViet Union, 132-33
Spanish, 124-25, 126, 128-29
Special Education and
Rehabilitation, Division of, 210-15
Courses in, 214-15
Faculty, 210-11
Special education endorsements,
219
Special education, mildly
handicapped, 221, 224
Special fees, 21
Special services, 301-2
Special studies, 153-56
Specialized admission assistance, 12
Specialized Training Program. See
Center on Human Development
Speech, 137-44
Courses in, 142-44
Faculty, 137
Graduate studies, 139-42
Undergraduate studies, 137-39
Speech-impaired endorsement, 212
Speech-language-Hearing Center,
207
Speech pathology.-audiology, 211,
212-13, 214-15
Sport, Health, And Personal Excellence
(SHAPE), 238
Sport management, 240
Sports, intramural, 238, 300
Staff fee, 21
Standard teaching certificate,
elementary, 217-18
Standard teaching certificate,
secondary, 218
State of Oregon cash awards, need
grants, 25-26
Statistics, 144-45
Student Advocacy, Office of, 299
StUdent Bar Association, 260, 297
Student Campaign for Disarmament,
297
Student conduct code, 19, 302
Student Conduct Program, 302
StUdent Dance Board, 226
Student development leadership
classes, 304
Student Development, Office of, 302
Student Employment Office, 27
Student Exchange Program. See
Western Interstate Commission
for Higher Education (WICHE)
Student family housing, 28-29
Student Financial Aid, Office of, 22
Student government, 296
Student Handbook, 19
Student Health Center, 299
Student housing, 28-29
Student loans, 23, 24-25, 26-27
Student Lobby. See Oregon Student
Lobby
Student organizations, 296-98
Student publications, 296-97
Student Records Policy, . 19, 280
Student services office. See
Academic Advising and Student
Services, Office of
Student union. See Erb Memorial Union
Student University Affairs Board, 288
Student University Relations
Council, 304
Students Opposing Registration
and the Draft, 297
Students with Disabilities, 12, 295
Studio Abroad Program, 161
Study abroad. See Foreign study
opportunities
Style and Policy Manual for
Theses and Dissertations, 282, 284
Summer Architecture Academy, 160
Summer prefreshman program, 11,287
Summer session, 19, 287
Supplemental Educational Opportunity
Grant (SEOG), 23, 24
Supplemental Loan for Students, 25
Survival Center, 297
Swedish, 87
Switchboard, 297
Talented and gifted, 222, 225
Teacher certification, 218-19. See
also individual departments
of instruction
Teacher Education, Division of, 216·24
Courses in, 222-24
Faculty, 216
Graduate studies, 219-22
Undergraduate studies, 217-19
Teacher Education Graduate Student
Organization, 297
Teacher Standards and Practices
Commission (TSPC), 217,218
Teaching English as a second
language, 99, 301-2
TEEM. See Training Elementary
Educators for Mainstreaming
Telecommunication and film, 138,
141,143
Tel-Info, 304-5
Television journalism, 256-57
Test of English as a Foreign LanguaQe
(TOEFL), 12, 279. See also require-
ments of individual departments of
instruction
Test of General Educational
Development (GED), 11
Test of Standard Written English (TSWE),
11, 71, 209. See also reqUirements of
individual departments of instruction
Testing service, 298
Theater arts, 138-39, 141-42, 143-44
Theatre 4:30, 139
Theoretical chemistry, 54
Theoretical science institute. See
Institute of Theoretical Science
Time Schedule of Classes, 19
TOEFL. See Test of English as a
Foreign Language
Tool Library, 297
Training Elementary Educators for
Mainstreaming (TEEM), 217
Transcript fee, 21
Transcripts, 19
Transfer of credit, 12,281-82
Transfer students, 12,281-82.
See also individual departments
of instruction
Transportation, 200, 201
TRENDS. See Project TRENDS
TSPC. See Teacher Standards and
Practices Commission
TSWE. See Test of Standard Written
English
Tuition and fees, 20-22, 280-81
Deferred tuition, 21
General deposit, 21
Graduate, 21, 280-81
Law school, 21, 262
Nonresident tuition, 20-21
Refunds, 21-22
Resident tuition, 20-21
Senior citizens, 21
Staff, 21
Undergraduate tuition, 20
Tutorial services, 301
Undergraduate admission, 11-12
Undergraduate Economics
Association, 298
Undergraduate School of Business,
188-89
Undergraduate transfers, 12
Undergraduate tuition, 20
University Affiliated Program, 211
University Committee on International
Studies, 95
University Community Action Program,
233,302
University Computing, 292
University Continuation Center, 287
University Counseling Center, 298
University Forum, 1
University Housing, 28-29
University Ubrary, 1, 155, 293-94. See
also Library
University Long-Term Loans, 26-27
University Music Society, 266
University of Oregon Bookstore, 8,
305
University of Oregon Center for
Gerontology, 229,230,231
L1niversity.of Oregon Herbarium, 47,
289
University PlayersfTheatre 4:30, 139,
298
University Singers, 266
University Symposium, 137
University Theatre, 298
University Women in Transition, 298
UO YMCA, 298
UO YWCA, 298
Upward Bound, 302
Urban and regional planning, 181-82
Urban Summer, 161
Veteran Affairs, Ottice of, 302
Veterinary medicine, preparatory,
151
Visual Arts Resources. 288
Visual design, 172-73
Visual Perception Laboratory, 58
Volcanology. See Center for
Volcanology
Weaving, 173
Western Interstate Commission for
Higher Education (WICHE), 1
Western Interstate Commission for
Higher Education (WICHE) Student
Exchange Program, 151
Western Regional Resource Center,
211
WICHE. See Western Interstate
Commission for Higher Education
WICHE library program, 152
WICHE programs in the health sciences,
151-52
WICHE regional graduate programs,
279
William Lowell Putnam Examination,
103
Women in Communication, 297
Women in society. See Center for
the Study of Women in Society
Women's Referral and Resource Service,
297
Women's studies, 145-46
Work, economy, and community. See
Center for the Study of Work,
Economy, and Community
Work-StUdy Program. See College
Work-Study Program
Writing, 70, 71, 73
317
Enrollment by MaJor and Classification 1985-86 Academic Year
Nonmatriculated
College of Arts and Sciences
American Studies .
Anthropology .
Arts and Sciences Premajors .
Asian Studies ..
Biology ..
Chemistry . .
Chinese .
Classics .
Comparative Literature .
Computer and Information Science .
Creative Writing ..
Economics .. w .
English . ..
French .. .
General Science ..
Geography...... .. ..
Geology .
Germanic ..
Greek ..
History .. :. .. .
Humanities .
Independent Study .
International Studies .
Italian ..
Japanese .
linguistics ..
Mathematics .
Philosophy .
Physics .. ..
Political Science .
Preengineering ..
Psychology .
Religious Studies
Romance Languages ..
Russian .
Sociology .
Spanish .
Speech: Rhetoric and Communication ..
Speech: Telecommunkation and Film ..
Speech: Theater Arts , ..
Total .
Professional Schools
Architecture and Allied Arts ..
Business Administration ..
Education .
Human Development and Performance ..
Journalism .
Law .
Music .
Total .
Other
Community Education Program .
Interdisciplinary Studies .
Unaffiliated .
Unclassified ..
Total All Majors ..
Freshmen
o
6
944
4
61
12
4
1
1
65
o
21
41
12
10
4
4
4
o
27
4
o
3
o
1
1
22
4
12
58
38
121
o
8
4
8
5
11
59
22
1,602
127
582
76
79
174
o
41
1,079
o
o
o
o
2,681
Sophomores
3
15
544
5
87
24
1
o
o
107
o
47
74
10
9
10
10
8
o
47
6
o
19
o
8
5
39
10
16
91
30
163
3
21
1
25
7
31
72
23
1,571.
175
662
121
137
200
o
33
1,328
o
o
o
o
2,899
Juniors
6
14
251
7
93
25
1
3
2
94
o
82
98
10
22
11
15
11
o
65
10
o
28
2
3
8
32
12
15
108
8
182
3
31
4
62
9
43
89
21
1,480
243
624
175
221
264
o
41
1,568
o
o
o
o
3,048
Seniors
5
47
80
10
168
69
2
2
2
159
o
179
226
26
94
56
31
27
1
143
14
1
66
3
6
26
65
19
35
194
3
356
5
32
15
106
21
85
189
46
2,614
663
819
276
361
418
o
123
2,660
o
o
o
o
5,274
Postbaccalaureate
Nongraduates
o
1
70
o
12
2
o
o
o
44
o
9
6
1
2
2
3
3
o
1
o
o
2
o
o
4
16
1
8
2
o
5
1
1
2
5
1
o
1
3
207
23
23
184
7
10
o
9
256
o
o
o
o
463
Graduates
o
84
o
12
99
80
o
3
32
81
32
84
83
9
o
39
46
26
o
51
o
o
47
o
o
27
65
14
117
37
o
87
o
44
3
45
16
40
30
24
1,357
405
270
1,518
310
55
476
178
3,212
3
273
o
181
5,026
Undergrads
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
430
o
76
560
1,066
Graduates
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
999
o
o
2,669
3,668
Total
14
167
1,889
38
520
212
8
9
37
550
32
422
528
68
137
122
109
79
1
334
34
1
165
5
18
71
239
60
203
490
79
914
12
137
29
251
59
210
440
139
8,832
1,636
2,980
2,350
1,115
1,121
476
425
10,103
1,432
273
76
3,410
24,126
Summary of Degrees Granted: Summer 1985 through Spring 1986
Bachelor's Degrees Male Female Total
Bachelor of Arts :;................................ 243 401 644
Bachelor of Science 789 649 1,438
Bachelor of Architecture 61 15 76
Bachelor of Business Administration 12 17 29
Bachelor of Education 0 2 2
Bachelor of Fine Arts 9 13 22
Bachelor of Interior Architecture 8 14 22
Bachelor of Landscape Architecture 22 9 31
Bachelor of Music 16 11 27
Bachelor of Physical Education 0 0 0
Total 1,160 1,131 2,291
Advanced Degrees Male
Master of Arts 50
Master of Science 177
Master of Architecture 14
Master of Business Administration 49
Master of Education 19
Master of Fine Arts 12
Master of Interior Architecture 1
Master of Landscape Architecture 1
Mastero! Music 12
Master of Urban Planning 5
Doctor of Philosophy 119
Doctor of Education 2
Doctor of Musical Arts 3
Doctor of Jurisprudence 96
Total 560
Total Degrees : 1.720
Female
84
179
11
24
39
16
1
5
7
6
72
1
o
49
494
1,625
Total
134
356
25
73
58
28
2
6
19
11
191
3
3
145
1,054
3,345
Retention Data
Pursuant to Public Law 94-432 (Section 132 of the Education Amendments of 1976 to the Higher Education Act of 1965), the University is required to prepare and
disseminate selected information to students. The required information includes a statement on the retention of students at the University. The following data are presented
in support of this requirement.
Final Enrollment Fall Term 0 ..
Enrollment Spring Term for Fall Term Enrollees .
Degrees Awarded Fall and Winter Terms ..
Total Spring Term Enrollment and Other Degrees Awarded .
Percentage Retained or Graduated for the Year .
1981-82 1982-83 1983-84 1984-85 1985-86
16,702 15,484 15,569 15,905 16,403
13,433 . 12,614 12,715 12,846 13,408
932 1,110 1,044 960 928
14,365 13,724 13,759 13,806 14,336
86% 89% 88% 87% 87%
University of Oregon (.V
....lloo
ex>
Buildings
Allen Hall, C3
Architecture and Allied Arts Quonsets,
1309 Franklin Blvd.
Architecture Graduate Shelter,
1403 Franklin Blvd.
Beall Concert Hall, G3
Chapman Hall, D3
Chiles Business Center, E2
Clinical Services Building, H3
Collier House, C3
Computing Center, D1
Condon Hall, E2
Condon School, D5
Deady Hall, C2
Education Building, G3
Erb Memorial Union (EMU), C3
Esslinger Hall, D4
Fenton Hall, D3
Friendly Hall, C3
Gerlinger Hall, E3
Gerlinger Annex, E3
Geology Building, C3
Gilbert Hall, D2
Hendricks Hall, D3
Herbarium, 1811 Garden Ave.
Huestis Hall, B3
Johnson Hall, D3
Law Center, C1
Lawrence Hall, B2
Library, F3
McArthur Court, E4
Museum of Art, E3
Museum of Natural History, C4
Music Building, G4
Oregon Hall, A4
Physical Plant, 1295 Franklin Blvd.
Prince Lucien Campbell Hall (PLC), F3
Robinson Theatre, C2
Science I, B3
Science II, B3
Straub Hall, C4
Student Health Center, B4
Susan Campbell Hall, E3
Villard Hall, B2
Volcanology Building, B3
Residence Halls
Bean Complex, B4
Carson Hall, B4
Earl Complex, C4
Hamilton Complex, A4
University Inn, 1000 Patterson Street
Walton Complex, C4
Offices and Services
Academic Advising and Student Services,
Oregon, A4
Academic Affairs, Johnson, D3
Academic Leaming Services, Main Library, F3
Administration, Johnson, D3
Admissions and Records, Oregon, A4
Affirmative Action, Oregon. A4
American English Institute, PLC, F3
American Studies, PLC,. F3
Anthropology, Condon Hall, E2
Architecture and Allied Arts, School of,
Lawrence, B2
Arts and Sciences, College of, Friendly, C3
Asian Studies, Friendly, C3
Associated Students of the University of
Oregon, EMU, C3
Athletics, Intercollegiate, McArthur Ct., E4
Australian Studies, PLC, F3
Biology, Science II, B3
Bookstore, 895 E. 13th Avenue, E2
Business Administration, College of, Gilbert, D2
Business Affairs, Oregon, A4
Canadian Studies, Hendricks, D3
Career Planning and Placement, Hendricks, D3
Center for Advanced Technology in
Education (CATE), Condon School, D5
Chemistry, Science II, B3
Classics, Condon Hall, E2
Cognitive Science, Straub, C4
Comparative Literature, Friendly, C3
Computer and Information Science, PLC, F3
Continuation Center, Oregon, A4
Counseling Center, University, Student Health
Center, B4
Counseling and Educational Psychology,
1761 Alder Street, H3
East Asian Languages and Literatures,
Friendly, C3
. Economics, PLC, F3
Education, College of, Education Building, G3
English, PLC, F3
Environmental Studies, Condon Hall, E2
Faculty Club, Collier. C3
Financial Aid, Student, Oregon, A4
Folklore and Ethnic Studies, PLC, F3
General Science, Science II, B3
Geography, Condon Hall, E2
Geological Sciences, Geology Building. C3
Germanic Languages and Literatures,
Friendly, C3
Graduate School, Chapman, D3
Health Center, Student Health Center, B4
High School Equivalency Program, Emerald, B3
History, PLC, F3
Honors College, Chapman, D3
Housing, Walton, C4
Human Development, Center on, Clinical
Services Building, H4
Human Development and Performance, College
of, Esslinger, D4
Human Resources, Oregon, A4
Humanities, Condon Hall, E2
Information and Tour Services, Oregon, A4
Instructional Media Center, Library, F3
Intemational Services, Oregon, A4
Intemational Studies, PLC, F3
Job ServicelWork Study, 1511 Agate St., C4
Joumalism, School of, Allen, C3
KWAX Radio Station, 2365 Bonny View Drive
Labor Education and Research Center, PLC, F3
Latin American Studies, PLC, F3
Law, School of, Law Center, C1
Leighton Pool, Esslinger, E4
Library, University
Main Library, F3
Archives, Fenton, D3
Architecture and Allied Arts, Lawrence, B2
Law, Law Center, C1
Map, Condon Hall, E2
Mathematics, Fenton, D3
Public Affairs, Hendricks, D3
Science, Science I, B3
Linguistics, Straub, C4
Mathematics, Fenton, D3
Medieval Studies, PLC, F3
Military Science, 1679 Agate Street, C4
Minority Education, Council for, Oregon, A4
Music, School of, Music Building, G4
Neuroscience, Huestis, B3
Old Oregon, Chapman, D3
Oregon Daily Emerald, EMU, C3
Oregon State System of Higher
Education, Susan Campbell, E3
Orientation Office, Oregon, A4
Parking Permits (Public Safety), StraUb, C4
Peace Studies, PLC, F3
Philosophy, PLC, F3
Physics, Science I, B3
Political Science, PLC, F3
Post Office, EMU, C3
President, Johnson, D3
Provost, Johnson, D3
Psychology, Straub, C4
Public Safety, Straub, C4
Registrar, Oregon, A4
Religious Studies, Chapman, D3
Research, Johnson, D3
Research and Sponsored Programs,
Chapman, D3
Romance Languages, Friendly, C3
Russian, Friendly, C3
Russian and East European Studies,
Friendly, C3
Sociology, PLC, F3
Speech, Villard, B2
Statistics, Gilbert, D2
Student Affairs, Oregon, A4
Summer Session, Oregon, A4
University News Bureau, Johnson, D3
University Printing, Allen, C3
University Publications, Chapman, D3
University Relations, Johnson, D3
UO Alumni Association, Johnson, D3
UO Foundation, Johnson, D3
Upward Bound, 1859 E. 15th Avenue, see A5
Women's StUdies, PLC, F3
45
3
2
1
HG
University of Oregon
Eugene· Oregon
For those bUildings north of campus across the Millrace,
please see the detailed campus map available at
Information and Tour Services in Oregon Hall.
FEo
CONDON~
SCHOOL .• '
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.~~18fR _
. :-II:. S'~ . A,ij12tvu~ _~~ . ~~
HAYWARD ~~.
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320
Front cover photograph: The Pioneer Mother, a
1932 bronze sculpture by A. Phimister Proctor,
faces north in the quadrangle between Hen-
dricks and Susan Campbell Halls. The interna-
tionally known sculptor also created the Indian
Maiden and Fawn, located in the Museum of Art
courtyard, and the Pioneer, between Fenton
and Friendly Halls.
This bulletin was prepared with the assistance
of the following:
Nan Coppock-Bland, Bulletin Editor
University Publications
Katheryn Kroeger, Editor
University Publications
George Beltran, Designer
University Publications
Gwen Dalluge, Compositor
University Printing Department
Joan Nelson, Mechanical Compositor
University Printing Department
Jackie Williams, Angelle Wayne, Koren Glick, Maggie
Underwood, Hafez Daraee, Proofreaders
University Publications
Daily Journal of Commerce, Printer
Portland
The University of Oregon's
Statement of Purpose
The University of Oregon is a comprehensive research
university and the only Oregon member of the
Association of American Universities. Its programs of
instruction are designed to provide the opportunity for
students to obtain a high-quality education in liberal
arts and sciences as well as professional preparation.
Its instructional, research, and public service programs
advance scientific and humanistic knowledge and
serve the educational, cultural, and economic needs
of all Oregonians.
To achieve these goals, the University of Oregon offers
undergraduate and graduate programs in mathemati-
cal and computer sciences, the physical and biological
sciences, the arts and humanities, and the social
sciences. The University offers programs in the Arts
and Sciences and in the professional schools of
Architecture and Allied Arts (inCluding Planning, Public
Policy and Management), Business Administration,
Education, Human Development and Performance,
Journalism, Law, and Music. The professional fields
build upon the core of the University's arts and
sciences programs.
Students pursue programs of instruction and research
leading to bachelor's, master's, and doctoral degrees.
The University is the only institution in the state offering
doctoral degrees in the arts and humanities and the
social sciences. It places strong emphasis on research
programs in the most advanced areas of basic
science, many of which have special applicability to
high-technology industry. Its international programs
facilitate research and an exchange of students and
faculty members with other countries.
Because the University's students, as educated men
and women, must be prepared to succeed in an
increasingly heterogeneous environment, the Univer-
sity strives to provide them with both a student body
and a faculty and staff that reflect the cultural, ethnic,
and racial diversity of modern society.
The University of Oregon is a member of the Associa-
tion of Research Libraries, an association of the largest
research libraries in the country. In addition, the
University of Oregon's museums and libraries serve
the entire state and also preserve the records and
artifacts of Oregon's past. Its outreach programs serve
business, labor, and governmental groups throughout
the state, the nation, and the world. The University of
Oregon is recognized for its art and architecture
exhibits and its musical and dramatic performances.
Goals and Objectives
The University is guided by the principle that it shall
make available educational opportunities of high
quality to help students acquire knowledge, skills, and
wisdom for personal development and enrichment; an
understanding of science and technology: an under-
standing of other peoples and cultures as well as our
own; and responsible participation in a democratic
society. Fundamental to the success of the University's
educational mission is preserving and encouraging an
atmosphere of intellectual freedom.
Affirmative Action
The University of Oregon affirms the right of all
individuals to equal opportunity in education and
employment at this institution without regard to race,
color, sex, national origin, age, religion, marital status,
handicap, veteran status, sexual orientation, or any
other extraneous consideration not directly and
SUbstantively related to e.ffective performance. This
policy implements all applicable federal, state, and
local laws, regUlations, and executive orders. Direct
related inquiries to Norma McFadden Comrada,
Director, Office of Affirmative Action, 472 Oregon Hall,
University of Oregon, Eugene OR 97403; telephone
(503) 686-3123.
Sexual Harassment
The University of Oregon does not tolerate sexual
harassment. Students who are offended or intimidated
by sexually-based behavior should contact the
Affirmative Action director immediately for assistance.
Oregon State System of
Higher Education
The Oregon State System of Higher Education
(OSSHE) is governed by the Oregon 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 the
two 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
James C. Petersen, La Grande, 1988
President and Chair
Richard F. Hensley, Medford, 1987
Vice-President
John W. Alltucker, Veneta, 1989
Gene Chao, Portland, 1988
Mark S. Dodson, Portland, 1989
Members
Robert R. Adams, Corvallis, 1989
F. David Crowell,' Eugene, 1987
Michael W. Hermens,' La Grande, 1988
Janet S. Nelson, Coos Bay, 1988
Louis B. Perry, Portland, 1987
George E. Richardson, Jr., Portland, 1990
Administrative Staff
William E. Davis, Chancellor (686-5794), Eugene
W.T. Lemman, ExecutiveVice-Chancellor(686-5731),
Eugene
Lawrence C. Pierce, Vice-Chancellor for Academic
Affairs (686-5791), Eugene
Wil H. Post, Vice-Chancellor for Public Affairs
(373-7494), Salem
John Owen, Vice-Chancellor for the Oregon Center
for Advanced Technology Education (OCATE)
(754-3617), Corvallis
Wilma Foster, Secretary to the Board of Higher
Education (686-5796), Eugene
The OSSHE, 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,
with specialized, professional, and technical programs
centered at specific institutions.
The member institutions of the OSSHE are:
Eastern Oregon State College, La Grande
Oregon Health Sciences University
(Schools of Dentistry, Medicine, and
Nursing), Portland
Oregon Institute of Technology, Klamath Falls
Oregon State University, Corvallis
Portland State University, Portland
Southern Oregon State College, Ashland
University of Oregon, Eugene
Western Oregon State College, Monmouth
The chancellor's Office of Academic Affairs provides
coordination and service 10 ensure that a broadly
based continuing education program is available
through the member institutions.
An interinstitutional booklet, Choice, Excellence,
Oppor/unity, lists fields of study at all State System
institutions and offers other important information for
prospective students. For a free copy, write to
Office of School Relations
Oregon State System of Higher Education
PO Box 3175
Eugene OR 97403
University of Oregon General Bulletin
(USPS 363-910) Eugene OR 97403
Second-Class
Postage Paid
at Eugene OR
97403
For application for admission,
write or call
Office of Admissions
270 Oregon Hall
University of Oregon
Eugene OR 97403
Telephone (503) 686-3201
In Oregon 1 (800) 232-3825
Published by the Oregml State System of Higher Education at the University of Gregoll
Universitu
A MU_ CM"' '"'"
afOREGON